Springer Schooling for Sustainable Development in Chinese Communities: Experience with Younger Children: 1

This book focuses on the academic foundations, trends and traditions of environmental education for sustainable development in Chinese contexts. It highlights case studies that illuminate recent sustainability initiatives in China, Hong Kong, Macao and Taiwan. Review From the reviews: “John Chi-Kin Lee and Michael Williams present the writings of twelve contributing scholars/researchers who discuss the academic foundations, trends, and traditions of environmental education for sustainable development (ESD) in several Chinese cultural contexts. … The book is well-organised, the quality of the writing is excellent, and a helpful index of key terms/names is provided … . Overall, Schooling for Sustainable Development in Chinese Communities is an informative and provocative text … .” (Daniel H. Jarvis, International Review of Education, Vol. 56 (4), 2010)   “This book presents an enlightening analysis of environmental education or education for sustainable development in Chinese communities.” (Cecily J. Maller, Environmental Education Research, Vol. 17 (5), 2011) "Despite the intrinsic complexity of its subject matters, Schooling for Sustainable Development in Chinese Communities has a stylistic coherence and consistency that is unasual in an edited collection." ( Noel Gough, Australian Journal of Environmental Education, Vol 25, 139-141, 2009) From the Back Cover This book focuses on the academic foundations, trends and traditions of environmental education for sustainable development principally in Chinese contexts. It highlights contexts and case studies that illuminate recent Chinese initiatives. It includes case studies of green schools and reports on recent initiatives in school-based ESD curriculum development programmes in China, Hong Kong, Macao and Taiwan. The book concludes with an overview chapter that points to likely future developments. The assumption underpinning the book is that experiences gained in such a major country as China will be of real interest to geographical and environmental educationists, professional educators and teachers elsewhere. Not only will it generate interest and create greater awareness but also it is hoped that these experiences will provide a platform for scholarly exchange and contribute insights on education policy and curriculum changes across Asian-Pacific communities in an increasingly globalised world.