This book was inspired by the inaugural National Roundtable on Environmental and Sustainability Education in Canadian Faculties of Education (Roundtable 2016), which took place June 14-16, 2016, at Trent University in Peterborough, Ontario.

1 Environmental and Sustainability Education in Teacher Education: Canadian Perspectives; Douglas D. Karrow, Maurice DiGiuseppe, and Hilary Inwood.- Part I – The Importance of Environmental and Sustainability EDUCATION in Teacher Education.- 2 Teacher Education Around the World: ESD at the Heart of Education – Responsibilities and Opportunities Towards a Sustainable Future for All;Charles A. Hopkins and Katrin Kohl.- 3 Contextualising ESE in Preservice Teacher Education in Canada; Paul Elliott and Hilary Inwood.- 4 Transversality, Diversity, Criticality, and Activism: Enhancing E(S)E in Teacher Education; Lucie Sauvé.- 5 Anishinaabe Bimaadiziwin: Living Spiritually With Respect, Relationship, Reciprocity, and Responsibility; Nicole Bell.- 6 Place Matters in Teacher Education; Dianne M. Miller and Barbara Mills Wotherspoon.- Part II – Environmental and Sustainability Teacher Education Programs.- 7 Preservice Teacher Environmental Education Capacities: What Is the Role of Ontario’s Faculties of Education?; Douglas D. Karrow, Maurice DiGiuseppe, Paul Elliott, Xavier Fazio, and Hilary Inwood.- 8 Learning to Teach Environmental Education by Gardening the Margins of the Academy; Julia K. Ostertag, Susan G. Gerofsky, and Sandra A. Scott.- 9 Rising to the Challenge: Promoting Environmental Education in Three Ontario Faculties of Education; Maurice DiGiuseppe, Paul Elliott, Sheliza Ibrahim Khan, Sheila Rhodes, Jeff Scott, and Astrid Steele.- 10 Environmental Literacy for All: Innovating Environmental Education for Teacher Education Majors and Non-Education Majors; Yovita N. Gwekwerere.- 11 Re-Visioning Teacher Education for Sustainability in Atlantic Canada; Patrick Howard.- 12 From Relationship to Something More: Environmental and Sustainability Education and a New Ontological Position; Chris Beeman and Laura Sims.- 13 Growing Innovative Approaches to Environmental and Sustainability Education in Teacher Education Programs; Hilary Inwood.- 14 Creation Care as a Basis for Environmental Education in Preservice Teacher Education; Joanne Nazir.- 15 A Direction for Outdoor and Environmental Education: Assessing and Addressing UNECE Capacities for Preservice Teachers; Erin Sperling, Darren Hoeg, and Douglas D. Karrow.- Part III – Supporting Environmental and Sustainability Teacher Education.- 16 Encouraging Pro-Environmental Behaviour: Joining Theory and Practice to Inform Teacher Education; Brittany A. Harding.- 17 Preservice Teacher Professional Development in Education for Sustainable Development; Ying-Syuan (Elaine) Huang and Anila Asghar.- 18 Supporting New Teachers in Environmental and Sustainability Education: The Pathway to Stewardship and Kinship; Paul Elliott and Jacob Rodenburg.- Part IV – Conclusion: Contextualizing, Assessing, and Projecting.- 19 Exploring Canadian ESE-PTE in the Context of International ESE-PTE; Douglas D. Karrow and Maurice DiGiuseppe.- Subject Glossary.- Index.

This book was inspired by the inaugural National Roundtable on Environmental and Sustainability Education in Canadian Faculties of Education (Roundtable 2016), which took place June 14-16, 2016, at Trent University in Peterborough, Ontario. Roundtable 2016 brought together over seventy participants from across Canada, including educators, researchers, policy-makers, consultants, and community organizations. Over the course of three days, participants took part in keynote addresses, research colloquia, networking socials, and collaborative inquiry activities focused on Environmental Sustainability Education in Teacher Education (ESE-TE). Roundtable 2016 resulted in the publication of a National Action Plan containing action-oriented recommendations for enhancing ESE-TE, and a position statement titled “The Otonabee Declaration,” where delegates articulated their views regarding environmental degradation, the critical need for enhancing ESE-TE, and, the role educators, children, youth, educational institutions, policy makers, and Indigenous communities play in enhancing ESE-TE in Canada. This volume concludes with a discussion placing current Canadian ESE-TE theory and practice within an international context.

“Through a carefully curated blend of theory and practice, this book is accessible and applicable to a wide audience that includes ESE, and interdisciplinary, pre/in-service teachers, … policy- makers, and decision-makers in the higher education, high school, and primary/elementary school sectors. … This book is not a textbook but a comprehensive reference point that eloquently explores the constraints and pressures in ESE in PTE, while providing a tome of aspiration and action for the field of ESE and beyond.” (Kathryn Riley, Australian Journal of Environmental Education, August 11, 2022)“This is a valuable book that makes an important contribution to the area of ESE in TE. … This book stands for future-thinking, which promotes interdisciplinary connections and engagement with diverse viewpoints. …This book has broadened our view on ESE in TE, and we recommend this book to anyone involvedin Environmental and Sustainability Education and teacher education in particular.” (Hannah Berning, Chris North and Susannah Stevens, Journal of Adventure Education and Outdoor Learning, October 9, 2020)“The time has come … for those who acknowledge the need to leave behind the comforts of more conventional humanist forms of qualitative methodology and to re-engage the emergent educational research literature of the past two decades. … It is an orientation that may help clarify the ethics and politics of justice in education in relation to social, environmental and posthuman issues.” (Paul Hart and Catherine Hart, Environmental Education Research, June 16, 2020)

Provides views and perspectives on Environmental and Sustainability Education in Teacher Education (ESE-TE) Focusses on contemporary practices, trends, and issues in outdoor and environmental sustainability education in teacher education Provides novel and inherently Canadian and Indigenous theoretical understandings, policy directions, and instructional approaches in ESE-TE Situates Canadian ESE-TE in the context of international developments in ESE-TE