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Examines various environmental problems caused by population, pollution, misuse of natural resources, and their possible solutions.
(source: Nielsen Book Data)

• Thinking Geographically
• Population
• Migration
• Folk and Popular Culture
• Language
• Religion
• Ethnicity
• Political Geography
• Development
• Agriculture
• Industry
• Services
• Urban Patterns
• Resource Issues
• Conclusion: Careers in Geography
• Map Scale Projections / Phillip C. Muerhcke.

This text covers the basic principles in human geography. The first half of the book concentrates on elements of cultural geography, the second half on economic geography.
(source: Nielsen Book Data)

• How your clothing is changing to suit a cleaner world
• Finding ways to feed ourselves ... without starving our planet
• How new gadgets both help and hurt the earth
• From the steps you take to the waste you make ... you are energy.

Written to allay children's fears about the environment, this book shows how smart technologies, innovative ideas, and a growing commitment to alternative lifestyles are exploding around the world, creating a future that will be brighter than we sometimes might think. Includes profiles of unexpected personalities.

Introduces readers to the extensive and surprising ways in which they are connected to the natural world around them.

• Acknowledgments Introduction - Teaching in changed times Part I - The origins of 'curriculum making' - why changing times matter
• Chapter 1. Teachers and curriculum agency
• Chapter 2. Lessons from the past - society, curriculum and teachers
• Chapter 3. Curriculum making - a response to late capitalist times Part II - Curriculum enactment: case studies of geography departments Introduction to Part II
• Chapter 4. Arnwell High School - a curriculum for engagement and skills
• Chapter 5. Brightling Girls' School - navigating 'learnification'
• Chapter 6. Claymore School - toward teacher autonomy
• Chapter 7. Derwent School - a knowledge-based curriculum
• Chapter 8. Curriculum enactment in late capitalism - a common process and the scope of teacher agency
• Chapter 9. Conclusion - preparing teachers to be resilient 'curriculum makers' References.
• (source: Nielsen Book Data)

Hyper-socialised explores the challenges of late capitalist times for education systems, schools and teachers. It looks at how trends of accountability, 'teaching to the test', using pupil voice and reliance on network technologies are all connected to powerful social and economic forces, shaping the curriculum as it is taught in classrooms. Such forces threaten to overwhelm teachers but, in the right hands, they can also be harnessed to create, influence and teach a truly powerful curriculum for their students. Presenting a historical view of curriculum change, the book examines how society, curriculum and teachers are linked. Using geography as an illustrative subject, the chapters investigate what influences teachers, to what extent they are in control of the curriculum, and what else is shaping it. Divided into two parts, it offers An in-depth exploration of the relationship between society, teachers and the curriculum, including that what and how to teach remain wide open to debate Evidence-based research into the significance and implications of 'hyper-socialised' curriculum enactment for teachers and teacher education Four case study 'portraits' of geography departments and personal curriculum stories of each Head of Department Insights into the nature of teaching as a profession and how a crisis of teacher recruitment and retention may be addressed. Written in clear and accessible terms, this book is an essential resource for teacher educators, subject teachers, headteachers and educational researchers who want to understand how and why schools and teaching are changing - and what this means for them.
(source: Nielsen Book Data)

• Introduction
• Chapter 1: Pluriversality And Multiepistemic Humility
• Chapter 2: What Is Epistemic Justice?
• Chapter 3: Staying with the Practice: The Resources of Mindfulness
• Chapter 4: Reading and Writing Practices in the Classroom
• Chapter 5: Gathering Together Coda: No Final Word.
• (source: Nielsen Book Data)

Epistemic Justice, Mindfulness, and the Environmental Humanities explores how contemplative pedagogies and mindfulness can be used in the classroom to address epistemic and environmental injustice. In recent years, there has been a groundswell of interest in contemplative pedagogies in higher education, with increasing attention from the environmental sciences, environmental humanities, and sustainability studies. Teachers and writers have demonstrated how mindfulness practices can be a key to anti-oppression and anti-racist efforts, both in and out of the classroom. Not all forms of contemplative pedagogy are suited for this anti-colonial and anti-oppressive resistance, however. Simply adopting mindfulness practices in the classroom is not enough to dislodge and dismantle white supremacy in higher education. Epistemic Justice, Mindfulness, and the Environmental Humanities advocates for mindfulness practices that affirm multiple epistemologies and cultural traditions. Written for educators in the environmental humanities and other related disciplines, the chapters interrogate the western uptake of mindfulness practices and suggest anti-colonial and anti-oppressive methods for bringing mindfulness into the classroom. The chapters also discuss what mindfulness practices have to offer to the pursuit of a culturally relevant pedagogy. This highly applied and practical text will be an insightful read for educators in the environmental humanities and across the liberal arts disciplines.
(source: Nielsen Book Data)