Registration is open for EECOM 2021, Canada’s largest annual national environmental education conference! For the first time ever, EECOM 2021 will be taking place exclusively online, running April 21-24, 2021 and welcomes educators, grades 11, 12, and post-secondary students, classrooms, community organizations, and parents.
Register for EECOM now to guarantee your spot!
The conference kicks off with a Research Symposium featuring some of the leading researchers and educators from Canada and around the world on April 21 and an opportunity to provide input on identifying and prioritizing a national ESE-TE research agenda, followed by three days of dynamic sessions and workshops focusing on four themes: City as Classroom, Indigenous Education, EcoJustice Education, and Water Education.
We’ll also be bringing you three inspiring keynote addresses: a powerful and free public Earth Day kick-off by youth activist Larissa Crawford; a special co-presentation from Indigenous artists Christi Belcourt and Isaac Murdoch; and a deep-dive into climate justice with Julian Agyeman.
In addition to over 100 presenters across 70+ sessions, attendees will experience lively and unique opportunities to safely socialize with other passionate members of the EECOM community through a variety of “Nuit Verte” social events. From a vegan cooking class to a guided organic beer-tasting, this is one conference you won’t want to miss!
The best part? There’s no travel required, so you can learn and build your network while decreasing your environmental impact.
Learn more, view the schedule and speakers, and register your spot now at ecoschools.ca/eecom.
Special Guest Author post by Dr. Doug Karrow Photo courtesy of Dr. Lucie Sauvé
Note – A French-language version of this post is available following the English version
Dr. Lucie Sauvé
The Canadian Environmental Education and Communication Network (EECOM)’s Standing Committee on Environmental and Sustainability Education in Teacher Education congratulates Dr. Lucie Sauvé on the recent announcement of her retirement.
Lucie has been an avid supporter of the Standing Committee since its inception in 2017. She was a key and active participant during the National Roundtable hosted by Trent University, delivering one of its keynote addresses while contributing to several roundtables. She has provided important academic and emotional support to the fledgling organization since its early days, through her involvement in the Standing Committee’s research and outreach activities. In recent years, she has assisted by contributing key advice and resources to support federal grant applications and important research to various knowledge mobilization activities, e.g., Sauvé, L. (2019). Transversality, diversity, criticality, and activism: Enhancing E(S)E in teacher education. In D. Karrow & M. DiGiuseppe (Eds.), Environmental and sustainability education in teacher education: Canadian perspectives, (pp. 49-62). Cham, Switzerland: Springer Nature AG. ISBN: 978-3-030-25015-7
Dr. Sauvé began her education career as a history, geography and Latin teacher and contributed to the production and dissemination of educational materials in Quebec. She segued to academic life in the 1980’s by completing a master’s degree in environmental science and then the 1990’s by completing a doctoral degree, the first in the French-speaking world to focus on environmental education (read more about this here).
After a short appointment at the University of Quebec in Trois-Rivières in 1991, she joined the Université du Québec à Montréal (UQAM) in 1993 where she remained until retirement at the rank of full professorof the Department of Didactics, Faculty of Educational Sciences and Director of the Research centre in environmental education and ecocitizenship (visit the Centre’ERE website here).
Lucie held the Canada Research Chair in Relative Education to the Environment from 2001-2011 contributing to developing of research in environmental education. As well, she has led several major international cooperation projects in Bolivia, Brazil, Columbia, and Bolivia.
I recall meeting Lucie for the first time as she helped coordinate and co-chair the 5thWorld Environmental Education Congress (WEEC), Montreal, Quebec, 2009. I was immediately captivated by her passion, unassuming leadership style, and the unique manner she conceptualized environmental education which focused on our “relationship with the environment [which] contributes to the formulation of our being-in-the-world. . . .” (read more here). This perspective on environmental education helped foster a much-needed critique on the reductive tendency of the ‘education for sustainable development’ discourse, which emphasized the development of an ethical social relationship with our environment.
Lucie’s research activities are exemplary and her publication record impressive, as is her ongoing directorship of the Centr’ERE of UQAM, where her legacy remains.
