Reading List

Reading List


1 & 6	D. and H. Meadows (1992) 'Beyond the Limits - Global collapse or a Sustainable future'
	'The future…is no longer what it was thought to be, or what it might have been if humans had known how to use their brains and their opportunities more effectively. But the future can still become what we reasonably and realistically want.'
	Although written in 1992 this text was and still is prophetic in its analysis of the relationship between the environment and societal behaviour. The text examines change in human society through four viewing devices or lenses including standard scientific and economic theory, statistical information, a computer model and a world view or paradigm.
	The text draws far-reaching and optimistic conclusion relying on the application of new thinking to society's old and persistent problems of poverty, unemployment and community identity.
	A useful historical text written before the term Sustainable Development was in general use and demonstrating the thinking behind our current understanding of the global crisis.

2	Bruntland Report for the World Commission on Environment and Development (UN 1987)
	'Development that meets the needs of the present without compromising the ability of future generations to meet their own needs'
	The classic definition of Sustainable Development outlined in this report is based on the moral premise that equal opportunity must be given to all, regardless of arbitrary factors like colour, class and time of birth. The Bruntland report made it respectable to link poverty with environmental degradation.
	Following Bruntland, The United nations Conference on Environment and Development (UNCED) held at Rio de Janeiro adopted Agenda 21. UNCED affirmed the need to eradicate global poverty through economically benign development.
	The Brundland definition of Sustainable Development is still widely accepted but it is not without criticism; particularly by ecocentric environmentalists who question the assertion that growth can be sustained. The Ecologist magazine said that;' for grassroots groups around the world the question is not how the environment should be managed - but who will manage it and in whose interests.'

3 & 8	'A Better Quality of Life - A Strategy for Sustainable Development in the United Kingdom' (May 1999)
	On 17 May the Government launched a package of initiatives relating to the quality of life and sustainable development. The report highlights the fundamental role of education in promoting sustainable development identifying the need for a workforce equipped with the education and skills needed for the 21st century as key to the achievement of a fair and sustainable society.
	The responsibilities of the education system are made quite clear.
	The White paper is a significant policy statement outlining over 150 indicators of sustainable development; defining the links between poverty, social exclusion and environmental degradation and indicating the changes in policy and practice needed for the Rhetoric of Rio to become reality.
	A useful resource for all with an interest in the role of education in improving and transforming society.

4	Learning for Sustainable Future - Teacher Centre (Definitions) (March 2000)
	Learning for a sustainable future is an on-line teachers centre. A useful Web-site for definitions, addresses and resources. www.schoolnet.ca/learning/teacher/lexicon/index_en.html

5	Seattle Symposium on International trade Issues in the first decades of the next Century. Claire Short (20/11/99)
	The Seattle Symposium was held in Seattle, Washington on 29 November 1999 on the eve of the World Trade Organisation's Third Ministerial Conference.
	During two panel sessions, over 1500 delegates engaged in informal dialogue on issues likely to affect the international trading system in the next Century.
	Mike Moore WTO Director General quoted president Clinton as saying that globalisation is no longer a policy choice but a fact- the real question is whether globsaistaion should be left unfettered, dominated by the powerful, or governed by an international system of rules that are adopted by world Governments.
	Claire Short's statement that 'globalistaion is generating great wealth which could be used to reduce poverty and inequality worldwide' indicated this British Governments belief that outcomes of both globalisation and e-commerce should be harnessed for the common good.
	A report of the Seattle Symposium is available at www.iisd.ca/sd/seattle/sdvol34no1.html. Further example of the British government's research can be found through the think tanks: Forum for the Future www.forumforthefuture.org.uk New Economics Foundation www.neweconomics.org

7	United Nations Commission on Sustainable Development, Sixth Session, 1998
	The sixth session of the Commission discussed sustainable development education amongst other issues.
	The case studies were collected with two starting points:
	a) The crucial importance of education and awareness raising in achieving sustainable development
	b) The role of sustainable development itself
	The full transcript of the Session is available on: www.un.org/esa/documents/esc/cn17/1998/background/ecn171998-bp27.htm

9	Dorset Agenda 21 Forum (1999) 'Dorset in the 21st Century: an Agenda for action'
	An Agenda for Action is the outcome of the consultative work of the Dorset Agenda 21 Forum. It presents ten Visions of a Sustainable Dorset, with some of the actions required to carry them out along with the Indicators against which progress towards more sustainable practice can be measured.
	Many of these visions will be carried through on a local level through the work of Best Value.
	The Agenda for Action presents a succinct overview of the aims and potential outcomes of the Agenda 21 process. A useful resource for all those involved in education.

