Recent publications by SIG members, including:
newsletters, academic, scholarly and research publications.

To suggest additions or amendments to this list, please contact the SIG secretary, Amy Cutter-Mackenzie.

Published for the AERA meetings.
Documents available in pdf format
(requires Adobe Acrobat Reader).
Newsletters available for:
2001 · 2000 · 1999 · 1998 · 1996 · 1995

Higher Education & the Challenge of Sustainability: Problematics, Promise, and Practice. Peter Blaze Corcoran & Arjen E.J. Wals (Eds), Kluwer Academic Press, 2004

The book, edited by AERA SIG Ecological & Environmental Education members and past-chairs, Peter Blaze Corcoran and Arjen Wals, contains 27 chapters, several of which have been written by SIG members.

This book provides a variety of valuable theoretical and practical resources for students, teachers, researchers, and administrators who seek to integrate sustainability in higher education. Sustainability is not only explored as both an outcome and a process of learning, but also as a catalyst for educational change and institutional innovation. The book raises the various problematics related to this inchoate field and provides an intellectual history and critical assessment of the prospects for institutionalizing sustainability in higher education.

The book also contains an on-line resource section hosted by the Dutch Foundation for Sustainability in Higher Education (DHO). The link to this section is: www.dho.nl/SHE-resources.

Teachers' Thinking in Environmental Education: Consciousness and Responsibility. Paul Hart, Peter Lang, 2003.

The impact and influence of their school experiences and of their teachers on children and their subsequent beliefs and values are unknown. This book attempts to capture what is in the hearts and minds of teachers and mentors as they provide mind-forming experiences for children. In their own voices, teachers describe why the environment is an important component of their educational practice—why it is even more important than traditional school subjects such as science. Conservative moral principles, not unbridled emotions, guide their behavior as responsible professionals who care deeply about children and their future.

Key Issues in Sustainable Development and Learning.
A Critical Review (Book of Readings). Edited by William Scott & Stephen Gough, RoutledgeFalmer, 2003.

The two companion books explore in complementary ways the relationships between learning and sustainable development.

The first provides an analytical overview of the central issues within the field, and its companion volume uses the same chapter headings to present seminal readings from existing literature set alongside specially commissioned, critical vignettes from leading practitioners in order to explore differing perspectives.

Read a review

Sustainable Development and Learning. Framing the Issues. William Scott & Stephen Gough, RoutledgeFalmer, 2003.

The central thesis of both books is that there is a need to bring about constructive engagement between the diverse perspectives on both learning and sustainable development, and to explore their inter-relationship. In order to do this, the books set out to communicate both the essentials and the complexities of a wide range of inter-related issues, raising important topics for discussion, reflection, and on-going consideration by readers.

These books are written for all those with an interest in sustainable development and learning and for those who, irrespective of background and discipline, are seeking support for professional activities, and/or undertaking academic programmes of study.

Read a review

Curriculum Visions. Edited by William E. Doll Jr. & Noel Gough. Peter Lang, 2002.

Curriculum Visions challenges the singular, guiding vision that has dominated Western educational thought for the past four centuries. Curriculum Visions playfully integrates the scientific, the storied, and the spiritful in challenging us to develop our own curricular vision, based on the logic of reason, the personality and culture of society, and the awesomeness of creation. Contributing authors include Chet Bowers, Peter Cole, Kathleen Kesson, and Pat O'Riley, among many others.

"Curriculum Visions is one of those rare texts that does what it is about. Enacting its topic, it brings the past newly into the present, exorcises ghosts, questions its assertions, permits contradictions, keeps foundations fluid, and in so doing allows for the appearance of curriculum visions both within its own pages and in the minds of readers"
Antoinette Oberg, University of Victoria, BC, Canada

For a "visionary" review go to http://ijea.asu.edu/v4r1/

Educating for Eco-Justice and Community. C.A. Bowers. The University of Georgia Press, 2001.

"After last year's impressive Let Them Eat Data: How Computers Affect Education, Cultural Diversity, and the Prospects of Ecological Sustainability, this new book of Bowers establishes him in my view firmly as the Noam Chomsky of Environmental Education. Just as the latter has convincingly shown that the entire spectrum of mainstream politics, from conservative to progressive, shares in fact the same basic convictions with regard to Western capitalism and the US's right to govern the world, Bowers has made clear that almost all educational theories that were elaborated in the last half a century, including those intending to be progressive and radical, ignore the cultural roots of the ecological crisis we face."
Rolf Jucker, University of Wales

Fifty Key Thinkers on the Environment. Edited by Joy Palmer. Advisory Editors, David E. Cooper and Peter Blaze Corcoran. Routledge, 2000.

"... a unique guide to environmental thinking through the ages. ... Lucid, scholarly and informative, these fifty essays offer a fascinating overview of mankind's view and understanding of the physical world."

Ecological Education in Action: On Weaving Education, Culture, and the Environment. Greg Smith & Dilafruz Williams (Editors). State University of New York Press,1998.

... celebrates the work of innovative educators in North America who explore ecological issues in school and non-school settings. These educators demonstrate how to reshape the thinking of children and adults to affirm the value of sufficiency, mutual support, and community.

The Human Relationship with Nature: Development and Culture. Peter H. Kahn, Jr. The MIT Press, 1999.

Urgent environmental problems call for research and theory on how humans develop a relationship with nature. In a series of original research projects, Peter Kahn answers this call. For the past ten years, Kahn has studied children, young adults, and parents in diverse geographical locations, ranging from an economically impoverished black community in Houston to a remote village in the Brazilian Amazon.