[
Alsop, S., Dippo, D., & Zandvliet, D. (2007). Teacher education as/for social and ecological transformation: Place based reflections on local and global participatory methods and collaborative practices. Journal of Education and Teaching, 33(2), 207–223. http://doi.org/10.1080/02607470701259499
]Search in Google Scholar
[
Ameli, K. (2022). Where is nature? Where is nature in nature and outdoor learning in higher education? An analysis of nature-based learning in higher education using multispecies ethnography. Journal of Teacher Education for Sustainability, 24(2), 113–128. https://doi.org/10.2478/jtes-2022-0020
]Search in Google Scholar
[
British Columbia Ministry of Education. (2007). Environmental learning and experience. Queens Printer.
]Search in Google Scholar
[
Bookchin, M. (2007). Social ecology and communalism. AK Press.
]Search in Google Scholar
[
Burke, G., & Cutter-Mackenzie, A. (2010). What’s there, what if, what then, and what can we do? An immersive and embodied experience of environment and place through children’s literature. Environmental Education Research, 16(3–4), 311–330. http://doi.org/10.1080/13504621003715361
]Search in Google Scholar
[
Cochran-Smith, M. (2004). Taking stock in 2004. Teacher education in dangerous times. Editorial. Journal of Teacher Education, 55(1), 3–7. https://doi.org/10.1177/0022487103261227
]Search in Google Scholar
[
Darling-Hammond, L. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962
]Search in Google Scholar
[
Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Forum: Qualitative Social Research, 12(1), Art. 10. https://doi.org/10.17169/fqs-12.1.1589
]Search in Google Scholar
[
Fox, A., Iriste, S., & Bezeljak, P. (2019). Detecting a sustainable mindset through using content analysis of teacher-produced learning journals. Journal of Teacher Education for Sustainability, 21(1), 35–47. https://doi.org/10.2478/jtes-2019-0003
]Search in Google Scholar
[
Gaventa, J. (1988). Participatory research in North America. Convergence, 21(2/3), 19–27.
]Search in Google Scholar
[
Goller, A., & Rieckmann, M. (2022). What do we know about teacher educators’ perceptions of education for sustainable development? A systematic literature review. Journal of Teacher Education for Sustainability, 24(1), 19–34. https://doi.org/10.2478/jtes-2022-0003
]Search in Google Scholar
[
Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12. doi.org/10.3102/0013189X032004003
]Search in Google Scholar
[
Kohl, K., & Hopkins, C. (2022). Journal of Teacher Education for Sustainability, 24(2), 99–112. https://doi.org/10.2478/jtes-2022-0019
]Search in Google Scholar
[
Koskela, T., & Kärkkäinen, S. (2021). Student teachers’ change agency in education for sustainable development. Journal of Teacher Education for Sustainability, 23(1), 84–98. https://doi.org/10.2478/jtes-2021-0007
]Search in Google Scholar
[
Luke, A. (2004). Teaching after the market: From commodity to cosmopolitan. Teachers College Record, 106(7), 1422–1443. https://doi.org/10.1111/j.1467-9620.2004.00384.x
]Search in Google Scholar
[
Maffi, L. (2007). Biocultural diversity and sustainability. In J. Pretty, A. S. Ball, T. Benton, J. S. Guivant, D. R. Lee, D. Orr, M. J. Pfeffer, & H. Ward (Eds.), The Sage handbook of environment and society (pp. 267–278). SAGE. https://doi.org/10.4135/9781848607873
]Search in Google Scholar
[
Nicol, R. (2013). Returning to the richness of experience: Is autoethnography a useful approach for outdoor educators in promoting pro-environmental behaviour? Journal of Adventure Education & Outdoor Learning, 13(1), 3–17, http://doi.org/10.1080/14729679.2012.679798
]Search in Google Scholar
[
Ormond, C. G. A., Zandvliet, D. B., McClaren, M., Robertson, P., & Leddy, S. (2014). Environmental education as teacher education: Melancholic reflections from an emerging community of practice. Canadian Journal for Environmental Education, 19, 160–179.
