[
Almond, R.E.A., Grooten, M., & Peterson, T. (Eds.). (2020). Living Planet Report 2020 – Bending the curve of biodiversity loss. World Wildlife Fund.
]Search in Google Scholar
[
Antunes, A., & Gadotti, M. (2005). Ecopedagogy as the appropriate pedagogy to the Earth Charter process. In P. Blaze, M. Vilela, & A. Roerin (Eds.), The Earth Charter in action: Toward a sustainable development (pp. 135–137). Kit Publisher.
]Search in Google Scholar
[
Bedford, T. (2009). Promoting educational equity through teacher empowerment. Web-assisted transformative action research as a counter-heteronormative praxis. Doctoral Dissertation. University of Oulu. http://herkules.oulu.fi/isbn9789514290572/isbn9789514290572.pdf
]Search in Google Scholar
[
Bogović, N., & Čegar, S. (2012). Education principles in a model of strong sustainability. Problems of Education in the 21st Century, 44, 10–19. https://doi.org/10.33225/pec/12.44.10
]Search in Google Scholar
[
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Falmer. https://doi.org/10.4324/9780203496626
]Search in Google Scholar
[
Carr, W., & Kemmis, S. (2005). Staying critical. Educational Action Research, 13(3), 347–358. https://doi.org/10.1080/09650790500200316
]Search in Google Scholar
[
Christian Aid. (2012). The rich, the poor and the future of the Earth: Equity in a constrained world. https://www.christianaid.org.uk/sites/default/files/2017-08/rich-poor-future-earth-equity-constrained-world-april-2012_0.pdf
]Search in Google Scholar
[
Cooper, R., & Bedford, T. (2017). Transformative education for gross national happiness: A teacher action research project in Bhutan. In L. Rowell, C. Bruce, J. Shosh, & M. Riel (Eds.), The Palgrave international handbook of action research (pp. 265–278). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-40523-4_17
]Search in Google Scholar
[
Daly, H. E. (1990). Toward some operational principles of sustainable development. Ecological Economics, 2, 1–6. https://doi.org/10.1016/0921-8009(90)90010-R
]Search in Google Scholar
[
Daly, H. E. (2005, September). Economics in a full world. Scientific American, 100–107. https://doi.org/10.1038/scientificamerican0905-100
]Search in Google Scholar
[
Earth Charter Commission. (2000). The Earth Charter. Earth Charter International Secretariat. http://www.environmentandsociety.org/node/2795
]Search in Google Scholar
[
Freire, P. (1970). Pedagogy of the oppressed. Continuum. https://doi.org/10.1007/978-1-4614-5583-7_610
]Search in Google Scholar
[
Freire, P. (1973). Education for critical consciousness. Seabury Press.
]Search in Google Scholar
[
Freire, P. (1994). Pedagogy of hope: Reliving pedagogy of the oppressed. Continuum.
]Search in Google Scholar
[
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Critical perspectives series. Rowman & Littlefield Publishers.
]Search in Google Scholar
[
Gedžūne, I., & Gedžūne, G. (2011). Exploring and promoting ecological consciousness in teacher education: The possibilities of educational action research in education for sustainable development. Journal of Teacher Education for Sustainability, 13(1), 43–61. https://doi.org/10.2478/v10099-011-0004-2
]Search in Google Scholar
[
Giroux, H. A. (Ed). (1991). Postmodernism, feminism, and cultural politics: Redrawing educational boundaries. State University of New York Press.
]Search in Google Scholar
[
Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling. A critical reader. Westview Press. https://doi.org/10.4324/9780429498428
]Search in Google Scholar
[
Grigorov, S. (Ed.). (2012). International handbook of ecopedagogy for students, educators and parents. A project for a new eco-sustainable civilization. BCSLDE. www.bcslde.org
]Search in Google Scholar
[
Grigorov, S., & Fleuri, R. (2012). Ecopedagogy: Educating for a new eco-social inter-cultural perspective. Visão Global, Joaçaba, 15(1–2), 433–454.
]Search in Google Scholar
[
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
]Search in Google Scholar
[
Hung, R. (2021). Ecopedagogy and education. In R. Hung (Ed.), Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1502
]Search in Google Scholar
[
Kahn, R. (2010). Critical pedagogy, ecoliteracy, and planetary crisis: The ecopedagogy movement. Peter Lang.
]Search in Google Scholar
[
Kincheloe, N., & McLaren, P. (2000). Rethinking critical theory and qualitative research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 303–342). Sage.
