Educating for Sustainability in Remote Locations
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At a time when social, economic and political decisions, along with environmental events, challenge the viability of remote communities, educators need to better prepare young people in these communities to work towards sustainability. Remote locations can be defined by their inaccessibility rather than just distance from the nearest services, while the sustainability construct encapsulates a range of community needs: environmental, social, cultural and economic. This paper describes experiences that involve innovative approaches towards educating for sustainability in remote locations in six diverse countries: South Africa, Scotland, Canada, United States of America, Pacific Island Nations, and Australia. For each, the nature of what constitutes a “remote” location, as well as the detail and challenges of the innovation are presented. Readers should consider how they might more suitably educate the next generation to protect, showcase and learn from/with the local knowledges and capacities of the people and environments in remote locations.
Reading, C., Khupe, C., Redford, M., Wallin, D., Versland, T., Taylor, N., and Hampton, P. (2019). Educating for sustainability in remote locations. The Rural Educator 40(2), 43-53. https://doi.org/10.35608/ruraled.v40i2.849