Educating for a healthy, sustainable world: An argument for integrating Health Promoting Schools and Sustainable Schools
Davis, Julie M. & Cooke, Sue M. (2007) Educating for a healthy, sustainable world: An argument for integrating Health Promoting Schools and Sustainable Schools. Health Promotion International, 22(4), pp. 346-353.
Al Gore’s movie An Inconvenient Truth and the British government's Stern Review of the economics of climate change have provided heightened awareness of how humans are over-stretching the Earth's life support systems. The health of human populations and the health of global ecosystems are inextricably linked and the need for fundamental changes in how we live is becoming impossible to ignore. While not the complete answer, education must be a part of imagining and transforming our patterns of living. Learning embedded in educational systems derived from worldviews that replicate unhealthy and unsustainable lifestyles and environments, is not part of the solution but a significant part of the problem. In Australia, two internationally implemented whole-school reform movements, Health Promoting Schools and Sustainable Schools – seek to provide ways of operationalising transformative educational processes. Both movements aim to build resilience and optimism, use action-oriented teaching and learning approaches, and have a focus on the future. While these two approaches to educational and social change have much in common, currently there is virtually no conversation between their proponents and advocates. This paper makes a case for Health Promoting Schools and Sustainable Schools to work together – both theoretically and practically – with the ultimate goal being the emergence of schools that are both green and healthy. Such integration would make an important educational contribution to the creation of a healthy, sustainable world.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Keywords:||Health Promoting Schools, Sustainable Schools, transformative education|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics Business and Management) (130205)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2007 (The authors): Licensed to Oxford University Press|
|Copyright Statement:||This is an electronic version of an article published in Health Promotion International 22(4):pp. 346-353.|
|Deposited On:||25 Oct 2007|
|Last Modified:||29 Feb 2012 23:32|
Repository Staff Only: item control page