In this report from “down under,” Linda Zibell recounts the triumph of eco-centric language over a techno-centric approach to bringing sustainability into the Australian school curriculum. She brings deep insight into deconstructing the power of word choice and language patterns with real examples of how school-age kids might perceive and understand the words we use.
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Effective bases of environmental decision-making build upon multiple and divergent understandings of landscapes and landscape connection. This paper develops ‘ethnogeomorphology’ as a tool for developing a shared (if contested) landscape platform for sharing worldviews and perspectives. Interfaces of intercultural communication, particularly with many Indigenous knowledges, are spaces of crucial juncture in understanding challenges of environmental and social sustainability and their relevance extends far beyond only ‘Indigenous studies’. Methodologies that aim to empower many Indigenous communities in documenting their knowledges can fail when attempting to communicate them in terms of conventional cause-and-effect science based on assumptions of linear and static spatial perspectives. This paper documents one such failure in practice with the Maiyoo Keyoh in Canada, and draws upon research conducted with the Yorta Yorta Nation (south-eastern Australia), the Stò:lō Nation (British Columbia, Canada), the Maiyoo Keyoh (northern British Columbia) and the Tia Kina Te Taiao (in New Zealand), from 2007-2011. Emerging insights in geography offer critical insight in addressing some of these challenges in practical ways, as increasing unrest in ‘physical’ disciplines (such as geomorphology), contest traditional binaries between ‘physical’ and ‘human’. This paper argues that geomorphic landscapes themselves are good learning tools that illustrate dynamic time-spaces. Recent developments around concepts of emergence, contingency and complexity, addressed through system-specific applications, point to reengagement with ‘place’. Similarly, conceptual developments in human geography see concepts of “scale as relation” rather than ‘scale as level’, also offers synergistic perspectives with physical geography founded on seeing multiple scales simultaneously. This solid grounding of coherence in geography could contribute to a practical and grounded basis of sustainability. Rather than being limited to theoretical debates, this paper illustrates the potential of a hybrid geography in practice. This convergence/hybridity in perspectives is not a conflation of knowledges, but an opportunity for situating worldviews in dialogue, assisting efforts to decolonize intercultural communication and promote ethical engagement in practice. This ‘ethnogeomorphic’ perspective offers a reconsideration of the term ‘adaptive’ in ‘adaptive management’, framed around multiple connections to landscapes, rather than as a tool restricted to Western science.
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Dave Tomkins and Panagiotis Tsigaris focus their fine analytical stats skills on how to not to make the wrong kind of error…yes, that should be the right logic…regarding global warming. They elegantly lay out the math behind what we all know intuitively…nothing is to be lost from taking precautions regarding global warming, or avoiding Type II statistical error, which comes, not from assuming that humans caused global warming, even when we didn’t, but rather being unable to prove that humans cause global warming, when in fact we are causing it. They present the statistics in the context of a course case study and make it clear that we have no reason to wait on the data since the potential for this type of error is already with us and the actions to be taken are probably beneficial in other areas as well.
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Sponsoring the Journal of Sustainability Education The Journal of Sustainability Education is actively seeking partners, sponsors, and donors to collaborate on moving the field of sustainability education outward and deeper. The Journal is a premiere publication with dynamic content elements, a blend of peer reviewed and timely interviews and media pieces that draw over 11,000 unique visitors [...]
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In this insightful review of Brian Tokar’s book, Randall Amster hails the work as a hopeful response to climate change that, rather than playing off of apocalyptic scenarios, envisions a future where society is re-structured not only in technological and economical terms, but also towards a more socially equitable way of life.
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The Education for Sustainable Development (ESD) community, argues Robert Bray, is shy to confront controversy. In this quick review of three controversial issues—population control, the role of science, and limits to growth—he quickly points out how important it is to embrace controversy as a way to arrive at sound policy.
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John Cusick reports on the compromises needed to bring place-based and hands-on sustainability curricula into at-risk schools where teachers and administers feel constrained by No Child Left Behind. The local Festival and Science Fair exhibits he describes help meet this challenge, for the theme of watershed education in Hawai‘i.
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