The charted 'journey'of a Secondary School in the North of England into Education for Sustainable Development

Abstract The main aim of this study was to explore the developments of a schools 'journey' into the Sustainable Schools National Framework strategy. The study was carried out in an 11-16 comprehensive school in the North of England. The study has been carried out as critical theoretic action research, using a range of methodologies to record and monitor how the school has responded to the strategy and how they have identified the most appropriate needs for sustainable development within their school. The 'journey' has been tracked over a two year period. Many secondary schools in the North of England are currently attempting to work towards the government's guidelines of making schools sustainable by the year 2020. Therefore, the intention of this study was to highlight ways in which other schools can identify and implement useful projects that will help to promote an understanding of what Education for Sustainable Development is all about. The study also brings together a group of pupils so that 'pupil voice' and pupil participation is represented in the processes. Their achievements have been tracked in detail to view how sustainable pupil consultation and participation can be during this process. Literature surrounding the ideology and epistemological framework of Environmental Education and Education for Sustainable Development has been discussed. The outcome of the study 'journey', has acknowledged that all schools can gain a great deal of insight from focusing on this agenda, but at the same time highlights the potential positive and negative outcomes that can result from pupil participation and teachers’ views surrounding 'pupil voice'. Finally, the study discusses several innovative projects that have been carried out in the classrooms to engage pupils in many activities associated with Education for Sustainable Development.

Name dc:type.qualificationname

MA by research

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

University of York

Year dc:date.issued

2009

Author dc:creator

• Clark, Vivienne

Advisor dc:contributor.advisor

• Sundaram, Dr V