Book
xxii, 386 p. : ill. ; 24 cm.
A volume in Transforming Education for the Future Series Editors Jing Lin, University of Maryland and Rebecca Oxford, Air University Transformative eco-education is environmental education that is literally needed to transform and save our planet, especially during the global ecological crises of our present century. Such education demands inner transformation of many deeply rooted ideas, such as the following: the Earth exists merely to provide for human comfort; the extinction or reduction of other species does not matter; we are free to consume or destroy natural resources at will but are safe from destruction ourselves; and the Earth will continue to sustain us, even if we do not sustain the Earth. Unless these concepts are changed, we will increase global warming and add to the ruin of much of the Earth. This book presents powerful ideas for transformative eco-education. At this time of ever-increasing ecological crisis, such education is needed more than ever before. We urge readers to use the ideas and activities in this book with your students, develop them further, and create new conceptions to share with other educators and students. The chapters in this book provide key principles, of which the following are just a few. First, educators can and should prepare students for natural disasters. Second, stories, case studies, the arts, and hands-on environmental experience, all enriched by reflection and discussion, can offer profound learning about ecology. Third, education at all levels can benefit from a true ecological emphasis. Fourth, teachers must receive preparation in how to employ transformative eco-education. Fifth, Indigenous wisdom can offer important, holistic, spiritual paths to understanding and caring for nature, and other spiritual traditions also provide valid ways of comprehending humans as part of the universal web of existence. Sixth, transformative eco-education can be an antidote to not only to environmental breakdown, but also to materialistic overconsumption and moral confusion. Seventh, we can only heal the Earth by also healing ourselves. If we heed these principles, together we can make transformative eco-education a blazing torch to light the path for the current century and beyond.
(source: Nielsen Book Data)9781617355035 20160607
Education Library (Cubberley)
Book
xxv, 200 p. : ill., maps ; 23 cm
  • Preface 1. Children's Place in Sustainability Education 2. Sustainability Education in Practice 3. A Coastal Classroom Without Walls 4. Children's Place Learning Maps 5. Place-Making by Design 6. Emergent Literacies in 'the Land of Do Anything You Want' 7. In the Kitchen Garden 8. Separation and Connection: Children Negotiating Difference 9. Children, Place and Sustainability.
  • (source: Nielsen Book Data)9781137408495 20160618
This book sets out to give close and careful attention to the intimate and often surprising nature of children's sustainability learning in the context of their local places. The authors draw on new materialist and posthuman theory to consider the challenges posed to conventional environmental education by the advent of the new geological era of the Anthropocene and global climate change. Individual chapters explore the role of place and the material world in the development of literacy and language, the contribution of student-led design, arts-based approaches and indigenous knowledges as well as scientific pedagogies to provide unique insights into how children learn in their everyday places. The book is distinctive in its grounding in a range of empirical research studies with children and their teachers about their sustainability learning in a number of different locations in Australia.
(source: Nielsen Book Data)9781137408495 20160618
Education Library (Cubberley)
Book
x, 94 p. : ill. ; 22 cm
The discourse of education for sustainability has been severely limited by the fact that it largely refuses to acknowledge important insights from other fields of learning and knowledge. This reluctance to engage with central insights regarding how the world and, more specifically, how human interactions with both the human and non-human world work, ensures that it has remained a largely self-centred discourse. It is tangled up with reflections on education without contextualising them in the real world. As such, it is not just education in general, but also so-called "education for sustainable development" (ESD), that needs to perform a radical paradigm shift and become communal learning in real-time in a real place. This, therefore, necessitates a willingness to face some tough questions regarding its prevailing insularity.
(source: Nielsen Book Data)9781443866859 20160618
Education Library (Cubberley)
Book
xxvii, 226 p. ; 25 cm.
dx.doi.org SpringerLink
Education Library (Cubberley)
Book
xii, 245 p. ; 23 cm.
  • A call to action
  • The context of curriculum studies
  • A material world : education and environmental degradation
  • The scholarship of sustainability
  • Place and education : bringing it all back home
  • Trudging towards sustainability.
This book explores the intersections between curriculum studies and sustainability. Recognizing that a bioregion is our life place" and that curriculum studies is the interdisciplinary study of lived experience, this book engages in scholarship grounded in advancing ecological stewardship. By emphasizing an eco-curriculum, education can respond to the need to understand and preserve the ecological complexities that help maintain and restore biospheric wellness. This book aims to enable the reader to become better situated to formulate a more inspired, informed, and transformative understanding of the overlap between sustainability and education.
