White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

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

Clark, Vivienne (2009) The charted 'journey'of a Secondary School in the North of England into Education for Sustainable Development. MA by research thesis, University of York.

[img] Archive (Zip file containing Word documents)
Vivienne_Clark_Thesis.zip
Available under License Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 UK: England & Wales.

Download (350Kb)

Abstract

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.

Item Type: Thesis (MA by research)
Academic Units: The University of York > Educational Studies (York)
Depositing User: Mrs Vivienne Clark
Date Deposited: 01 Mar 2011 15:59
Last Modified: 08 Aug 2013 08:45
URI: http://etheses.whiterose.ac.uk/id/eprint/1229

Actions (repository staff only: login required)