Social Ecology and Environmental Diversity in Teacher Education

Abstract

This paper offers reflections on the development and potential of a transformative teacher education project as one component of the Professional Development Programs (PDPs) at the Faculty of Education of a comprehensive Canadian university. The work of our teacher education program is set in Vancouver and utilizes the lenses of social ecology and environmental diversity (or SEEDs) to examine the roles of teachers in bringing an awareness of local/global sustainability issues to student learning experiences. Using auto-ethnographical methods our project reflects on a critical and place-based teacher education agenda highlighting democratic and participatory methods in its approach. We use our experiences combined with relevant literature to explore what inspirations might be drawn from our evolving approach. Drawing from Bookchin’s social ecology, our teacher education practices are based on the conviction that most of our present ecological problems originate with/in deep-seated social problems. It follows, from this view, that ecological problems cannot be understood, let alone solved, without a more careful understanding of our existing society and the irrationalities that often dominate it. In our most recent work, our teacher education candidates identified strongly with the related theoretical notions of Social Ecology and Diversity; hence, our identity (as seeds or seedlings) is in a state of flux as we continue to move and adapt to our current socio-political conditions.

Sustainable Higher Education Management: Career Drivers of Academic Staff

“…To ensure its implementation, the United Nations Development Programs designed the framework of Sustainable Development Goals (henceforth -SDGs), which include SDG 4 "Quality Education" and SDG8 "Decent Work and Economic Growth" (UNDP, 2023). Consistent with SDG 4, the sustainability of higher education (henceforth -HE) development rests on qualified academic staff capable of promoting professional and sustainability knowledge (UN SDG 4, n.d.) via sustainability-induced learning experience (Zandvliet & Paul, 2023). This implies that academic staff "are key multipliers in the promotion of Sustainable Development" (Goller & Rieckmann, 2022) and, accordingly, should be enthusiastic to continuously update their professional competences and provide high-quality training.…”

Integrating Sustainability Into Curriculum of Legal Education in Latvia: An Insight Into the Main Issues

“…The third issue that is analyzed in this section is related to the lack of the requirement for a pedagogical education for academic staff. It is widely argued (see, e.g., Sunthonkanokpong and Murphy, 2019;Koskela & Karkkainen, 2021;Goller & Rieckmann, 2022;Zandvliet & Paul, 2023) that teachers are crucial to achieving sustainable development goal No 4 "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" (United Nations, 2015) of inclusive, equitable, high-quality education. This means that a particular attention needs to be devoted to the teachers' education.…”