(source: Nielsen Book Data)9781433112966 20160605
Education Library (Cubberley)
Book
1 volume : color illustrations ; 26 cm
"The story of Greensburg, Kansas, a town that rebuilt completely green after a deadly tornado"-- Provided by publisher.
Education Library (Cubberley)
Book
xvi, 155 pages ; 22 cm.
  • Chapter 1. Introduction-- Bob Jickling & Stephen Sterling.- PART I. Remaking Education.- Chapter 2. Education Revisited: Creating Experiences That Are Held, Felt, and Disruptive-- Bob Jickling.- Chapter 3. Assuming the Future: Re-Purposing Education in a Volatile Age-- Stephen Sterling.- PART II. Critique and Proposition.- Chapter 4. Saying Yes to Life: The Search for the Rebel Teacher-- Sean Blenkinsop & Marcus Morse.- Chapter 5. Education and the Common Good-- Heila Lotz-Sisitka.- PART III. Experience and Relation.- Chapter 6. Sustainability and Human Being: Towards the Hidden Centre of Authentic Education-- Michael Bonnett.- Chapter 7. Environmental Education After Sustainability-- Lesley Le Grange.- PART IV. Education Through Action.- Chapter 8. Education as Life-- Lucie Sauve.- Chapter 9. Resilient Education: Confronting Perplexity and Uncertainty-- Edgar J. Gonzalez-Gaudiano & Jose Gutierrez-Perez.- Chapter 10. An Afterword-- Stephen Sterling & Bob Jickling.
  • (source: Nielsen Book Data)9783319513218 20170703
This book provides a critique of over two decades of sustained effort to infuse educational systems with education for sustainable development. Taking to heart the idea that deconstruction is a prelude to reconstruction, this critique leads to discussions about how education can be remade, and respond to the educational imperatives of our time, particularly as they relate to ecological crises and human-nature relationships. It will be of great interest to students and researchers of sociology, education, philosophy and environmental issues.
(source: Nielsen Book Data)9783319513218 20170703
Education Library (Cubberley)
Book
xx, 286 pages : color illustrations ; 24 cm
The essays in this volume represent grassroots restoration work in higher education for sustainability. Over the last five years, faculty in the humanities and social sciences at a wide range of institutions across North America have individually and together begun to do what David Orr called for in the 1990s in Earth in Mind. They have gone back to their respective disciplines and, with intellectual agility, courage, and a sense of adventure and responsibility, begun to rethink old assumptions, ask the big questions, and readjust their own narratives about what it means to educate, to learn, and to know - with the challenges of sustainability in mind. Sustainability educators have had to engage entirely new disciplines, work closely with non-academic institutional and community partners, take pedagogical risks, invent new courses and entirely reconfigure old ones, and learn anew how to draw on cultural wisdom from their own experience and disciplinary training. They have inspired, cajoled, and tended individual change, institutional change, and social change. They have come together in conferences, working groups, and networks to reflect on pedagogical theory, learning outcomes, and assessment for sustainability. (source: Nielsen Book Data)9781622880614 20160614
Education Library (Cubberley)
Book
xv, 203 p. : ill. ; 24 cm.
  • I. Mapping Sustainability Communication 1. Sustainability Communication - An Introduction 2. Strong Sustainability as a Frame for Sustainability Communication 3. Sustainability Communication an Integrative Approach 4. Sustainable Communication as An Inter- and Transdisciplinary Discipline II. Framework of Sustainability Communication 5. Sociological Perspectives on Sustainability Communication 6. Psychological Aspects of Sustainability Communication 7. Media Theory and Sustainability Communication 8. Communication Theory and Sustainability Discourse 9. Communicating Education for Sustainable Development 10. Sustainability Communication: A Systemic-constructivist Perspective III. Practice of Sustainability Communication 11. Climate Change as an Element of Sustainability Communication 12. Biodiversity and Sustainability Communication 13. Communicating Sustainable Consumption 14. Corporate Sustainability Reporting 15. Computer Support for Cooperate Sustainability Communication 16. Participation: Empowerment for Sustainable Development Index.
