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ERIC Number: ED545291
Record Type: Non-Journal
Publication Date: 2014-May-15
Pages: 216
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-85856-553-8
ISSN: N/A
Educating for Hope in Troubled Times: Climate Change and the Transition to a Post-Carbon Future
Hicks, David
Trentham Books
This book explores three global issues--climate change, peak oil and the limits to growth. It sets out the facts about the inevitable yet still largely unknown changes, and examines the feelings and attitudes the coming changes engender. It offers teachers ways to engage with vital but too often avoided issues, and to share success stories and sources of hope for the future. In these troubled and fast changing times yesterday is no longer an accurate guide to tomorrow. We have to understand and be able to prepare young people for a future very different from today's world. This book is about developing new ways of being and exploring new horizons. The insight and support it provides will help make teachers more knowledgeable and better able to prepare learners for the transition to a post-carbon future. This book is essential reading for primary and secondary teachers and for students and tutors in Initial Teacher Education. It will also be of value to headteachers, governors, educational researchers and others concerned with matching policy and practice to the demands of changing times. It will develop critical enquiry in Geography, English, Science, Citizenship Education, Personal, Social and Health Education and inspire those working in education for sustainability, sustainable schools and global education.
Trentham Books. Available from: IOE Press, Institute of Education, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; e-mail: ioepress@ioe.ac.uk; Web site: http://www.ioepress.co.uk
Publication Type: Books; Reports - Descriptive
Education Level: Elementary Secondary Education; Secondary Education; Elementary Education
Audience: Teachers; Students; Researchers
Language: English
Sponsor: N/A
Authoring Institution: University of London, Institute of Education