]Search in Google Scholar
[
Orr, D. (1994). Earth in mind. Island Press.
]Search in Google Scholar
[
Professional Programs. (2018). Online program document retrieved Nov. 9, 2020 at http://www.sfu.ca/education/teachersed/programs/pdp/structure.html
]Search in Google Scholar
[
Roth, W. M. (Ed.). (2005). Auto/biography and auto/ethnography: Praxis of research method. Brill/Sense Publishers.
]Search in Google Scholar
[
Saiful, J., & Setyorini, A. (2022). Ecocriticism course: Development of English pre-service teachers’ pedagogical content knowledge of sustainability. Journal of Teacher Education for Sustainability, 24(2), 5–18. https://doi.org/10.2478/jtes-2022-0013
]Search in Google Scholar
[
Salīte, I., Fjodorova, I., & Ivanova, O. (2022). A co-evolutionary perspective in the search for sustainable education. Journal of Teacher Education for Sustainability, 24(2), 1–4. https://doi.org/10.2478/jtes-2022-0012
]Search in Google Scholar
[
Sauve, L. (2005). Currents in environmental education: Mapping a complex and evolving pedagogical field. Canadian Journal of Environmental Education, 10, 11–37.
]Search in Google Scholar
[
Sunthonkanokpong, W., & Murphy, E. (2019). Quality, equity, inclusion and lifelong learning in pre-service teacher education. Journal of Teacher Education for Sustainability, 21(2), 91–104. https://doi.org/10.2478/jtes-2019-0019
]Search in Google Scholar
[
UNESCO. (2015). Education 2030 – Incheon declaration and framework for action for the implementation of sustainable development goal 4. http://unesdoc.unesco.org/images/0024/002456/245656e.pdf
]Search in Google Scholar
[
United Nations. (2007). United Nations General Assembly United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). https://www.un.org/development/desa/indigenouspeoples/wp-content/uploads/sites/19/2018/11/UNDRIP_E_web.pdf
]Search in Google Scholar
[
United Nations. (2017). United Nations General Assembly. (2017). Decision 72/222. Education for sustainable development in the framework of the 2030 Agenda for Sustainable Development. https://undocs.org/en/A/RES/72/222
]Search in Google Scholar
[
United Nations. (2019). United Nations General Assembly. (2019). Decision 74/223. Education for sustainable development in the framework of the 2030 Agenda for Sustainable Development. https://undocs.org/en/A/RES/74/223
]Search in Google Scholar
[
United Nations. (2020). Shared responsibility, global solidarity: Responding to the socioeconomic impacts of COVID-19. United Nations. https://unsdg.un.org/resources/shared-responsibility-global-solidarity-responding-socio-economic-impacts-covid-19
]Search in Google Scholar
[
van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press.
]Search in Google Scholar
[
Wall, S. (2006). An autoethnography on learning about ethnography. International Journal of Qualitative Methods, 5(2), Article 9. http://www.ualberta.ca/~ijqm/backissues/5_2/pdf/wall.pdf
]Search in Google Scholar
[
Zandvliet, D., & Brown, D. (2006). Framing experience on Haida Gwaii: An ecological model for environmental education. Canadian Journal for Environmental Education, 11, 207–219.
]Search in Google Scholar
[
Zandvliet, D. (2012). Development and validation of the place-based learning and constructivist environment survey (PLACES). Learning Environment Research, 15(1), 125–140.
]Search in Google Scholar
[
Zandvliet, D. (2016). The ecology of home. Brill/Sense.
]Search in Google Scholar
[
Zandvliet, D., Leddy, S., Inver, C., Elderton, V., Townrow, B., & York, L. (2023). Approaches to bio cultural diversity in British Columbia. Sustainability, 15(8), 6422. https://doi.org/10.3390/su15086422
]Search in Google Scholar