  • (source: Nielsen Book Data)9789400716964 20160606
Modern and professional communication is required to realise the goal of sustainability in society. This book develops a theoretical and empirical framework, integrating interdisciplinary perspectives from communications theory, psychology, sociology, educational sciences, systems theory and constructivism. Its aim is to inform the establishment of sustainability communication. Complementing this theoretical framework, the book provides methods and concepts in a range of fields such as corporate practice, education and media. The book addresses the scientific community and students as well as communicators in all categories of sustainability communication.
(source: Nielsen Book Data)9789400716964 20160606
dx.doi.org SpringerLink
Education Library (Cubberley)
Book
vi, 267 p. : ill. ; 24 cm.
Education Library (Cubberley)
Book
282 p. : ill. ; 24 cm.
The present book is a compilation of some of the key note speeches and papers delivered at the Third World Environmental Education Congress - 3rd WEEC (Turin, Italy, 3-6 October 2005). It includes a number of the contributions in various subjects discussed at the Congress, whose lead theme was Educational paths towards Sustainability. This book documents the wide range of topics in the field of environmental education discussed at the event, with a special emphasis to the scientific, educational and participatory aspects presented at the Congress and considers how they are linked with sustainable development. The Third World Environmental Education Congress was a further, positive step forward towards the cause of promoting environmental education across the world. The experiences gathered and documented in this book, which is a concrete contribution towards the UN Decade of Education for Sustainable Development, want to raise further interest and catalyse further projects and initiatives all over the world.
(source: Nielsen Book Data)9780820499192 20160527
Education Library (Cubberley)
Book
xviii, 202 pages : illustrations ; 24 cm.
  • Introduction Part 1: The Need for Change 1. Living in a Time of Transformation: The challenge of sustainability 2. From Policy to Action : The maturation of education for sustainable development 3. Higher Education in the 21st Century: Old missions and new challenges 4. Connecting the Dots: Higher education for sustainable development Part 2: Learning for a Change 5. What Are We Striving For? Learning objectives and educational goals 6. What's Hot and what's Not? Topics in higher education for sustainable development 7. Facilitating Competence Development: from teaching to learning 8. Learning To What End? Assessing and evaluation learning outcomes Part 3: Learning to Change 9. Changing the Organisation from Within: 'Next' Practices of Higher Education for Sustainable Development 10. Curriculum Change and Education for Sustainable Development: Implementation strategies 11. Drivers and Barriers of Curriculum Change Part 4: Beyond Change 12. Toward a Learning System Approach 13. Educational Contributions to Sustainability Science 14. Ways Forward in Higher Education for Sustainable Development.
  • (source: Nielsen Book Data)9780415833745 20160617
In a time of unprecedented transformation as society seeks to build a more sustainable future, education plays an increasingly central role in training key agents of change. This book asks how we can equip students and scholars with the capabilities to promote sustainability and how the higher education curriculum can be changed to facilitate the paradigm shift needed. Across the globe, a rising number of higher education institutions and academics are responding to these questions by transforming their own teaching and learning and their institutions' curricula. This book contributes to that development by examining in-depth case studies of innovative approaches and curriculum changes at multiple levels of the education sector. Elaborating key principles of higher education for sustainable development and identifying drivers and barriers to implementing sustainability in the curriculum, the book provides a comprehensive overview of what makes higher education for sustainable development a unique field of research and practice, as well as offering a coherent narrative of how change can be effected in it. This much-needed book is a valuable resource to inform, guide and inspire students, academics, administrators and community partners, whether experienced or new to the field, whether already committed or not to higher education for sustainable development in an age of transformation.
(source: Nielsen Book Data)9780415833745 20160617
Education Library (Cubberley)
Book
xiii, 300 p. : ill. ; 24 cm.