Anyone who has had the honour and pleasure of working with Lucie first-hand knows of her grace, passion, and keen intellect. In our ongoing work to educate another generation of teachers on the issues of Environmental and Sustainability Education, Lucie has been stalwart. We wish her all the best as she enters another exciting chapter of her life, as dedicated as ever to lead and educate a future generation Canadians about their ethical relationship with the environment.
Le Comité permanent du Réseau canadien d’éducation et de communication relatives à l’environnement (EECOM) sur l’éducation à l’environnement et à la viabilité dans la formation des enseignants félicite la Dr Lucie Sauvé pour l’annonce récente de sa retraite.
Lucie est une fervente collaboratrice du Comité permanent depuis sa création en 2017. Elle a été une participante clé et active lors de la Table ronde nationale organisée par l’Université Trent, prononçant l’un de ses discours principaux tout en contribuant à plusieurs panels. Elle a fourni un important et chaleureux soutien académique à cette organisation naissante depuis ses débuts, grâce à sa participation aux activités de recherche et de sensibilisation du Comité permanent. Au cours des dernières années, elle a offert des conseils et des ressources clés pour soutenir les demandes de subventions fédérales et d’importantes recherches dans le cadre de diverses activités de mobilisation des connaissances : par exemple, Sauvé, L. (2019). Transversality, diversity, criticality, and activism: Enhancing E(S)E in teacher education. In D. Karrow & M. DiGiuseppe (Eds.), Environmental and sustainability education in teacher education: Canadian perspectives, (pp. 49-62). Cham, Switzerland: Springer Nature AG. ISBN: 978-3-030-25015-7
La Dr Sauvé a commencé sa carrière en éducation comme enseignante d’histoire, de géographie et de latin et a contribué à la production et à la diffusion de matériel pédagogique au Québec. Elle est entrée dans la vie universitaire dans les années 1980 en complétant une maîtrise en sciences de l’environnement puis dans les années 1990, en complétant un doctorat, le premier dans le monde francophone à se concentrer sur l’éducation relative à l’environnement (en savoir plus ici).
Après une courte nomination à l’Université du Québec à Trois-Rivières en 1991, elle s’est jointe à l’Université du Québec à Montréal (UQAM) en 1993 où elle est demeurée jusqu’à la retraite comme professeure titulaire au Département de didactique, Faculté des sciences de l’éducation, et en tant que directrice du Centre de recherche en éducation et formation relatives à l’environnement et à l’écocitoyenneté (visitez le site Internet du Centre’ERE ici).
Lucie a été titulaire de la Chaire de recherche du Canada en éducation relative à l’environnement de 2001 à 2011, contribuant au développement de la formation et de la recherche en éducation environnementale. De plus, elle a dirigé plusieurs grands projets de coopération internationale en Bolivie, au Brésil, en Colombie et en Bolivie.
Je me souviens avoir rencontré Lucie pour la première fois alors qu’elle aidait à coordonner et coprésider le 5eCongrès mondial d’éducation relative à l’environnement (WEEC), tenu à Montréal, Québec, en 2009. J’ai été immédiatement captivé par sa passion, son style de leadership sans prétention et sa manière unique de conceptualiser une éducation relative à l’environnement axée sur notre « relation à l’environnement [qui] contribue à la formation de notre être-au-monde. […] » (en savoir plus ici). Cette perspective sur l’éducation relative à l’environnement a contribué à susciter une critique indispensable de la tendance réductrice du discours associé à l’éducation pour le développement durable, en mettant l’accent sur le développement d’une relation sociale éthique avec notre environnement.
Les activités de recherche de Lucie sont exemplaires et son bilan de publications impressionnant, tout comme sa direction du Centr’ERE de l’UQAM, où son héritage demeure.
Quiconque a eu l’honneur et le plaisir de travailler avec Lucie connaît sa grâce, sa passion et son intelligence vive. Dans notre travail continu pour éduquer une autre génération d’enseignant.e.s sur les questions de l’éducation relative à l’environnement et à la viabilité, Lucie a été bien présente . Nous lui offrons nos meilleurs vœux alors qu’elle entre dans un autre chapitre passionnant de sa vie, aussi dévouée que jamais à éduquer les futures générations de Canadien.ne.s, concernant en particulier leur relation éthique avec l’environnement.
