Abstract
This chapter explores the requirements of a whole-community approach that are important for teachers to implement education for sustainable development (ESD) based on a specific example. ESD seeks fundamental changes in our values and lifestyles at the root of sustainability issues. The transformational learning at the core of ESD will emerge in the process of legitimate peripheral participation in ESD-Communities of Practice (CoP). ESD is also a process in which people participate in various CoPs related to sustainability in a multidimensional manner through appropriate educational practice, so that each community is activated and stimulates each other to create new values. In one school district in Okayama, with gardening in the junior high school’s (JHS’s) courtyard as the starting point, various stakeholders in the local community have come to be engaged. Teachers not only knot-work these people but are also actively involved in their activities and are a model for students as ESD actors. Here, the idea of raising children and creating communities together based on the idea of valuing various lives has firmly taken root, which has greatly contributed to the improvement of the school itself. Analysed here are the details of this process to read suggestions for teacher education for ESD.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
https://www.mext.go.jp/unesco/004/1339976.htm (in Japanese).
- 2.
Guidelines for the UNESCO Associated Schools in Japan: https://www.mext.go.jp/en/unesco/title04/detail04/1373242.htm
- 3.
- 4.
Many previous studies in Japan, including Wakatsuki (2005), also have pointed out the tendencies and limitations of the “political neutrality” of public education, and the problems they cause. For example, if a school tries to explore more specific and familiar local issues while tackling the problems of “poverty” and “discrimination,” there is a high possibility that they will face problems related to a certain family that the student at the school does not want to be exposed to. When these problems arise, schools tend to be as vague as possible because it is difficult to ensure that they can adequately discuss, understand, and resolve them within the context of the school curriculum, properly considering the human rights of the students themselves.
- 5.
According to TALIS 2018, Japanese teachers have the highest amount of overtime in the world.
- 6.
For more information on these reports, see the Kurashi no Tane website: http://kurashinotane.jp/tanemaki_top/ (in Japanese).
- 7.
The detailed annual report of the activities of the Park Management Association and the Soup event is available on their website: https://www.kitanagase-park.com/ (in Japanese).
- 8.
Okayama City has been working on the Okayama City Playpark Promotion Project to enrich the mental development of children through outdoor activities and increase the momentum for raising children throughout the community. https://www.city.okayama.jp/kurashi/0000013007.html (in Japanese).
- 9.
For a detailed analysis of the process by which school-based service and volunteer learning connect local community practitioners and promote the formation of an ESD-CoP, see Shibakawa (2016).
- 10.
Changes in the situation and difficulties of young people in the transition period in developed countries including Japan have been clarified through a large-scale survey by Inui et al. (2017).
- 11.
ESD Promotion Center of Okayama University, where the author of this chapter is assigned, focused on this whole-community approach in the Minan area and produced downloadable video learning materials for teacher education and the further development of ESD. It is uploaded on the website – https://edu.okayama-u.ac.jp/promotion_center/ (in Japanese). For the English subtitled version - https://edu.okayama-u.ac.jp/promotion_center/?lang=english
- 12.
Based on the report dated 22 October 2019, ‘FY 2019 Survey on Problematic Behavior and Truancy among Schoolchildren’ by the Guidance Division of Board of Education of Okayama City.
References
Biesta, G. (2011). Learning democracy in school and society. Brill | Sense.
Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in education, society and culture (R. Nice, Trans.). Sage Publications.
Combes, B. P. Y. (2005). The United Nations decade of education for sustainable development (2005–2014): Learning to live together sustainably. Applied Environmental Education & Communication, 4(3), 215–219.
Delors, J., Mufti, I. A., Amagi, I., Carneiro, R., Chung, F., Geremek, B., Gorham, W., Kornhauser, A., Manley, M., Quero, M. P., Savane, M.-A., Singh, K., Stavenhagen, R., Suhr, M. W., & Nanzhao, Z. (1996). Learning: The treasure within. Report to UNESCO of the International Commission on Education for the twenty-first century. UNESCO.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.
Freire, P. (1972). Pedagogy of the oppressed. Herder and Herder.
Freire, P., & Illich, I. (1975). Dialogo Paulo Freire-Ivan Illich. Ediciones Busqueda. Japanese edition: Freire, P., & Illich, I. (1980). Taiwa – kyouiku wo koete – I. Illich & P. Freire (trans: Sunami, K. et al.). Yasosha. (in Japanese).
Fujieda, S. (2016). A discussion of the collaboration between community schools and community at large Minan JHS as a contact point and asset of the greater district community. Bulletin of Center for Teacher Education and Development, Okayama University, 6, 150–159. (in Japanese).
Gadotti, M. (2010). Reorienting education practices towards sustainability. Journal of Education for Sustainable Development, 4(2), 203–211.
Inui, A., Honda, Y., & Nakamura, T. (Eds.). (2017). Japanese youth in crisis – A cohort study of young people, their education and careers, 2007–2011. University of Tokyo Press. (in Japanese).
Jucker, R. (2002). “Sustainability? Never heard of it!” some basics we shouldn’t ignore when engaging in education for sustainability. International Journal of Sustainability in Higher Education, 3(1), 8–18.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation (learning in doing: Social, cognitive and computational perspectives). Cambridge University Press.
Mezirow, J. (1994). Understanding transformation theory. Adult Education Quarterly, Summer, 44(4), 222–232.
Orr, D. W. (1996). Earth in mind: On education, environment, and the human prospect. Island Press.
Shibakawa, H. (2016). Critical reflection on the pedagogical theories of service-learning: Current challenges and new possibilities in educational practice for sustainable development. Journal of Japan Academic Association of Socio-Learning and Service Learning, 29(2), 124–135. (in Japanese).
UNESCO. (2009). UNESCO world conference on education for sustainable development: Bonn declaration. https://unesdoc.unesco.org/ark:/48223/pf0000188799.locale=en
Wakatsuki, K. (2005). Service learning for citizenship education. Buraku Liberation Research, 163, 67–79. (in Japanese).
Wals, A. E. J. (2011). Learning our way to sustainability. Journal of Education for Sustainable Development, 5(2), 177–186.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2024 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Shibakawa, H. (2024). ESD Implementation Using a Whole-Community Approach in Okayama, Japan: Potential and Challenges from the Teacher Education Perspective. In: Fujii, H., Lee, SK. (eds) Science Education for Sustainable Development in Asia. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-99-8711-5_13
Download citation
DOI: https://doi.org/10.1007/978-981-99-8711-5_13
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-99-8710-8
Online ISBN: 978-981-99-8711-5
eBook Packages: EducationEducation (R0)