December 2020: General Issue

Editorial Overview

Welcome to our General Issue, December 2020. We started the calendar year with our international team of Ecomedia Literacy guest editors, witnessing with horror the spread of Covid-19 around the world. Global action for racial equality highlighted that environmental sustainability cannot be separated from social justice. We ended the year with violence erupting in the U.S. Capitol, and extreme divisions around the world. These events characterize systems in collapse, even as glocal efforts of resilience become more creative and interconnected. Sustainability education is more important than ever, as we strive to nurture a better future. Please enjoy and share the following articles, and look for our upcoming special topics, climate change and dialogue.

Journeys

Thinking Like a Trout Stream

by Julie Dunlap, University of Maryland Global Campus, U.S.

Editorials and Opinions

Vanessa Nakate and Perceptions of Black Student Activists

by Chelsea McFadden, University of South Carolina, U.S.

Case Studies

An Audio Journey Through Solutions to Global Warming in Pennsylvania

by Anna Nguyen and Laura Guertin, Penn State Brandywine, U.S.

Campus Forest Carbon Sequestration: An Undergraduate Project Experience

by Mark Bremer, Emily Frisa, Rachelle Maccarone and Daniel Seif, SUNY Polytechnic Institute, U.S.

‘Challenge to the South’ Revisited: A Case Study Worldwide of Regional Centres of Expertise (RCEs) on Education for Sustainable Development (ESD)

by Paul Kolenick, Yorkville University, Canada

Effect of Ecopedagogy-Based Environmental Education on In-Service Teachers’ Consumer Behaviour in Turkey: A Follow-Up Study After Seven Years

by Emel Okur-Berberoglu, LIC (Livestock Improvement Corporations), New Zealand

How An Arboretum Outreach Activity Changed Students’ Attitudes Towards Sustainable Development

by Laura Guertin, Karen Theveny and Ivan Esparragoza, Penn State Brandywine, U.S.

Students’ Participation in Tree Planting Activity: Promoting the 21st Century Environmental Education

By Christopher H. Punzalan, Philippine Normal University, Manila, Philippines, and Ma. Lyka M. Balanac, Bautista Elementary School, Dasmariñas, Cavite, Philippines

Inspiring Action, Efficacy, and Connection: Weaving Sustainability into Environmental Science Curriculum through a Connected Learning Model

by Teresa Bertossi, University of Minnesota, Duluth, U.S.; and Philip Halliwell, Colorado Mountain College, U.S.

The Power Game: Developing Influence and Negotiation Skills for Sustainable Development

by Elizabeth Hurley, Michael Mortimer, Jerry Abrams and David Robertson, Center for Leadership in Global Sustainability, Virginia Tech, U.S.

COMING: Supporting Eco-Character Development Through Community-Based Inquiry Learning

by Andrea J. Kunze, University of Illinois—Urbana-Champaign

Scholarly Features

Beyond Traditional Teacher Professional Development: Innovations in Teacher Professional Learning in Environmental and Sustainability Education

by Julie Ernst, Deanna Erickson, Eva Burgess and Ryan Feldbrugge

Creative tools and design principles for sustainable classrooms

by Neda Movahed and David Manuel-Navarrete

Farm-to-Table: How One Teacher Fostered Passionate, Project-Based, Place-Based Learning