Join teacher educators from across Canada and the US to discuss how they are pivoting environmental learning in teacher education to digital formats. Learn from faculty experienced with online teaching about their preferred strategies,promising practices, and innovative ways they are engaging preservice students and inservice teachers in Environmental & Sustainability Education.
Details: Thursday September 24, 2020 – 01:00 PM Eastern Time (US and Canada) Register in advance for this webinar using this Zoom link here
After registering, you will receive a confirmation email containing information about joining the meeting.
We look forward to having you join us for this free event!
The CJEE realizes the impact teacher educators have on future generations of teachers and their students, and as such the editors felt it was time to dedicate a volume to the topic.
– Editorial by Karrow, Inwood & Sims, p. 6
It’s finally here! The latest issue of the Canadian Journal of Environmental Education (CJEE) recently published online is a special edition taking a closer look at Environmental and Sustainability Education (ESE) in Teacher Education (TE) in Canada. This brand new issue is guest edited by Doug Karrow (Brock University), Hilary Inwood (OISE/University of Toronto) and Laura Sims (Université de St. Boniface) and takes a look at what’s happening in Canadian Teacher Education from coast to coast. The seven articles comprising this edition represent a variety of topics, contexts, problems, methodological approaches and more.
This publication marks the very first time in the CJEE’s 23 year history that a volume has been devoted to exclusively to Teacher Education. Inspired by the last Research Symposium held by the ESE-TE National Network, this special issue is a testament to the ESE-TE Network’s strong belief in the importance of having a “vibrant and thriving ESE-TE research community” to drive the field forward.
This CJEE Special Edition in Environmental and Sustainability Education in Teacher Education is now available to read for free online at https://cjee.lakeheadu.ca/issue/view/89
Let us know your thoughts on this issue or what else you’d like to learn about in ESE in TE by commenting below or on Instagram (link below)!
As one of the largest faculties of education in Canada – and one with a very active, multifaceted Environmental and Sustainability Education (ESE) Initiative – the Ontario Institute for Studies in Education (OISE) at the University of Toronto has cultivated enormous potential to engage numerous stakeholders in taking Climate Action. But this opportunity is not without its own unique challenges – especially how to bring together the many faculty, staff and graduate students/teacher candidates to tackle Climate Action in a large-scale collaboration. Developing a whole-institution approach towards the overarching vision of establishing a Climate Action Plan for OISE – and actually putting that plan into action – requires a strong foundation. Read on to learn about the steps OISE’s community has taken in the last six months to bring about changes to begin turning this Climate Action vision into a reality.
January 2020 – Hosting the inaugural OISE Climate Action Summit Seeing the need to implement climate action beyond a departmental level, the Curriculum, Teaching and Learning (CTL) Climate Action Working Group voted to expand their collaborative efforts by hosting the first ever OISE Climate Action Summit. Sponsored by the Dean’s Office, this half-day roundtable Summit, held on Friday, January 31, 2020, brought together over 100 participants comprised of faculty, staff, students and administrators from across the entire OISE community. Watch this short video to see what took place!
March 2020 – Reviewing and sharing high-priority ideas through the Climate Action Survey At the Summit, the community generated many ideas across five target areas. Following the event, these ideas were organized to form a basis for OISE’s unfolding Climate Action Plan, specifically in regards to prioritizing action items that can be carried out immediately. To solicit feedback, the Climate Action Survey was sent out to all members of the OISE community to invite participants to review and respond to these ideas.
April 2020 – Earth Day announcement & call for nominees for the new Dean’s Climate Action Advisory Committee Following the Summit and survey, a set of recommendations to enact climate action at OISE were presented to OISE’s Dean. In honour of the 50th anniversary of Earth Day, Dean Jones announced implementation of the first recommendation – to establish a new Dean’s Climate Action Advisory Committee at OISE. This Committee, chaired by the Dean and co-led by Dr. Hilary Inwood (Lead of OISE’s ESE Initiative) will assist in the development of a strategic Climate Action Plan for OISE, based on the community’s feedback from the Summit and survey. The Dean also announced embedding climate action as part of OISE’s Academic Plan and positioning OISE as a hub for ESE and climate action.
