This book examines the nature of the energy curriculum in Arctic Higher Education and provides invaluable data and new models to assess levels of Sustainable Development Literacy.
Drawing on course mapping conducted in Higher Education institutions across the Arctic, Arruda looks at the nature, structure, and design of the Arctic Higher Education curriculum in order to assess levels of Sustainable Development Literacy and considers the extent to which Arctic Higher Education courses align to UNESCO Education for Sustainable Development (ESD). Using data from four key case studies in Norway, Canada, and the US, and applying a framework drawn from different knowledge systems (Traditional Knowledge and Western educational system), she analyses the different educational approaches and pedagogies used and specifically considers how Higher Education in this region can contribute to the accomplishment of Sustainable Development and the Sustainable Development Goals. The book concludes by proposing new models to assess Higher Education adherence to ESD and outlines how a culturally inclusive curriculum can invite different groups of people to engage in a meaningful Sustainable Development debate, learning experience, and knowledge application.
This innovative volume will be of great interest to multicultural students, scholars, and educators of Sustainable Development, climate change, energy, Arctic studies, and global Higher Education across the Arctic and non-Arctic nations.
This book examines how climate change and renewable energy are being taught in Arctic Higher Education. This innovative volume will be of great interest to students, scholars and educators of climate change, renewable energy, Arctic studies and sustainability in higher education.
1. Introduction - Energy as The Genesis of all Human Development and
Learning
2. The Arctic Context Energy, Development, Education
3. The
Influential Theories for the Arctic Higher Education - Education for
Sustainable Development (ESD)
4. The Nature of the Arctic Energy Curriculum
5. The Structure of the Arctic Energy Curriculum in the Case Studies
6.
Curriculum Design and Review in the Four Case Study Institutions
7. Levels of
Energy Literacy and Adherence to ESD: Arctic Citizenship Model
8. Indigenous
and Non-Indigenous Students Perspectives
9. The Relevance of the UN SDGs to
the Arctic HE and Curricula
10. Multidisciplinary and Multicultural
Perspectives of a Sustainable Energy System in Arctic Higher Education
Curricula - Analysis, Discussion and Conclusion
Gisele M. Arruda is a professor in Circumpolar Studies in the field of Energy, Arctic, Climate Change, Environment and Society. The main topics of her research involve Arctic governance, Arctic Sustainable Energy Systems, Climate Change, Arctic Studies (Socio-environmental impacts of extractive-industries and resources development on environment and societies), Corporate Social Responsibility and multicultural aspects of Higher Education. She has been an advisor for governmental and non-governmental organizations as a strategist by influencing policymakers and supporting climate negotiations. She is the editor-in-chief for Arctic, Energy and Climate Change International Journal by Anvivo.org. She is the author of Renewable Energy for the Arctic: New Perspectives and Sustainable Energy Education in the Arctic: The Role of Higher Education, by Routledge.
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