Pathways to Achieving the Sustainable Development Goals through Environmental and Sustainability Education in the USA

作者：Michaela Zint, Jessica Ostrow Michel, Sarah R. Collins, E. Sloan, M. Piñeiro, Lauren Balotin, Verónica Correa, M. Dąbrowski, Bita Davoodi, Joseph Dierdorf, Daniela Fernández Méndez Jiménez, Jessica Miller, Isabel Nakisher, Connor Roessler, Paige Schurr, Peter Siciliano, Joshua Thompson · 发表于：World review · 年份：2024 · DOI：10.1201/9781003145202-21 · 被引用次数：2 · 研究领域：Environmental Education and Sustainability

Although the United States of America (USA) has not formally adopted the 2030 Agenda for Sustainable Development , a great range of actors have voluntarily committed to achieving the Sustainable Development Goals (SDGs) and addressing climate change, including numerous environmental and sustainability education (ESE) champions and organizations. This chapter seeks to enable readers to learn about ESE as related to the SDGs in the USA. It begins with brief descriptions of contextual influences on the country’s education system, and its ESE history. Although the USA was an early leader in (inter)national environmental education and there are locations where it receives more attention than others, the current status of ESE in the country, and thus its overall impact, is limited. Nonetheless, there are encouraging shifts from a focus on environmental to sustainability education (including on the SDGs) and toward whole institution sustainability initiatives, with partnerships and networks providing critical support. The chapter deliberately identifies relevant USA programs and scholarship, to illustrate the great range of educational efforts that can contribute to achieving the SDGs in the country and beyond. Recommendations are offered in line with the five priority areas of UNESCO’s (2020) Education for Sustainable Development for 2030 . Collective impact partnerships between a range of actors, a climate corps, and attention to justice, equity, diversity, and inclusion are also ...