  • Series Editors' Introduction-- John Chi-Kin Lee, Michael Williams and Philip Stimpson.- PART I: BROAD THEMES AND ISSUES.- Chapter 1: Introduction: Schooling and Education for Sustainable Development (ESD) across the Pacific-- John Chi-Kin Lee and Rob Efird.- Chapter 2: It's not that Simple Anymore: Engaging the Politics of Culture and Identity within Environmental Education/Education for Sustainable Development (EE/ESD)-- Paul Hart and Catherine Hart.- Chapter 3: Researching Teachers' Thinking about Education for Sustainable Development-- John Fien and Rupert Maclean.- Chapter 4: Excellence in Environmental Education for Elementary and Secondary Schools in the United States-- Bora Simmons.- PART II: CASE STUDIES / COUNTRY EXPERIENCES.- Chapter 5: Education for Sustainable Development (ESD) in Chinese Schools: Rural-Urban Difference and Regional Variation in East and West China-- Yushan Duan, John Chi-Kin Lee and Xiaoxu Lu.- Chapter 6: ESD Projects in Japanese Schools and in Non-Formal Education in Japan-- Osamu Abe.- Chapter 7: The Development of Environmental Education Policy and Programs in Korea: Promoting Sustainable Development in School Environmental Education-- Hye-Eun Chu and Yeon-A Son.- Chapter 8: The Environment, Sustainability and Universities in Indonesia: An Examination of the Nexus-- Ko Nomura and Eko Agus Suyono.- Chapter 9: "Green Universities" in China: Concepts and Actions-- Huang Yu and John Chi-Kin Lee.- Chapter 10: The Sustainable Development of Indigenous Peoples' Education in Taiwan-- Shih-Tsen Liu, Yu-Ling Hsu and Wen-Hui Lin.- Chapter 11: ESD Projects, Initiatives and Research in Hong Kong and Mainland China-- Eric Po Keung Tsang and John Chi Kin Lee.- Chapter 12: Education for Sustainable Development in Macao Secondary Schools: Issues and Challenges-- William Hing-tong Ma and John Chi-Kin Lee.- Chapter 13: Programmatic Implementation of Environmental Education in an Elementary Educator Preparation Program: A Case Study-- Christine Moseley, Blanche Desjean-Perrotta and Courtney Crim.- Chapter 14: Making the Transition to Sustainability: Marshaling the Contributions of the Many-- Gregory Smith.- Chapter 15: Closing the Green Gap: Policy and Practice in Chinese Environmental Education-- Robert Efird.- Index.
  • (source: Nielsen Book Data)9789401788656 20160613
Environmental education (EE) and education for sustainable development (ESD) are asserting their growing role in curricula around the world, yet how deeply embedded are they in the learning systems of the Pacific nations? Building on an earlier analysis in China and Taiwan, this volume expands its purview to examine the quality and extent of environmental and sustainable development education in a number of countries in the Asia-Pacific region, including China itself, Taiwan, South Korea, Japan and Indonesia. As well as offering detailed national analyses provided by Asian-Pacific academics and professionals, this work includes examples in the US and Canada and an introduction that assesses the contrasting challenges and positive commonalities among diverse education systems. The chapters reflect leading-edge practice, innovation, and depth of experience and at the same time as detailing locally relevant and culturally appropriate strategies they also provide clear models and strategies for expanding the application and influence of education for sustainable development elsewhere. In doing so, they mirror the global nature of environmental issues as well as the local nature of the solutions.
(source: Nielsen Book Data)9789401788656 20160613
Education Library (Cubberley)
Book
xvi, 218 pages : illustrations ; 23 cm
  • PREFACE CHAPTER 1: INTRODUCTION SECTION I: PRINCIPLES OF EDUCATION FOR SUSTAINABILITY CHAPTER 2: THE FUTURE READY OR NOT CHAPTER 3: EDUCATION FOR SUSTAINABILITY CHAPTER 4 DEVELOPING A SUSTAINABILITY WORLDVIEW SECTION II: FOSTERING A SUSTAINABILITY WORLDVIEW CHAPTER 5: TEACHING FOR SUSTAINABILITY CHAPTER 6: LEARNING THAT SUPPORTS A SUSTAINABILITY WORLDVIEW CHAPTER 7 POWERFUL PEDAGOGIES SECTION III: LEARNING AND THINKING FOR SUSTAINABILITY CHAPTER 8: CRITICAL THINKING AND DECISION MAKING CHAPTER 9: SYSTEMS THINKING CHAPTER 10: HAPPINESS AND WELLBEING.
