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Notes
2. In the UK, there are four quite separate educational policy jurisdictions: England, Scotland, Wales and Northern Ireland, and each offers distinctive perspectives on questions of education and sustainability.
3. See, for example, the writings of David Orr (http://www.davidworr.com), and Chet Bowers (http://www.cabowers.net/), which are prominent examples of this point of view.
4. Here, the ‘education of all’ might be better seen as learning by all.
5. This is not to argue that formal education has no role, and exploring what this might be is an aspect of this review.
6. The number of green/eco/sustainability groups and councils now to be found in schools suggests that this is not the case for all students, though the unrepresentative nature of such groups, compared to full school populations, suggests that it is a near‐enough approximation.
7. This would include school–community links and activities.
8. 64% in 2008, compared to 55% in both 2004 and 2006.
9. Perhaps ‘less unsustainable’ would be a more apt way of thinking about this, given our current understandings and capabilities.
10. This could be, for example, reducing its use of natural capital stock, increasing social capital, locally, or both. See Scott (Citation2008, 60–8, Citation2010) for an exploration of these issues in greater detail in relation to the work of Meadows (Citation1998) and Daly (Citation1973).
11. As envisioned in the DCSF's sustainable schools initiative, for example.
12. In writing this, I am assuming that modest attempts to recycle, turn lights off, etc., or the unthinking promotion of particular initiatives, do not count for very much.
13. Downloadable at: http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Government-and-community/Initiatives/Schools-and-sustainability
14. DCSF says this in relation to well‐being: ‘By 2020 the Government would like all schools to be models of corporate citizenship within their local areas, enriching their educational mission with activities that improve the environment and quality of life of local people.’
15. Twelve of these schools were also in the research by Gayford (Citation2009).
16. Stables argues that a ‘learning society’ depends on the active citizenship (political involvement in the most general sense) of its adult members.
17. Although we cannot know what ‘living sustainably’ in the Brundtland sense will turn out to mean, it is possible to assert that it is a worthy aim.
18. Although these fit well with ideas on sustainable development found in the seminal work of the Brundtland Commission (http://www.un-documents.net/wced-ocf.htm), not everyone sees its outcomes in these terms.
19. In the wider learning society, and particularly by learning outside the classroom, http://www.lotc.org.uk
26. This is an argument which also applies if a more rounded view of sustainability is taken that embraces social justice.
27. John Donne; Meditation XVII from Devotions Upon Emergent Occasions: ‘… No man is an island entire of itself; every man is a piece of the continent, a part of the main …’, http://isu.indstate.edu/ilnprof/ENG451/ISLAND/text.html
28. House of Commons Public Accounts Committee: ‘Programmes to reduce household energy consumption; Fifth Report of Session 2008–09’, http://www.parliament.the-stationery-office.co.uk/pa/cm200809/cmselect/cmpubacc/228/9780215526618.pdf
29. I am grateful to Paul Vare for reminding me of this.
30. Living out sustainability in practice implies learning opportunities for all concerned, not only students.
31. For an extended exploration of these issues, see Scott (Citation2010): http://www.bath.ac.uk/education/news/cree0064.html
33. Wordsworth (1798), The Tables Turned: ‘And hark! how blithe the throstle sings! He, too, is no mean preacher: Come forth into the light of things, let nature be your teacher’.
34. The ecological reality is probably much more edgy and prone to collapse than is implied here.
35. These have a different focus than Gayford's stages, discussed above.
37. I am grateful to Paul Vare for pointing this out.
41. I am grateful to Ben Ballin for reminding me of this connection.
42. See, for example, http://peakoil.org.uk/
43. Non‐Departmental Public Bodies – as opposed to Non‐Governmental Organisations.
44. I am grateful to Paul Vare for this suggestion about closing the circle.
45. The sustainable schools unit within the DCSF recognises this tension. One way it manages it is by stressing (and looking for evidence) that sustainable schools need to continue to be judged, in part at least, in relation to status quo (e.g., ‘school improvement’) outcomes. See, for example, Barratt Hacking, Scott, and Lee (Citation2010).
