Intro -- Table of contents -- Acknowledgements -- Foreword -- Akpezi Ogbuigwe -- Introduction -- Arjen E.J. Wals, Joseph Weakland, and Peter Blaze Corcoran -- Part one Principles -- Chapter 1 -- RiverSpeaking: the spiraling of transformative and restorative learning toward kinship ethics -- Elizabeth A. Lange -- Chapter 2 -- Decolonisation as future frame for environmental and sustainability education: embracing the commons with absence and emergence -- Heila Lotz-Sisitka -- Chapter 3 -- Imagining intergenerational learning and intergenerational ethics for the future -- Brandon P. Hollingshead -- Chapter 4 -- Towards a teacher education for the Anthropocene -- Alf Coles1*, Justin Dillon1, Marina Gall1, Kate Hawkey1, Jon James1, David Kerr2, Janet Orchard1, Celia Tidmarsh1 and Jocelyn Wishart1 -- Chapter 5 -- Transforming epistemic cultures in ESE with citizen and civic sciences as means for reframing participation in the commons -- Priya Vallabh -- Chapter 6 -- Teacher ecological self - an ontological journey towards transformative sustainability -- Rea Raus1* and Veli-Matti Värri2 -- Chapter 7 -- Envisioning education in the Anthropocene: long-range and game-changing -- Paul A. Morgan -- Chapter 8 -- Future scenarios for sustainability education: the future we want? -- Helen Kopnina -- Chapter 9 -- If the past is a foreign country, what is the future? The necessity of understanding the past, confronting the present, and envisioning the future -- Richard Kool -- Part two Perspectives -- Chapter 10 -- "More than scaling up": a critical and practical inquiry into operationalizing sustainability competencies -- Stephen Sterling1*, Harold Glasser2, Marco Rieckmann3 and Paul Warwick1 -- Chapter 11 -- How can education for sustainability create systemic change? -- Sharon Zivkovic -- Chapter 12.

Envisioning youth futures through university students' education for sustainability initiatives -- Grace Mwaura1, Mahesh Pradhan2 and Kiama Gitahi3 -- Chapter 13 -- Educating for development or educating for the good life? Buen vivir imaginaries and the creation of one's own myth -- Thomas Macintyre1,2,3*, Martha Chaves2,3, Sofia Villa-Barajas4 and Andres Makú-Pardo4 -- Chapter 14 -- Examining curriculum policy and pedagogy across borders: re-imagining socially transformative learning in early childhood education -- Sue Elliott1*, Victoria Carr2, Eva Ärlemalm-Hagsér3 and Eunhye Park4 -- Chapter 15 -- Preparing students for complexity and uncertainty: Flexible Learning strategies for developing environmental professionals -- Will Valley*, Guopeng Fu and Eduardo Jovel -- Chapter 16 -- Tomorrow's song: technical institutes as living models for ecological consciousness -- Bridget Sutherland1* and Paul Judge2 -- Part three Praxis -- Chapter 17 -- Futures loss, despair and empowerment work in the University of Vechta: an action research project -- Senan Gardiner -- Chapter 18 -- The 4D's: a pedagogical model to enhance reasoning and action for environmental and socio-scientific issues -- Laura Barraza1* and Isabel Ruiz-Mallén2,3 -- Chapter 19 -- Green stories of the future: leveraging standards-based narrative techniques to guide student storytelling for sustainability -- Bryan H. Nichols1*, Bessie P. Dernikos2 and Elizabeth A. Morphis3 -- Chapter 20 -- K'gari-Fraser Island: towards an immersive, interdisciplinary and inclusive approach to environmental and sustainability education -- Kim E. Walker1*, Graham Ashford2, Gabriel Conroy2 and Neil Tindale2 -- Chapter 21 -- Student empowerment through dystopic case studies -- Garrett Stack -- Chapter 22 -- Combining high-impact pedagogical practices to foster creative visions of a sustainable future.

Sasha Linsin Wohlpart1*, Kris De Welde2 and Briana Stiehl Marino3 -- Chapter 23 -- Reorienting Japanese university education towards community resilience in the wake of disaster responsiveness -- Sachi Ninomiya-Lim1*, Shinichi Furihata2, Paul Ofei-Manu3 and Yui Kaminaga4 -- Chapter 24 -- Teaching systemic sustainability through a local lens: engaging students with the community -- Shawna Weaver -- Chapter 25 -- Back from the Future We Want: backcasting as a pedagogical practice towards sustainable futures -- Sachiko Ishihara* and Alejandro Marcos Valls -- Chapter 26 -- The SHEEEPS acronym as a framework for confronting wicked problems in times of rapid change -- Nathan Hensley -- Chapter 27 -- Environmental focused experiential learning: what a university class on dumpster diving taught us about sustainable futures -- Jayme Walenta*, Keena Auld, Anita Boggs, Turner Glasgow and Ariana Randal -- Chapter 28 -- It's enough to make you swear: the Oath Project at Nottingham Trent University -- Roy Smith -- Chapter 29 -- Approaching complexity in the context of education for sustainable development: research and perspectives -- Alain Pache1,2*, Philippe Hertig1,2 and Daniel Curnier1,2 -- Chapter 30 -- Student visions of multiple urban futures 2050 -- Lonny J.A. Brooks1* and Reynaldo Anderson2 -- Chapter 31 -- Integrating futures thinking through transdisciplinarity into sustainability accounting education: perspectives from Sri Lanka -- Nuwan Gunarathne1,2* and Yasanthi Alahakoon3 -- Chapter 32 -- Reimagining sustainability education to address Anthropocene challenges -- Thomas R. Hudspeth -- Chapter 33 -- Change Drivers at the front lines of the future: rising cultures for sustainability education in contemporary South Africa -- Injairu Kulundu -- Chapter 34.

Grounding the future in the past and the present: community-based sustainability in an old Japanese mining town -- Julie Saito1*, Mary de Sousa1, Cathy Nolan2 and Arjen E.J. Wals3,4 -- Afterword -- David W. Orr -- Biographies editorial team -- Contributor biographies.

This edited collection invites educational practitioners and theorists to speculate on - and craft visions for - the future of environmental and sustainability education. It explores what educational methods and practices might exist on the horizon, waiting for discovery and implementation. A global array of authors imagines alternative futures for the field and attempts to rethink environmental and sustainability education institutionally, intellectually, and pedagogically. These thought leaders chart how emerging modes of critical speculation might function as a means to remap and redesign the future of environmental and sustainability education today. Previous volumes within this United Nations Decade of Education for Sustainable Development series have responded to the complexity of environmental education in our contemporary moment with concepts such as social learning, intergenerational learning, and transformative leadership for sustainable futures. 'Envisioning Futures for Environmental and Sustainability Education' builds on this earlier work - as well as the work of others. It seeks to foster modes of intellectual engagement with ecological futures in the Anthropocene; to develop resilient, adaptable pedagogies as a hedge against future ecological uncertainties; and to spark discussion concerning how futures thinking can generate theoretical and applied innovations within the field.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2025. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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