Journal of Sustainability Education

December

General Issue.

2020

Editorial Overview :
Welcome to our General Issue, December 2020. We started the calendar year with our international team of Ecomedia Literacy guest editors, witnessing with horror the spread of Covid-19 around the world. Global action for racial equality highlighted that environmental sustainability cannot be separated from social justice. We ended the year with violence erupting in the U.S. Capitol, and extreme divisions around the world. These events characterize systems in collapse, even as glocal efforts of resilience become more creative and interconnected.
Sustainability education is more important than ever, as we strive to nurture a better future. Please enjoy and share the following articles, and look for our upcoming special topics, climate change and dialogue.

Journeys
Thinking Like a Trout Stream
by Julie Dunlap, University of Maryland Global Campus, U.S.

Editorials and Opinions
Vanessa Nakate and Perceptions of Black Student Activists
by Chelsea McFadden, University of South Carolina, U.S.

Case Studies

An Audio Journey Through Solutions to Global Warming in Pennsylvania
by Anna Nguyen and Laura Guertin, Penn State Brandywine, U.S.

Campus Forest Carbon Sequestration: An Undergraduate Project Experience
by Mark Bremer, Emily Frisa, Rachelle Maccarone and Daniel Seif, SUNY Polytechnic Institute, U.S.

′Challenge to the South′ Revisited: A Case Study Worldwide of Regional Centres of Expertise (RCEs) on Education for Sustainable Development (ESD)
by Paul Kolenick, Yorkville University, Canada

Effect of Ecopedagogy-Based Environmental Education on In-Service Teachers′ Consumer Behaviour in Turkey: A Follow-Up Study After Seven Years
by Emel Okur-Berberoglu, LIC (Livestock Improvement Corporations), New Zealand

How An Arboretum Outreach Activity Changed Students′ Attitudes Towards Sustainable Development
by Laura Guertin, Karen Theveny and Ivan Esparragoza, Penn State Brandywine, U.S.

Inspiring Action, Efficacy, and Connection: Weaving Sustainability into Environmental Science Curriculum through a Connected Learning Model
by Teresa Bertossi, University of Minnesota, Duluth, U.S.; and Philip Halliwell, Colorado Mountain College, U.S.

The Power Game: Developing Influence and Negotiation Skills for Sustainable Development

by Elizabeth Hurley, Michael Mortimer, Jerry Abrams and David Robertson, Center for Leadership in Global Sustainability, Virginia Tech, U.S.

COMING: Supporting Eco-Character Development Through Community-Based Inquiry Learning
by Andrea J. Kunze, University of Illinois—Urbana-Champaign

Scholarly Features

Beyond Traditional Teacher Professional Development: Innovations in Teacher Professional Learning in Environmental and Sustainability Education
by Julie Ernst, Deanna Erickson, Eva Burgess and Ryan Feldbrugge

Creative tools and design principles for sustainable classrooms
by Neda Movahed and David Manuel-Navarrete

Farm-to-Table: How One Teacher Fostered Passionate, Project-Based, Place-Based Learning
by Jacquelynne Anne Boivin, Bridgewater State University, U.S.

From children′s literature to sustainability science, and young scientists for a more sustainable Earth
by Quan-Hoang Vuong

Incorporating Public Deliberation into Sustainability Education
by Lisa Morano and Windy Lawrence, University of Houston-Downtown, U.S.

Linking sustainability education with the Sustainable Development Goals in K-12 schools
by Emily Hurd and Alison A. Ormsby

The Impact of Environmental Biology Courses on the Human-Nature Relationship and Pro-Environmental Behavior of College Students
by Kelly Cartwright

Wanting to Share: How Integration of Digital Media Literacy Supports Student Participatory Culture in 21st Century Sustainability Education
by Andrew Bernier, Arizona State University, U.S.

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03.02.2021