Leading for sustainability: is surface understanding enough?
Leading for sustainability: is surface understanding enough?
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引领可持续发展：表面理解就足够了吗？
DOI：
10.1108/09578230810895528
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
H. Wildy
中科院分区：
文献类型：
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作者：
Coral Pepper;H. Wildy
目的-本文旨在报告一项关于可持续发展教育如何概念化、纳入课程并在三所西澳大利亚州政府中学开展的调查。它还报告的过程中，使可持续发展教育成为嵌入到这些school.Design/methodology/approach -数据的研究是通过半结构化的采访与教师谁是公认的领先的可持续发展教育。相反，参与者只关注可持续性的环境方面。同样，除了一名参与者之外，可持续性教育仍然支离破碎，容易受到学校条件变化的影响。可持续发展教育的领导力异想天开，对未来的愿景很少，在这项研究中几乎没有证据表明联盟建设或协作。
Purpose – This paper aims to report an investigation of how education for sustainability is conceptualised, incorporated across the curriculum and led in three Western Australian Government secondary schools. It also reports on processes to enable education for sustainability to become embedded into these schools.Design/methodology/approach – Data for the research were gathered through semi‐structured interviews with teachers who were reputedly leading education for sustainability.Findings – With the exception of one participant, the concept of education for sustainability is not widely embraced in the schools of this study. Instead participants focus only on the environmental aspect of sustainability. Again, with the exception of one participant, education for sustainability remains fragmented and vulnerable to changing school conditions. Leadership of education for sustainability occurs whimsically and with little vision for the future across this study with little evidence of alliance building or colla...