Hilary Inwood
Biographic Data
| ID | 6467029 |
|---|---|
| NAME | Hilary Inwood |
| GIVEN NAMES | Hilary |
| FAMILY NAME | Inwood |
| SIGNATURE | INWOOD H |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0002-0895-4699 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Exploring Ecojustice & Environmental Learning through Online Preservice Teacher Education
As teacher education can help communities transition to sustainable, just ways of being, this study reports on the development of, and research on, a national E-course for preservice teachers focused on Environmental and Sustainability Education (ESE). This collaborative initiative brought together academics, community educators, and K-12 teachers to offer participatory, locally-relevant online ESE learning. By facilitating learning centred on co…
Exploring conceptions of sustainability education in initial teacher education
This paper draws on interview data to explore Australian, Canadian and Scottish teacher educators’ conceptions of sustainability education (SE) within initial teacher education (ITE). Findings were generated across three themes: teacher educators’ (i) conceptions of SE and SE in ITE, (ii) curriculum and pedagogical practices, and (iii) barriers, challenges and opportunities to engaging with SE. Analysis revealed inconsistency amongst teacher educ…
Growing action research on environmental learning in schools
A team of teacher-researchers in a large urban school board is working in partnership with researchers from a leading Canadian university to use action research to broaden and deepen environmental education in their teaching practice. This research-informed approach involves teachers, students and their communities in collaboratively deepening their knowledge and raising awareness about environmental issues, as well as devising local solutions to…
Comparing education for sustainable development in initial teacher education across four countries
Purpose The purpose of this paper is to undertake a cross-comparative inquiry into Education for Sustainable Development (ESD) related to governance, initiatives and practices in initial teacher education (ITE) across four countries with very different contexts – Sweden, Scotland, Canada and Australia. It provides insights into issues arising internationally, implications for ESD in ITE and offers learnings for other countries and contexts. Desig…
Innovative praxis for environmental learning in Canadian faculties of education
This article explores innovative praxis in Environmental and Sustainability Education (ESE) in four preservice teacher education programmes in Canada. ESE is finding its way into teacher education in a variety of innovative and interdisciplinary ways, as both part of mainstream programmes and in their co-curricular margins. Using a case study approach, each case builds on unique connections to Indigenous education, art education, cultural learnin…
Emerging Praxis of Environmental and Sustainability Education in Teacher Education in Canada
This article contextualizes Neus Evans’ recommendations for moving Education for Sustainability in Teacher Education forward by introducing advances in this work in the context of Canadian faculties of education. By tracking the developments of a growing national network, and its contributions to research, practice and policy in this field, clear steps are being made to move from adaptation of the existing systems towards a wider transformation o…
What’s growing on here? Garden-based pedagogy in a concrete jungle
This study explores experiences of a learning garden project at an urban faculty of education. The project opens a space for the theoretical and practical consideration of garden-based pedagogies and their influence on university students, educators, and the community as a whole. The learning garden was created by a small group of initial teacher education and graduate students and faculty volunteers. The group came together through shared intere…
Reflections on the Canadian Experience With Education for Climate Change and Sustainable Development
What’s growing on here? Garden-based pedagogy in a concrete jungle
This study explores experiences of a learning garden project at an urban faculty of education. The project opens a space for the theoretical and practical consideration of garden-based pedagogies and their influence on university students, educators, and the community as a whole. The learning garden was created by a small group of initial teacher education and graduate students and faculty volunteers. The group came together through shared intere…
Emerging Praxis of Environmental and Sustainability Education in Teacher Education in Canada
This article contextualizes Neus Evans’ recommendations for moving Education for Sustainability in Teacher Education forward by introducing advances in this work in the context of Canadian faculties of education. By tracking the developments of a growing national network, and its contributions to research, practice and policy in this field, clear steps are being made to move from adaptation of the existing systems towards a wider transformation o…
Reflections on the Canadian Experience With Education for Climate Change and Sustainable Development
What’s growing on here? Garden-based pedagogy in a concrete jungle
This study explores experiences of a learning garden project at an urban faculty of education. The project opens a space for the theoretical and practical consideration of garden-based pedagogies and their influence on university students, educators, and the community as a whole. The learning garden was created by a small group of initial teacher education and graduate students and faculty volunteers. The group came together through shared intere…
Emerging Praxis of Environmental and Sustainability Education in Teacher Education in Canada
This article contextualizes Neus Evans’ recommendations for moving Education for Sustainability in Teacher Education forward by introducing advances in this work in the context of Canadian faculties of education. By tracking the developments of a growing national network, and its contributions to research, practice and policy in this field, clear steps are being made to move from adaptation of the existing systems towards a wider transformation o…
Comparing education for sustainable development in initial teacher education across four countries
Purpose The purpose of this paper is to undertake a cross-comparative inquiry into Education for Sustainable Development (ESD) related to governance, initiatives and practices in initial teacher education (ITE) across four countries with very different contexts – Sweden, Scotland, Canada and Australia. It provides insights into issues arising internationally, implications for ESD in ITE and offers learnings for other countries and contexts. Desig…
Innovative praxis for environmental learning in Canadian faculties of education
This article explores innovative praxis in Environmental and Sustainability Education (ESE) in four preservice teacher education programmes in Canada. ESE is finding its way into teacher education in a variety of innovative and interdisciplinary ways, as both part of mainstream programmes and in their co-curricular margins. Using a case study approach, each case builds on unique connections to Indigenous education, art education, cultural learnin…
Growing action research on environmental learning in schools
A team of teacher-researchers in a large urban school board is working in partnership with researchers from a leading Canadian university to use action research to broaden and deepen environmental education in their teaching practice. This research-informed approach involves teachers, students and their communities in collaboratively deepening their knowledge and raising awareness about environmental issues, as well as devising local solutions to…
Exploring conceptions of sustainability education in initial teacher education
This paper draws on interview data to explore Australian, Canadian and Scottish teacher educators’ conceptions of sustainability education (SE) within initial teacher education (ITE). Findings were generated across three themes: teacher educators’ (i) conceptions of SE and SE in ITE, (ii) curriculum and pedagogical practices, and (iii) barriers, challenges and opportunities to engaging with SE. Analysis revealed inconsistency amongst teacher educ…
Exploring Ecojustice & Environmental Learning through Online Preservice Teacher Education
As teacher education can help communities transition to sustainable, just ways of being, this study reports on the development of, and research on, a national E-course for preservice teachers focused on Environmental and Sustainability Education (ESE). This collaborative initiative brought together academics, community educators, and K-12 teachers to offer participatory, locally-relevant online ESE learning. By facilitating learning centred on co…
Environmental Education and Sustainability (7 works) · Political science (7 works) · Environmental education (6 works) · Pedagogy (6 works) · Sociology (6 works) · Geography (4 works) · Sustainability (4 works) · Education for sustainable development (3 works) · Educational Environments and Student Outcomes (3 works) · Praxis (3 works)