This new book series addresses issues associated with sustainability with a strong focus on the need for educational policy and action. Current attention and initiatives assume that Education for Sustainable Development (ESD) can be introduced successfully and gradually into schools worldwide. This series explores the issues that arise from the substantial and sustainable changes to be implemented in schools and education systems.
The series aims to counter the prevailing Western character of current research and enable cross-cultural comparisons of educational policy, practice, and project development. As a whole, it provides authoritative and comprehensive global coverage, with each volume providing regional/continental coverage. The volumes present data and insights that contribute to research, policy and practice in ESD-related curriculum development, school organization and school-community partnerships. They are based on ESD-related project experiences, empirical studies that focus on ESD implementation and teachers’ perceptions as well as childhood studies that examine children’s geographies, cultural characteristics and behaviours.