Green Schools Globally

Annette Gough is Professor of Science and Environmental Education in the School of Education and the School of Global, Urban and Social Studies at RMIT University, Melbourne, Australia, and previously Head of the School of Education. She has been an adjunct/visiting professor at universities in Canada, South Africa and Hong Kong, and is a Life Fellow of the Australian Association for Environmental Education (since 1992). She has led research and development projects funded by the Australian and Victorian governments and non-government bodies, worked with UNESCO, UNEP and UNESCO-UNEVOC, and has been co-editor of the Australian Journal of Environmental Education. She has over 130 publications (books, chapters and articles and curriculum materials) and is an editorial board member for the Australian Journal of Environmental Education, Environmental Education Research and the Journal of Biological Education. Her research interests span environmental, sustainability and science education, research methodologies, posthuman and gender studies. John Chi-Kin Lee is the Chair Professor of Curriculum and Instruction, Vice President (Academic) and Provost, Director of the Centre for Religious and Spirituality Education and Co-Director of the Centre for Education in Environmental Sustainability at The Education University of Hong Kong (EdUHK). He has been appointed as the UNESCO Chair in Regional Education Development and Lifelong Learning at the EdUHK. He has been the Changjiang Scholar Chair Professor conferred by the Ministry of Education, the People's Republic of China. He has served as the Editor-in-Chief of Cogent Education, Editor of International Journal of Children's Spirituality, Regional Editor (Asia-Pacific) of Educational Research and Evaluation and Executive Editor of Teachers and Teaching as well as advisory editor of Journal of Environmental Education Research (Taiwan). He is also a prolific writer who has edited and written more than 25 books, and published over 100 journal articles and book chapters. Po Keung Eric Tsang is a Professor, Associate Dean of the Faculty of Liberal Arts and Social Sciences, Head of the Department of Science and Environmental Studies, and Associate Director of the UNESCO-UNEVOC Centre at The Education University of Hong Kong. He is an environmental scientist by training, but he also specialises in environmental education research, and was one of the pioneers of the Green School initiative. He has been appointed visiting professor by Northeast Normal University and South China Normal University, and founding director of the Hong Kong and Guangzhou Centre for Environmental and Science Education in South China Normal University. He is active in the community as chairman/ member of numerous high-level government committees, chairman of Green Power, a major NGO in Hong Kong, and member (outreach panel) of the International Year of Global Understanding, launched by the International Geographical Union and UNESCO.

Chapter 1. Green school movements: An introduction.- Chapter 2. Seeking a green future through education.- Chapter 3. Towards a Generation of Sustainability Leaders: Eco-Schools as a global green schools movement for transformative education.- Chapter 4. The Enviroschools Programme in Aotearoa New Zealand: Action-orientated, culturally responsive, holistic learning.- Chapter 5. Moving Green to Mainstream: Schools as models of sustainability for their communities - The Australian Sustainable Schools Initiative (AuSSI).- Chapter 6. The Austrian ECOLOG-Schools Programme - Networking for Environmental and Sustainability Education.- Chapter 7. Ontario EcoSchools: A framework for environmental learning and action in k-12 schools.- Chapter 8. The Past, Present and Future of Mainland China's Green Schools.- Chapter 9. French Sustainable Development Schools (E3Ds) to promote awareness and commitment.- Chapter 10. Eco-Schools Movement in Germany in the Light of Educational Reforms.- Chapter 11. The Green School Award in Hong Kong: Development and impact in the school sector.- Chapter 12. Journey of Green Schools in India.- Chapter 13. Green Schools in Israel: Multiple rationales and multiple action plans.- Chapter 14. Eco-Schools Kenya: Practising Education for Green Economy and Sustainability.- Chapter 15. Green Schools in Mexico and Spain: Trends and critical perspective.- Chapter 16. Eco-Schools as Education for Sustainable Development in Rural South Africa.- Chapter 17. The Green school movement in Sweden - past, present and future.- Chapter 18. The development of Greenschools in Taiwan: Current situation, obstacles and prospects.- Chapter 19. Impact of the Eco-schools Program on "Education for Sustainable Development" in Turkey.- Chapter 20. The Ebb and Flow of Environmental and Sustainability Education in UK Schools.- Chapter 21. Green Schools in the United States.- Chapter 22. A Regional Approach to Eco-Schools in the Western Indian Ocean.- Chapter 23. Transformingeducation through green schools: Trials, tribulations and tensions.

"This book has been both insightful and reiterated my concerns about education. It is the first book that intentionally draws together the historic and current green schools experiences of a wide range of countries ... . I believe this is a satisfying and important read for anyone involved in environmental education. It provides a comprehensive yet concise and well-formatted compilation of accounts that will be useful for new and existing educators as well as education policy developers." (Megan Floris, Australian Journal of Environmental Education, February 18, 2022)

“This book has been both insightful and reiterated my concerns about education. It is the first book that intentionally draws together the historic and current green schools experiences of a wide range of countries … . I believe this is a satisfying and important read for anyone involved in environmental education. It provides a comprehensive yet concise and well-formatted compilation of accounts that will be useful for new and existing educators as well as education policy developers.” (Megan Floris, Australian Journal of Environmental Education, February 18, 2022)