CEE intends to research, document and analyze the diverse
experiences in EE and ESD of its own projects and programmes,
as well as those of other organizations in India and the
rest of the world. The objective is also to learn from these
experiences in order to strengthen the content, form and
effectiveness of education and communication programmes and
activities in the DESD.
To this end, CEE has launched the first peer-reviewed
international journal on Education for Sustainable
Development, to serves as a professional forum for
academics and practitioners around the world. This Journal,
which is published twice a year by Sage Publications, serves
as a place to present research, debate ideas, and showcase
success stories. The first issue of the Journal was
formally launched at the Fourth World Environmental Education
Conference which was held in South Africa in July 2007.
Journal of Education for Sustainable Development
Education for Sustainable Development
(ESD), an emerging field worldwide, is at a stage where
academics and practitioners are eager to share and keep
abreast of innovations in thinking and practice. At the
same time, the volume, quality, and nature of experience
in this field are substantial enough to warrant a journal
for documentation, publication of research, and
reflection.
A journal devoted to ESD becomes even more relevant in the
light of the fact that United Nations General Assembly
declared 2005-2014 as the Decade of Education for
Sustainable Development. Throughout this decade, educators
will engage in a variety of efforts to promote teaching
and learning about sustainable development.
UNESCO, which is responsible for overseeing the activities
of the Decade, explains in its implementation scheme that
sustainable development encompasses three areas: the role
of social systems in change and social equity, the
fragility of physical ecosystems, and the exploration of
economic development strategies that encompass social and
environmental concerns while still raising the standard of
living. ESD not only explores the intellectual nexus of
these areas, but also seeks to produce workable models of
sustainable development in formal education and at
community level. Several characteristics define education
for sustainable development as a field. ESD is:
- Interdisciplinary: embedded in curriculum
- Values-driven: inspired by a set of values that include respect for the environment, social justice, and human rights.
- Locally relevant: addressing community as well as global issues.
The learning methods used in ESD involve visioning of
ideal future scenarios, critical thinking, problem
solving, participatory decision making, and use of
multiple methods of learning, including art, drama, and
experiential learning.
The Journal of Education for Sustainable Development
(JESD) is
a peer-reviewed international journal, aimed at global
readership, with an editorial board comprised of leading ESD educators from around the world. The scope of content
covers all fields of formal and nonformal ESD.
We solicit articles from academics and
practitioners in the developing world, along with those in
the industrialized world. This focus on developing world
research sets JESD apart from the other leading
English-language academic journals, which focus mainly on
the United States, Australia, UK and Canada.
Articles are sought from the fields of
environmental education, which has pioneered much of the
work in ESD; from economics education, where a small
number of academics are challenging old theories and
testing new ones; and the humanities, where the issues of
social justice are largely addressed. Because there are a
number of journals for environmental education, we are
especially interested in articles from the areas of
economics and social sciences.
The journal is published twice a year.
It contains well-researched articles and critical
essays and analyses on philosophies, policies and issues;
substantiated reports on innovative projects,
activities, initiatives and best practices that have
relevance or implications for other practitioners;
reviews of educational materials and programs, and
news on latest ESD materials and how to access them,
upcoming events, highlights of relevant conferences and
meetings, and information on grants or requests for
proposals.
The articles are of three kinds:
conceptual, descriptive, and those based on empirical
research.
- Conceptual articles are thought-provoking essays on
approaches to ESD, with the intent of engaging readers
in a discussion that will move the field forward.
- Descriptive articles report on successful (or
unsuccessful) projects that can offer ideas or lessons
to practitioners.
- Research-based articles develop, test or advance ESD
theory, research, or practice. Research notes will
comprise exploratory survey research, methodological
studies, and replications and extensions of past
research. Such submissions must, however, make important
contribution to knowledge relevant to ESD. Observations
and remarks on articles published in the Journal, if
relevant and timely, could be published as comments.
The journal also publishes reviews of
books, videos/films, curricula, and other print and
non-print ESD materials and programs. The reviews provides
the context, describe the content, and assess the strengths
and weaknesses of the material or programmes.
One section of the journal focuses
especially on students’ interests and concerns by publishing
abstracts of research being done at various universities
around the world, relevant information, and academic advice.
The journal also publishes international news and events
related to the UN Decade of Education for Sustainable
Development. Conferences, regional workshops, and action
projects will be sponsored by UNESCO, UNEP and various NGOs
throughout the Decade. We will keep readers apprised of
upcoming opportunities for participation and reports to the
UN General Assembly related to the progress towards the
goals of the Decade.
Table of Contents (Volume 2,
Number 1, March 2008)
EDITORIAL
Towards a Handprint for Sustainable Development, 1
Kartikeya V. Sarabhai
ESD HAPPENINGS
Upcoming
Sixth International JTET Conference: Sustainable
Development,
Culture and Education
Turkey, June 2008
IPRA Twenty-Second Global Conference
Building Sustainable Futures: Enacting Peace and
Development
Belgium, July 2008
Second International Sustainability Conference:
Creating Values
for Sustainable Development
Switzerland, August 2008
All Our Futures Education Waking to Threat, Hope and
Possibility
United Kingdom, September 2008
Reports
Fourth International Conference on Environmental
Education
Mary Paden
Emerging Communities of Practice: In their Third Year,
Regional Centres
of Expertise Discuss Themes and Evaluations
Sampreethi Aipanjiguly, Yoko Mochizuki and Zinaida Fadeeva
OPINION ESSAY
What We Need to Learn to Save the Planet
Moacir Gadotti
DESCRIPTIVE REPORTS
Sustainable Development, Systems Thinking and
Professional Practice
Stephen Martin
Sustainability Education’s Gift: Learning Patterns and
Relationships
Dilafruz Williams
Youth Can Lead the Way to Sustainable Consumption
John Fien, Cameron Neil and Matthew Bentley
DESD PROGRESS
The RCE Initiative as a Policy Instrument for
Sustainable Development:
Can it match the World Heritage List and the Global
Compact?
Yoko Mochizuki
Asia-Pacific University Network Formed to Integrate ESD
and SD
into Higher Education
Mario T. Tabucanon
REVIEWS AND RESOURCES
Reviews
Anil Agarwal Reader, 75
Reviewed by Kalpana Sharma
Rethink. Refuse. Reduce…Education for Sustainability in
a Changing World
Ken Webster
Reviewed by Wynn Calder
Resources
Higher Education and Sustainable Development: Paradox
and Possibility
Stephen R. Gough and William A.H. Scott
Drivers and Barriers for Implementing Sustainable
Development in
Pre-School through Upper Secondary and Teacher Education
Inger Björneloo and Eva Nyberg (Eds.)
College Sustainability Report Card 2008
Sustainable Endowments Institute
Fourth Global Environment Outlook: Environment for
Development (GEO-4)
United Nations Environment Programme (UNEP)
Online Access to Research in the Environment
United Nations Environment Programme (UNEP)
American College & University Presidents’ Climate
Commitment
Integrating Environmental, Social and Governance Issues
into
Institutional Investment: A Handbook for Colleges and
Universities
The Responsible Endowments Coalition and Amnesty
International USA
A New Course for Higher Education
Online Video Series
Creek Productions, Inc.
Campus-Community Organising Guide
Energy Justice Network
FOURTH INTERNATIONAL ENVIRONMENTAL EDUCATION
CONFERENCE DECLARATION AND RECOMMENDATIONS
The Ahmedabad Declaration 2007: A Call to Action
Recommendations from the Fourth International
Environmental
Education Conference
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