Policy and practice around sustainable schools, and ESD more generally, tends to be based around largely tacit assumptions about young people’s motivations, interests and knowledge. In this brief paper I shall examine a number of these, and the implications for the enhancement of the learning we shall all need to do. I start from the notion that it is learning that matters above anything else.
|Place of Publication||London|
|Publisher||SEED (Sustainability and Environmental Education)|
|Publication status||Published - Jun 2010|