Greening the Curriculum: Current Trends in Environmental Education in Israel's Public Schools

Sagy, Gonen; Tal, Alon

doi:10.2979/israelstudies.20.1.57

Cited by 22 publications

(15 citation statements)

References 4 publications

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“…In recent years, there has been initiation of a program towards educational institutions accreditation as 'green schools' (Sagy & Tal, 2015), that is, schools that offer unique programs in environmental issues, provide activities that encourage the sensible use and reduced consumption of resources, and cultivate and promote environmental projects in the community -all according to values defined by the Ministry of Environmental Protection. In…”

Section: Environmental Education and Efs Around The World And In Israelmentioning

confidence: 99%

“…In recent years, Israel has demonstrated significant progress in implementing EfS at the national level, and the Israeli Ministry of Education, in conjunction with the Ministry of Environmental Protection, promote such education in schools. One of the significant steps taken by these departments is the transformation of educational institutions into 'green' educational institutions (Sagy & Tal, 2015;Tal & Peled, 2017). Nevertheless, despite the steps taken in Israel in recent years towards enhancing EfS, some claim that implementing environmental education in schools is challenging due to a number of factors: there is no structured, compulsory curriculum; there is a scarcity of appropriate study materials; and there is a shortage of qualified teachers (Abramovich & Loria, 2015;Negev, Sagy, Garb, Salzberg & Tal, 2008;Tal & Abramovich, 2013;Tal & Peled, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Nevertheless, despite the steps taken in Israel in recent years towards enhancing EfS, some claim that implementing environmental education in schools is challenging due to a number of factors: there is no structured, compulsory curriculum; there is a scarcity of appropriate study materials; and there is a shortage of qualified teachers (Abramovich & Loria, 2015;Negev, Sagy, Garb, Salzberg & Tal, 2008;Tal & Abramovich, 2013;Tal & Peled, 2017). Most importantly, the absence of a clear, unified, vision means that environmental education cannot realize its full potential since each educator contributes according to their own personal perceptions and the actions they are individually familiar with (Sagy & Tal, 2015;Tal & Abramovich, 2013;Tal & Peled, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Implementation of “Education for Sustainability” in Three Elementary Schools – What can we Learn about a Change Process?

Miedijensky

Abramovich

2019

EURASIA J MATH SCI T

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This study examines the process of educational change as demonstrated in three elementary schools implementing education for sustainability (EfS). Actions and stages in the change process were characterized. Data included interviews with the school principals and teachers involved, in-school observations, and documentation (schools' vision statements, websites, and reports). Our findings indicate that important factors for a successful implementation include motives for change, persons involved, actions carried out, and follow-up activity. While all three schools showed evidence of changes implementing EfS as a regular part of the school's philosophy, only one school demonstrated changes deemed permanent and significant. This was the only school that implemented a gradual and structured process of change, that executed many actions at each stage, and where the principal and staff were well-qualified and fully committed. This study contributes to understanding how changes may be implemented in educational systems and emphasizes the importance of each stage.

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Section: Environmental Education and Efs Around The World And In Israelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Implementation of “Education for Sustainability” in Three Elementary Schools – What can we Learn about a Change Process?

Miedijensky

Abramovich

2019

EURASIA J MATH SCI T

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“…This new generation of activists has linked environmental and social justice (Tal, Leon-Zchout, et al 2013), and tended to depict previous modes of environmental thought as traditional, outdated worldviews. Various Israeli environmental organizations have appeared since the 1990s, and their activism has affected the legal system (Tal 2008), planning authorities (Shmueli, et al 2015), consumer patterns (Greenspan, Handy and Katz-Gerro 2012), education (Sagy and Tal 2015), policy, and politics. Activists have worked through environmental NGOs and think-tanks to impact civil society, with some actors endorsing the sustainability paradigm gradually entering state organizations like the Society for the Protection of Nature (SPN) and related state agencies 5 .…”

Section: Green Activism In Israelmentioning

confidence: 99%

Love of Land: Nature Protection, Nationalism, and the Struggle over the Establishment of New Communities in Israel

Dromi¹,

Shani²

2019

Preprint

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Although there is burgeoning research on environmental activism, few studies have examined the interrelationship between nationalism and nature protection in detail. This paper examines how groups manage the tension between national commitment and caring for the environment. It focuses on two opposing Israeli activist groups: a settler movement that aims to establish new communities in the fast-dwindling Israeli open expanses, and a "green" movement intent on preserving open spaces. Our observations, interviews, and textual analysis show that both groups believe themselves to be committed to the protection of nature, and that both groups see environmental responsibility as an integral aspect of their Zionist identity. However, the Israeli green movement sees abstaining from interventions in nature and adhering to sustainable development as Zionist because it preserves Israel for future generations. Conversely, the settler movement sees active intervention in nature-by building new communities, planting trees, andhiking-as the proper way to protect Israeli natural expanses and to maintain the livelihood of Israeli society. Our case demonstrates that, although environmental movements often aspire to universalism, local movements also interlace environmentalism and nationalism in ways that generate multiple (and even contradictory) interpretations of the appropriate way to care for nature.

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“…Fen Bilgisi dersi öğretim programında, çevre eğitimine yönelik bilişsel yönü ağırlıklı bir yaklaşım varken; Hayat Bilgisi, Sosyal Bilgiler ve Türkçe derslerinde ağırlıklı olarak duyuşsal alana hitap etmek hedeflenmiştir. Bu durum, derslerin genel hedef ve içerikleri göz önüne alındığında normal karşılanmaktadır ki farklı ülkelerin öğretim programlarında da benzer tabloların varlığı yapılan araştırmalar ile (Littledyke, 1997;Sagy ve Tal, 2015) ortaya konmuştur.…”

Section: Sonuçunclassified

2005 İlköğreti̇m Programinda Çevre Eği̇ti̇mi̇

Akengin¹,

İbrahimoğlu²

2015

Marmara Coğrafya Dergisi

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Greening the Curriculum: Current Trends in Environmental Education in Israel's Public Schools

Cited by 22 publications

References 4 publications

Implementation of “Education for Sustainability” in Three Elementary Schools – What can we Learn about a Change Process?

Implementation of “Education for Sustainability” in Three Elementary Schools – What can we Learn about a Change Process?

Love of Land: Nature Protection, Nationalism, and the Struggle over the Establishment of New Communities in Israel

2005 İlköğreti̇m Programinda Çevre Eği̇ti̇mi̇

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