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Canadian Journal of Environmental Education Special Issue Call for Papers

Environmental and Sustainability Education in Teacher Education (ESE-TE) remains a critical challenge for
faculties of education across Canada. At a time when the impacts of climate change, biodiversity collapse,
mass migration, and food and water shortages are increasingly evident throughout the country (Worldwatch
Institute, 2018), the roles of educators at all levels of our education system are imperative to help Canadians
make cultural and societal shifts to more sustainable forms of living. Teacher educators are key actors in this,
given their influence on the education and training of pre-service and in-service teachers.

This special issue of the Canadian Journal of Environmental Education (CJEE) invites Canadian teacher
educators to share their research on ESE-TE to raise and strengthen the profile of this developing field.
Although not exhaustive, several questions arise: How are teacher educators in faculties of education
contributing to this shift, from policy, praxiological, philosophical, theoretical, conceptual, methodological,
curricular, and pedagogical standpoints? What lessons are being learned? What evaluations are being made?
How are they impacting the field as a whole? What challenges are slowing down progress in this field?

The call was inspired by the Research Roundtable on Environmental and Sustainability Education in Teacher
Education, hosted as part of the Canadian Network for Environmental Education and Communication’s
(EECOM) annual conference in Cranbrook, BC. All Canadian teacher educators and scholars doing research in
this area are welcome to submit works for review in any of the related discourses, for example –
Environmental Education, Education for Sustainable Development, Environmental and Sustainability
Education, Place-based Education, Sustainability Education, Nature-based Learning, Eco-Justice Education, or Traditional Ecological Knowledge and Wisdom, in relation to Teacher Education.

For more information, please contact Susan Docherty-Skippen (susan.docherty-skippen@brocku.ca). Please submit manuscripts through the CJEE author submission process – noting that the manuscript is for the ESE-TE themed issue. Guidelines for submissions, e.g., word length, publication style, etc., can be found on the CJEE website: http://cjee.lakeheadu.ca

Deadline for submissions is February 28, 2019.


EECOM Research Roundtable Reflections

The recent Research Roundtable hosted by the ESE-TE committee of EECOM was a success!  We welcomed over 70 educators  and researchers to this event, which took place on Oct. 18 as part of the 2018 EECOM conference in BC.  It was such a pleasure to meet so many people dedicated to learning about how to better integrate ESE into both preservice and inservice  teacher education.  The Roundtable hosted over 20 research presentations; a sincere thank you to all of the presenters!  These provided an excellent introduction to the variety of research being done in ESE-TE across Canada, and initiated many conversations around the importance of teacher ed that permeated the wider EE conference.  The day ended with three break out sessions focused on: Indigenous Ed and ESE; types of supports, resources, and professional learning needed in this area; and how best to move forward in this work.  These drew on the experience and expertise of those in attendance to identify what is needed to broaden and deepen the work being done in ESE-TE.

Many who attended the Roundtable have asked for more info on how to get involved in this work.  Here are a few suggestions:

  • join our network to get regular updates, resources and calls for involvement in ESE-TE
  • deepen your understanding of the current praxis of ESE-TE
  • share your work in ESE-TE in an upcoming issue of CJEE
  • advocate for a clear presence of ESE in your local faculty of ed

Canadian Perspectives on Initial Teacher Environmental Education Praxis

Lots of compelling research is being done on ESE in Teacher Ed these days in Canada!   A new publication entitled Canadian Perspectives on Initial Teacher Environmental Education Praxis  by the Canadian Association of Teacher Education (CATE) in 2016 provides evidence of this. CATE is part of the Canadian Society for the Studies in Education; this is their first anthology of ESE research, and one of the first that shares studies by Canadian scholars in this field.  Led by Doug Karrow (Brock) and Maurice DiGiuseppe (UOIT), it was co-edited by a team of faculty members from across Ontario, including Paul Elliott (TrentU), Hilary Inwood (OISE/UT), & Yovita Gwekwerere (Laurentian).  With research from across the country, it builds on a study conducted by the CMEC in 2013 that tracked the status of ESD in faculties of education; this anthology provides new insights into how ESE & ESD are being theorized and implemented in pre-service education.  For those who might like to read more, it can be accessed at http://cate-acfe.ca/

https://cate-acfe.ca/polygraph-book-series/


Enhancing ESE in Teacher Ed through School board Partnerships

How can community partnerships enhance  ESE in teacher education?  OISE’s Dept. Of Curriculum, Teaching and Learning aims to find out.  OISE is collaborating with the Toronto District School Board’s EcoSchools program  to integrate preservice and inservice professional learning on ESE on a broad scale to explore the benefits of bringing novice and experienced teachers together.  This is not a completely new idea, as Faculties of Ed often lead workshops for teachers, and teachers model ESE for teacher candidates during practicum.  What makes this collaboration innovative is its scale and commitment.  Unfolding over three years, this initiative involves a wide variety of workshops, talks, and experiential events; an annual conference and Ecofair; practicum placements; an Action Research team; and intensive summer courses.  It aims to support learning in a range of ESE traditions, including nature-based learning, place-based ed ,eco-justice ed, as well as include a strong presence of Indigenous ways of knowing. A 3 year research study will investigate the experiences of experiences of all of the participants. This ambitious project may demonstrate new ways for school boards and Faculties of Ed to collaborate on meaningful, impactful approaches to ESE moving forward.