  • (source: Nielsen Book Data)9780415720342 20160619
Educating for Sustainability presents fundamental principles, theoretical foundations, and practical suggestions for integrating education for sustainability into existing schoolwide systems and programs, organized in three sections: Principles of Education for Sustainability; Fostering a Sustainability Worldview; Learning and Thinking for Sustainability. Designed for teachers and teachers-to-be at all grade levels and across the content areas, the focus is on professional practices and pedagogical approaches rather than specific topics often associated with sustainability. Each chapter includes a number of supports to help readers monitor and improve their own professional practice and to deepen their own sustainability wordview, including textboxes in most chapters that provide more detailed or specialized information and a range of application exercises. All chapters include several "Consider This" activities and an "Extend Your Professional Knowledge" feature. Directly grounded in K-12 classroom practice, this book presents useful and realistic information for teachers looking to reorient their work toward sustainability and help their students develop new thinking and problem-solving abilities.
(source: Nielsen Book Data)9780415720342 20160619
Education Library (Cubberley)
Book
94 p. : ill. ; 21 cm.
In this briefing, Stephen Sterling points out that: progress towards a more sustainable future depends on learning, yet most education and learning takes no account of sustainability; progress toward orienting education towards sustainable development since the Agenda 21 agreement has been very slow; and education is largely behind, rather than ahead of, other fields in developing new thinking and practice in response to the challenge of sustainability. Sterling argues that while the emergence of environmental education, and latterly "education for sustainable development", are important trends, they are not sufficient in themselves to reorient and transform education - and yet time is short to realize such change. The fundamental tasks are to critique the prevailing educational and learning paradigm, which has become increasingly mechanistic and managerial, and to develop an ecologically informed education paradigm based on humanistic and sustainability values, systems thinking and the implications of complexity theory. An outline, with illustrative examples, of a transformed education that can lead to transformative learning is given. The author calls this "sustainable education": a change of educational culture that values, sustains and realizes human potential in relation to the need to attain and sustain social, economic and ecological well-being, recognizing that they must be part of the same dynamic. The book finishes with a chapter on change strategies, emphasizing the need for vision and design at all system levels.
(source: Nielsen Book Data)9781870098991 20160528
Education Library (Cubberley)
Book
xxii, 331 pages ; 23 cm.
"Occupy Education" is motivated by the sustainability crisis and energized by the drive for social justice that inspired the Occupy movement. Situated within the struggle for sustainability taking place amid looming resource shortages, climate change, economic instability, and ecological breakdown, the book is a timely contribution to community education and action. It opens a whole realm of integrated theory to educators and sustainability activists - and demonstrates how that theory can be moved into practice. "Occupy Education" is an excellent text for courses in sustainability studies, social philosophy, globalization, social justice, food system praxis, sustainability education, political economy, and environmental studies.
(source: Nielsen Book Data)9781433119675 20160615
Education Library (Cubberley)
Book
549 p. : ill. ; 25 cm.
We live in turbulent times, our world is changing at accelerating speed. Information is everywhere, but wisdom appears in short supply when trying to address key inter-related challenges of our time such as; runaway climate change, the loss of biodiversity, the depletion of natural resources, the on-going homogenization of culture, and rising inequity. Living in such times has implications for education and learning. This book explores the possibilities of designing and facilitating learning-based change and transitions towards sustainability. In 31 chapters contributors from across the world discuss (re)emerging forms of learning that not only assist in breaking down unsustainable routines, forms of governance, production and consumption, but also can help create ones that are more sustainable. The book has been divided into three parts: re-orienting science and society, re-connecting people and planet and re-imagining education and learning. This is essential reading for educators, educational designers, change agents, researchers, students, policymakers and entrepreneurs alike, who are concerned about the well-being of the planet and convinced of our ability to do better. The content and related issues can be discussed on the blog by editor Arjen Wals: http://transformativelearning.nl.
(source: Nielsen Book Data)9789086862030 20160610
Education Library (Cubberley)
Book
xxxii, 232 p. : ill. ; 22 cm.