10&16	'The Learning Age - A Renaissance for a New Britain' (1998) by David Blunkett.
	Tony Blair stating that 'Education is the best economic policy we have' introduces this consultation paper.
	The paper was intended to begin a national debate about Learning and to inform the ensuing process of change. It became the foundation for many of this Government's Educational reforms and is a useful resource for those involved in bringing those changes about; acting as a reminder of the objectives and rationale behind the creation of the Learning Culture.

11	Dorset County Council's Best Value Plan (March 2000)
	This plan outlines the Strategic Objectives and Priorities by which Dorset County Council aims to ensure Best Value throughout its operation and the delivery of its services. Providing Best Value is the overwhelming objective of the County Council and the Plan clearly identifies how Dorset County Council will improve the quality of life for all people.

12	DfEE/QCA (1998) ' Education for citizenship and the teaching of Democracy in Schools'.
	This represents the final report of the Advisory Group on Citizenship, chaired by professor Bernard Crick; set up to proceed advice on effective education for citizenship in schools.
	The recommendations within the report are wide ranging covering areas such as the teaching of controversial issues, the learning outcomes of Citizenship and the urgent requirement for the teaching of Citizenship and democracy to all pupils.

13	Educating for a Sustainable Authority, (1992), LGMB

14	DfEE/QCA (1998) ' Education for Sustainable Development in the Schools Sector'.
	The Panel for Education for Sustainable Development exists to advise the Government on the content and process involved in educating for sustainable development. Established jointly by DETR and DfEE in February 1998 the findings of the panel, detailed in this report, constituted a major instrument in the governments sustainable development strategy reference 3 and 8.
	The work of the panel is on going; it continues to inform the government of the way forward in educating for a sustainable future.

15	Useful documents for identifying the Knowledge, Values and Skills at each Key Stage:
	Oxfam and CEE both produce lists of publications of enormous value to educators with an interest in Citizenship and sustainable development.
	Global Citizenship	info@cee.i-way.co.uk
	* A Curriculum for Global Citizenship, Oxfam. Tel: 0171 931 7660
	* Learning for a Sustainable Future - Teacher Centre www.schoolnet.ca/learning/teacher/lexicon/content-en.htm
	* Inspecting the Environmental Dimension of Schools; A checklist for School Inspectors. Pub. C.E.E. Tel: 0118 975 6061

17	Peter Martin (World Wildlife Fund - UK) (1992)
	Peter martin, the head of Education for WWF-UK has written widely on the subject of Sustainable Development. WWF-UK has produced a wealth of resources including books, Videos and computer packages. These cover all areas of the curriculum and are designed for specific age and ability levels.
	Many of these resources are available to Dorset schools; free of charge, through the Dorset EfS network.
	EfS Network	http://www.wwf-uk.org

19	Dr Klaus Topfer (UNEP) in Pachamama Our earth - Our Future (UNEP/Peace Child International).
	This book was compiled by hundreds of Young People from all over the world.
	They were asked to respond to the Global Environment Outlook Report (GEO 2000) prepared by the United Nations Environment programme (UNEP). Theoriginal Geo does not shrink from telling us how bad things are and how much worse they could get. It also tells how much good is happening and the contributors to Pachamama have produced an inspiring collection of work to demonstrate the optimism of Young people in their attitude to the environmental problems which they will be called upon to solve.
	An inspiring and colourful book contains an eclectic array of personal responses to the Global Crises from all over the world.
	A must read for all teachers with an interest in Young people's perspectives of sustainable development.

20	'Young People', (1996), DCC.
	This leaflet represents the first step of the Dorset Education for Sustainability Network in detailing response to Agenda 21. The text was written collaboratively and is owned by all Dorset schools and the Dorset Education Service.
	A useful model for others embarking on similar processes.

21	Quotation - Milbrath (1992) in Smith, Education and the environment: Learning to live within limits SUNY Press, Albany

	Background texts:

22	Education for Sustainability' (1996), Ed. John Huckle & Stephen Sterling, pub. Earthscan.
	The text provides a vision of the future worth striving for '…readers will emerge stimulated and challenged'.
	This book is essential reading for those with a real interest in how education for sustainability can be incorporated into all education establishments. It is a challenging book, giving the reader a wealth of ideas and references to follow up. David Orr describes the book most aptly as a 'manual of important strategies for transforming education into a force to create a sustainable and sustaining future.
	If you don't know where to start - start by reading this book.

23	The Learning Game (1997) by Prof. Michael Barber. , Published by Indigo.
	Professor Michael barber was one of the chief architects of new labour's education Policy. This book presents a vision for the transformation of education along with clear evidence to support the urgency of that transformation and the rationale behind the creation of a learning culture.

24	National Curriculum for England, Citizenship, Key Stages 3-4 pub. By DfEE and QCA 1999
	The booklet sets out the legal requirements of the National Curriculum in England for Citizenship and provides information to help teachers implement citizenship in their schools. The publication , along with related material, van be found on the National Curriculum web-site at www.nc.uk.net.