Daniella Tilbury – författare

This book provides a clear overview of current thinking on the teaching and learning of geography. It is an ideal companion to all students beginning a career in teaching the subject in secondary schools.The chapters are written by experienced teacher educators and bridge both theory and practice. The writers focus on the continuities, whilst setting them in the context of the changing curriculum.The book is divided into four parts. Part One examines the historical context of geography teaching. Part Two looks at issues of course planning, design, syllabuses and programmes of study. Underlying this section is the assumption that geography should not be considered in isolation from other subjects, but rather as part of a whole curriculum. Part Three concentrates on teaching and learning, and includes chapters on the use of maps, field work, IT and first hand experience within a community. The final section covers the issues associated with assessment, across the whole school age range.

Resilience is a term that is gaining currency in conservation and sustainable development, though its meaning and value in this context is yet to be defined. Searching for Resilience in Sustainable Development examines ways in which resilience may be created within the web of ecological, socio-economic and cultural systems that make up the world in. The authors embark upon a learning journey exploring both robust and fragile systems and asking questions of groups and individuals actively involved in building or maintaining resilience.Through a series of wide ranging interviews the authors give voice to the many different approaches to thinking of and building resilience that may otherwise stay rooted in and confined by specific disciplinary, professional or spatial contexts. The book documents emerging trends, shifting tactics and future pathways for the conservation and sustainable development movement post Rio+20, arriving at a set of diverse but connected conclusions and questions in relation to the resilience of people and planet.This book is ideal for students and researchers working in the fields of conservation, sustainable development, education, systems thinking and development studies. It will also be of great interest to NGOs and government officers whose interests and responsibilities focus on conserving or reconstructing biodiversity and system resilience.

Resilience is a term that is gaining currency in conservation and sustainable development, though its meaning and value in this context is yet to be defined. Searching for Resilience in Sustainable Development examines ways in which resilience may be created within the web of ecological, socio-economic and cultural systems that make up the world in. The authors embark upon a learning journey exploring both robust and fragile systems and asking questions of groups and individuals actively involved in building or maintaining resilience.Through a series of wide ranging interviews the authors give voice to the many different approaches to thinking of and building resilience that may otherwise stay rooted in and confined by specific disciplinary, professional or spatial contexts. The book documents emerging trends, shifting tactics and future pathways for the conservation and sustainable development movement post Rio+20, arriving at a set of diverse but connected conclusions and questions in relation to the resilience of people and planet.This book is ideal for students and researchers working in the fields of conservation, sustainable development, education, systems thinking and development studies. It will also be of great interest to NGOs and government officers whose interests and responsibilities focus on conserving or reconstructing biodiversity and system resilience.

Responding to growing interest in the sustainable development goals (SDGs) and global concern over climate change, this volume provides an analysis of how our understanding of the relationship between environment and education has evolved during the past 50 years.Spanning from the 1972 United Nations Conference on the Human Environment through to the present day, chapters examine whether our approach to education about environmental sustainability is enacting effective change. Examining the evolution of educational approaches to environmental learning, contexts, and themes, this book moves through the decades, from the 1970s until the 2020s, tracking the impact of historical events and shifting sustainability discourses within education. Through historical, research-based analyses, this book recognises patterns, trends, and countertrends that help critically (re)assess the potential of education in creating a world that is more sustainable than current scientific predictions estimate.Proposing a set of key considerations for the future of environmental education, this accessible book will be of value to scholars, researchers, policymakers, and practitioners working within sustainability education, environmental research and policy, and teacher education more broadly.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Responding to growing interest in the sustainable development goals (SDGs) and global concern over climate change, this volume provides an analysis of how our understanding of the relationship between environment and education has evolved during the past 50 years.Spanning from the 1972 United Nations Conference on the Human Environment through to the present day, chapters examine whether our approach to education about environmental sustainability is enacting effective change. Examining the evolution of educational approaches to environmental learning, contexts, and themes, this book moves through the decades, from the 1970s until the 2020s, tracking the impact of historical events and shifting sustainability discourses within education. Through historical, research-based analyses, this book recognises patterns, trends, and countertrends that help critically (re)assess the potential of education in creating a world that is more sustainable than current scientific predictions estimate.Proposing a set of key considerations for the future of environmental education, this accessible book will be of value to scholars, researchers, policymakers, and practitioners working within sustainability education, environmental research and policy, and teacher education more broadly.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.