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World Trends in Education for Sustainable Development


Edited By Walter Leal Filho

It is widely acknowledged that sustainable development is a long-term goal, which both individuals and institutions (and countries!) need to pursue. This important theme is characterized by an intrinsic complexity, since it encompasses ecological or environmental considerations on the one hand, and economic matters, social influences and political frameworks on the other. This makes provisions in respect of education for sustainable development a particularly challenging task, but one which is feasible and achievable, provided the right elements are put into place. This book is an attempt to foster the cause of education for sustainable development, by documenting and disseminating experiences from different parts of the world, where learning for, about and through the principles of sustainability is taking place, in various sets and contexts, in both industrialized and developing nations. A special feature of this book is that it not only presents a wide range of philosophies, approaches, methods and analyses with respect to education for sustainable development across the world, but also documents and disseminates concrete case studies, which show how education for sustainable development may be realized in practice.


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Community Engagement in University of British Columbia’s Climate Action Plan


Jessica Glor-Bell, Amelia Clarke Abstract Purpose – This study aims to: • Introduce the University of British Columbia (UBC) Climate Action Plan (CAP) and its formulation process. • Characterize the mechanisms needed for a campus community to shape and understand a CAP. • Identify lessons that could be relevant to other campuses. Design/Methodology/Approach – This is achieved using grounded theory and case study methodology, specifically through key informant and informational interviews, review of secondary documents, and inductive data analysis. Findings – This work: • Identifies six mechanisms that were offered by the UBC Campus Sustainabil- ity Office to the campus community to invite participation in shaping the UBC CAP. They are: 1) information, 2) student research, 3) consultation events, 4) advisors, 5) expert committees, and 6) partnerships, • Proposes and tests the “Spectrum of Public Participation” as a tool to charac- terize public consultation mechanisms and identify gaps, and • Identifies lessons that could be relevant to other campuses. Research Limitations/Implications – This study is based on one university cam- pus, thus the research design limits the theoretical generalizability. For other universities and colleges, this article offers lessons in how to fully engage their campus community in the content development of their own climate action plan. Originality/Value – This paper identifies six mechanisms for engaging university community members in climate and sustainability planning. It also suggests the “Spectrum of Public Engagement” to assess gaps in stakeholder engagement processes. 40 Jessica Glor-Bell, Amelia Clarke Introduction The Intergovernmental Panel on Climate Change’s (IPCC) Fourth Assessment Report (2007) finds that a 50% to 80%...

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