(Book Review) Education and Learning for Sustainable Futures: 50 Years of Learning for Environment and Change

Carter, J., Recollet, K., & Robinson, D. (2017). Interventions into the maw of Old World hunger: Frog monsters, kinstellatory maps, and radical relationalities in a project of re-worlding. In H. Davis-Fisch (Ed.), Canadian performance histories and historiographies (pp. 205–231). University of Toronto Press.

Chi, C. (2025, November 10). Key takeaways of interdisciplinary education for sustainability. [PowerPoints slides]. Interdisciplinary education for sustainability. University of Windsor.

Harwood, V. (2010). The place of imagination in inclusive pedagogy: Thinking with Maxine Greene and Hannah Arendt. International Journal of Inclusive Education, 14(4), 357–369. https://www.tandfonline.com/doi/full/10.1080/13603110802504572?needAccess=true#d1e537

Jickling, B., Blenkinsop, S., Morse, M., & Jensen, A. (2018). Wild pedagogies: Six initial touchstones for early childhood environmental educators. Australian Journal of Environmental Education, 34(1), 1–13. https://www.jstor.org/stable/26530646

Macintyre, T., Tilbury, D., & Wals, A. E. J. (2025). Education and learning for sustainable futures: 50 years of learning for environment and change (1st ed.). Routledge. https://www.routledge.com/Education-and-Learning-for-Sustainable-Futures-50-Years-of-Learning-for-Environment-and-Change/Macintyre-Tilbury-Wals/p/book/9781032727912

Miseliunaite, B., Kliziene, I., & Cibulskas, G. (2022). Can Holistic Education Solve the World’s Problems: A Systematic Literature Review. Sustainability, 14(15), 9737. https://doi.org/10.3390/su14159737

Ontario Ministry of Education. (2017). Environmental education: Scope and sequence of expectations (2017 edition). Queen’s Printer for Ontario https://www.edu.gov.on.ca/eng/curriculum/elementary/environmental_ed_kto8_eng.pdf

Rushton, E. A. C. (2025). Responding to the moral complexities of climate change education through intergenerational dialogue in teacher education. Journal of Moral Education, 54(1), 94–106 https://www.tandfonline.com/doi/full/10.1080/03057240.2024.2330147