June 2020 – Formation and first meeting of the Dean’s Climate Action Advisory Committeeat OISE After the Committee was selected (see Membership below), the first meeting was held via Zoom to get members acquainted with each other and their initial tasks and goals for developing the OISE Climate Action Plan. The Plan aims to reduce OISE’s carbon footprint by better embedding sustainability into five areas of OISE’s work: 1) Policy & Governance, 2) Facilities & Operations, 3) Curriculum & Teaching, 4) Research, and 5) Community Engagement & Outreach. A team of OISE faculty, staff and grad students have been working over the summer to research and build a strong foundation and the Plan is set to be shared with the community late in the fall.
Supporting Climate Action strategic planning across faculties of education These exciting steps signal a hopeful direction is ESE and Climate Action. OISE is the first faculty at the University of Toronto to work towards creating their own Climate Action Plan, as well as the first Faculty of Education in Canada to do so. It is hoped that sharing these steps will inspire and support others to implement a cohesive Climate Action approach in their own faculties of education. For more information and ideas on how to get started in your own faculty, check out the OISE ESE website here.
Membership of OISE Climate Action Advisory Group The advisory group, which has been asked to develop a draft plan by the end of this year, includes the following members: Megan Abley, Graduate Student, APHD Julie Blair, Indigenous Education Network Coordinator Yiola Cleovoulou, Faculty Member, APHD Helen Huang, Chief Administrative Officer, OISE Alysse Kennedy, Graduate Student, CTL David Montemurro, Faculty Member, CTL Fikile Nxumalo, Faculty Member, CTL Sadia Rahman, Graduate Student, LHAE John Robinson, Presidential Advisor on the Environment, Climate Change and Sustainability Jennifer Sumner, Faculty Member, LHAE Amanda Trigiana, Graduate Student, SJE Jenaya Webb, Librarian, OISE Library Terezia Zoric, Faculty Member, SJE The work of this committee will be supported by Hilary Inwood (CTL), Iman Fouad (Dean’s Office), and graduate students who will be conducting research for the committee, including Wahaj Alam & Sunnya Khan.
We hope you enjoyed this featured update about what is happening in ESE in a Canadian Faculty of Education. Is your faculty or department taking new strides in ESE or Climate Action? Let us know in the comments what’s happening and what you think so far about these Climate Action goals!
CALL FOR ARTICLES & BOOKS! The ESE in TE Canadian national network is seeking new recommendations for recent publications by Canadian scholars about Environmental and Sustainability Education in faculties of education.
If you have an article (journal or trade magazine), book chapter or book that has recently been published (2019 onwards) or will soon be published and you would like us to showcase your work as part of the growing body of literature in this area, please email a link to access your work (or a shareable pdf copy), along with an APA reference, to contact@eseinfacultiesofed.ca
We look forward to your reading about the important work you’ve been doing in Canadian ESE within teacher education!
We are thrilled to share a NEW book edited by Douglas Karrow and Maurice DiGiuseppethat leads readers on a richly detailed and highly engaging exploration of Environmental and Sustainability Education (ESE) in teacher education all over Canada. Environmental and sustainability education: Canadian perspectives (Springer, 2020) offers a wide variety of perspectives on what is happening in ESE in pre-service classrooms across the country. As the third volume in Springer’s International Explorations in Outdoor and Environmental Education this book showcases and honours the essential contributions Canadian teachers, researchers and teacher educators have made to the conversation about engaging future teachers within ESE.
As a current doctoral student studying teacher candidates’ experiences in ESE, this in depth text has been an asset to my own research. It serves as a guide to the most recent literature in Canadian ESE by introducing scholars doing critical work in the field. It also inspires my own dissertation by showcasing the myriad of ways we can approach contextualizing ESE and studying its impacts on pre-service teachers. This is a must-read for anyone looking for an excellent overview to the current landscape of ESE in Canadian teacher education.
– Review by Alysse Kennedy, OISE PhD Candidate in environmental education and preservice teaching
Get your copy online from one of the retailers below:
