 |
This definition of sustainable development from Bruntland's |
A Sustainable Development Curriculum Framework for World History and Cultures[This review by Lloyd McLean appeared in Green Teacher, Issue 33, April-May 1993] |
|
This definition of sustainable development from Bruntland's |
| The guide is organized into several sections beginning with a
mini global education course stressing the ethics and values of
global education. This is followed by a discussion of clearly
articulated objectives for students such as "recognizing
stereotypic statements of development," presented within the
context of a Global perspective. It is interesting to note that
some emphasis has been placed on conceptually-oriented
teaching as opposed to chronologically-oriented history. Twelve methods for infusing sustainable development in World History & Cultures courses are identified and organized into four categories as described by James Banks (James Banks et al., Multicultural Education: Issues and Perspectives, Boston: Allyn & Bacon, 1989). An example of this in the additive approach, "to sensitize your students to the relevant biases and perspectives of writers, especially textbook writers." This analysis would be helpful for teachers planning to integrate global concepts with curriculum. Several sample lessons are presented, complete with reproducible transparency masters and handouts. I have already used some of these lessons in my Global Geography program. For example, "What's in a name?" develops both the concept and context of sustainable development and stresses the need to explore value-laden terms by describing the nuances associate with "development" language. Another outline, "The Quality of Life and Sustainable Development" was used very effectively in a seminar presentation by some of my senior students. | |
| There is an extensive listing of resources, such as audiovisual,
books and periodicals, free publications and organization. This
resource guide is will supported with many references for
further study. However, it was curious to me that The
Economist was mentioned but the New Internationalist was
not, nor were CIDA or the Red Cross, both excellent sources
of international information. Another omission was the more
recent book Signs of Hope, that comments on the progress of
the world since Our Common Future. These omissions aside,
this book is also a good companion for the British book Global
Teacher: Global Learner (Pike and Selby), albeit at a different
level, but with similar goals. Throughout the book, there is a collection of delightful children's artwork from an exhibit of international children's art at the Children's Museum of Art in New York. It is colorful and unique and suitable for classroom display. The book includes a framework designed for integrating sustainable development with various aspects of social studies; a guide for action; suggestions for student participation and activity beyond the classroom; a set of multiple choice test questions based on Our Common Future; a complete glossary of terms associated with this topic; and background readings for teachers. There is no index, but with the table of contents and the annotated list of lessons and topics this does not seem to be a problem. Although it is published in the US, this guide is more international in content than some. This source book is intended for a specific curricula and high school level, but the approach could easily be adjusted to fit many global studies programs. |
Lloyd McLean teaches Geography at BackGlobal Learning, Inc., 22 Mary Ann Drive, Brick, NJ
08723
|