  • Introduction - Anastasia Nikolopoulou, Farid Mirbagheri and Taisha Abraham PART ONE: GLOBALIZATION AND THE POLITICS OF EXCLUSION Caste, Exclusion and Marginalized Poverty: Dalit Deprivation in India - Sukhadeo Thorat Education in a Globalizing Era: Implications for Disabled Girls - Anita Ghai PART TWO: FROM RIO TO INDIGENOUS CULTURAL RESOURCES: EDUCATION FOR SUSTAINABLE DEVELOPMENT Education for Sustainable Development: The Concept and Its Connection to Tolerance and Democracy - Michael J Scoullos Education for Sustainable Tribal Development - Archana Prasad Premodern Indigenous Practitioners' Dilemmas in a Postmodern Globalized World - Janet Chawla PART THREE: EMPOWERING THE HUMAN CAPITAL: CHALLENGES AND STRATEGIES IN INDIA Market, Deprivation and Education in the Age of Globalization - Ravi Kumar Literacy Instruction in Indian Schools - Shobha Sinha Empowering Pedagogy: Potentials and Limitations - Sadhna Saxena Squaring National Pride with Tolerance: A Lesson for School Textbooks - Narayani Gupta Indian School Texbooks - Teesta Setalvad PART FOUR: ETHICAL PATHS TO GLOBAL CITIZENSHIP Global Ethical Options in the Framework of Development-Gandhian Perspectives - Neelakanta Radhakrishnan Reconciling Identity and Citizenship: A Case for Moral Cosmopolitanism in a Divided World - M Satish Kumar Islam and Liberal Peace - Farid Mirbagheri Index.
  • (source: Nielsen Book Data)9788132102939 20160604
"Education for Sustainable Development" is an emerging field that is being addressed from transdisciplinary and transinstitutional perspectives, forging links between academic and non-academic institutions. It explores sustainable development as a process that embraces environmental issues, poverty, health, security, democracy, gender and human rights. This collection provides multiple perspectives regarding the possibility of creating sustainable education practices that are integrated into and relevant to the needs and practices on a global scale. It also focuses on the failure of traditional education to address the problems of globalization. The articles conceive sustainable development education as focusing on the holistic development of the body and mind, encompassing a wide range of issues. This idea is also central to the Gandhian tradition of life knowledge and Nai Talim (New Education). The uniqueness of this compilation is in the multiple perspectives it provides, establishing workable links between local communities, governments, and international organizations that would enable sustainable human development. It is a rich reference resource for those working in the fields of education, economics, and development studies.
(source: Nielsen Book Data)9788132102939 20160604
Education Library (Cubberley)
Book
415 p. : ill. ; 25 cm.
Young people have an enormous stake in the present and future state of Earth. Almost half of the human population is under the age of 25. If young people's resources of energy, time, and knowledge are misdirected towards violence, terrorism, socially-isolating technologies, and unsustainable consumption, civilization risks destabilization. Yet, there is a powerful opportunity for society if young people can participate positively in all aspects of sustainable development. In order to do so, young people need education, political support, resources, skills, and hope. This volume offers a global perspective on education initiatives by and for young people that promote a transition to sustainability. It includes 38 essays co-authored by 68 contributors from 25 nations, representing a diversity of geography, gender, and generation. "The development of youth leadership has been a central concern of my professional work. Young people have a lot to offer to sustainable development and should participate in planning for our planet's future. This rich collection of theoretical and practical approaches captures the growing response of young people to this challenge. I am particularly pleased with the attention paid to the role of often-underrepresented regions of the world, to the role of women, and to the Earth Charter in the creating a peaceful and sustainable future." Julia Marton-Lefevre, Director General of IUCN (International Union for Conversation of Nature), and former Rector of the University for Peace. "This book is a rich, global tapestry depicting the inter-linkages among youth, education and sustainable development. What is particularly interesting is that it shows how education, at all levels, can be a powerful engine for promoting sustainability. This work is an important contribution to the United Nations Decade on Education for Sustainable Development." Goolam Mohamedbhai, Secretary-General, Association of African Universities, and Past President, International Association of Universities. "This important and skillfully-prepared book comes at a critical time...A great strength of this volume is that it blends together theoretical and practical insights regarding education for sustainable development by and for young people. It is written from diverse cultural perspectives from all world regions. Readers, from many fields, especially young people and their teachers, will find it timely and relevant. I hope that it will inspire the younger generation to get involved in seeking solutions to the challenges we face." James Gustave Speth, Former Administrator of the United Nations Development Programme, and Dean Emeritus of the School of Forestry and Environmental Studies at Yale University. "It is my hope that you are inspired, as I have been, by Young People, Education, and Sustainable Development: Exploring Principles, Perspectives, and Praxis, for the stories in this volume are full of the possibilities that emerge when we honor and support young people." Ruud Lubbers, Former Prime Minister of The Netherlands, and past United Nations High Commissioner for Refugees.
(source: Nielsen Book Data)9789086860937 20160528
Education Library (Cubberley)
Book
vi, 247 p. : ill. ; 25 cm.
Education Library (Cubberley)

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