]Search in Google Scholar
[
Kopnina, H. (2020). Education for Sustainable Development Goals (ESDG): What is wrong with ESDGs, and what can we do better? Education Sciences, 10(10), 261. https://doi.org/10.3390/educsci10100261
]Search in Google Scholar
[
Kostoulas-Makrakis, N. (2011). Developing and applying a critical and transformative model to address ESD in teacher education. Journal of Teacher Education for Sustainability, 12(2), 17–26. https://doi.org/10.2478/v10099-009-0051-0
]Search in Google Scholar
[
Misiaszek, G. W. (2020). Ecopedagogy: Critical environmental teaching for planetary justice and global sustainable development. Bloomsbury Academic.
]Search in Google Scholar
[
Mosquin, T., & Rowe, S. (2004). A manifesto for Earth. Biodiversity, 5(1), 3–9. https://doi.org/10.1080/14888386.2004.9712713
]Search in Google Scholar
[
Nagata, Y. (2017). A critical review of education for sustainable development (ESD) in Japan: Beyond the practice of pouring new wine into old bottles. Educational studies in Japan. International Yearbook, 1, 29–4.10.7571/esjkyoiku.11.29
]Search in Google Scholar
[
Nagata, Y., & Singer, J. (2017). Formal ESD in Japan: Dissolving walls between classroom and community. In J. Singer et al. (Eds.), Educating for sustainability in Japan: Fostering resilient communities after the triple disaster (p. 330). Routledge.
]Search in Google Scholar
[
Omeje, H., Okereke, G., & Chukwu, D. (2020). Construction waste reduction awareness: Action research. Journal of Teacher Education for Sustainability, 22(1), 66–83. https://doi.org/10.2478/jtes-2020-0006
]Search in Google Scholar
[
Oxfam International. (2020). Carbon emissions of richest 1 percent more than double the emissions of the poorest half of humanity. https://www.oxfam.org/en/press-releases/carbon-emissions-richest-1-percent-more-double-emissions-poorest-half-humanity
]Search in Google Scholar
[
Reddy, T. L., & Thomson, R. J. (2014). Social and economic sustainability: Implications for actuarial science. Presented at the Actuarial Society of South Africa’s 2014 Convention. Cape Town International Convention Centre.
]Search in Google Scholar
[
Rockström, J., Steffen, W., Noone, K., Persson, Å., Chapin, F. S. III, Lambin, E., Lenton, T. M., Scheffer, M., Folke, C., Schellnhuber, H., Nykvist, B., De Wit, C. A., Hughes, T., van der Leeuw, S., Rodhe, H., Sörlin, S., Snyder, P. K., Costanza, R., Svedin, U., ... Foley, J. (2009). Planetary boundaries: Exploring the safe operating space for humanity. Ecology and Society, 14(2), 32. http://www.ecologyandsociety.org/vol14/iss2/art32/10.5751/ES-03180-140232
]Search in Google Scholar
[
Salīte, I., Drelinga, E., Iliško, D., Oļehnoviča, E., & Zariņa, S. (2016). Sustainability from the transdisciplinary perspective: An action research strategy for continuing education program development. Journal of Teacher Education for Sustainability, 18(2), 135–152. https://doi.org/10.1515/jtes-2016-0020
]Search in Google Scholar
[
Salīte, I., Gedžūne, G., & Gedžūne, I. (2009). Educational action research for sustainability: Seeking wisdom of insight in teacher education. Journal of Teacher Education for Sustainability, 11(2), 14–30. https://doi.org/10.2478/v10099-009-0037-y
]Search in Google Scholar
[
Schumacher, E. F. (1997). This I believe’ and other essays (essay first published in 1974). Green Books.
]Search in Google Scholar
[
Shor, I. (1992). Empowering education: Critical teaching for social change. University of Chicago Press.10.7208/chicago/9780226147864.001.0001
]Search in Google Scholar
[
UNESCO. (2016). Education for people and planet: Creating sustainable futures for all. https://en.unesco.org/gem-report/report/2016/education-people-and-planet-creating-sustainable-futures-all
]Search in Google Scholar
[
UNESCO. (2017). Education for sustainable development goals. https://www.sdg4education2030.org/education-sustainable-development-goals-learning-objectives-unesco-2017
]Search in Google Scholar
[
UNESCO. (2021). Reimagining our futures together: A new social contract for education. https://unesdoc.unesco.org/ark:/48223/pf0000379707
]Search in Google Scholar
[
United Nations. (2015). Resolution 70/1: Transforming our world: The 2030 agenda for sustainable development. https://www.un.org/en/development/desa/population/migration/generalassembly/docs/globalcompact/A_RES_70_1_E.pdf
]Search in Google Scholar
[
Ura, K. (2009). A proposal for GNH value education in schools. http://www.grossnationalhappiness.com/PowerPoints/value-education.pdf
]Search in Google Scholar
[
Ura, K. (2021). Gross national happiness represents the holistic potential of our mind and body: Dasho Karma Ura. India Today Web Desk. https://www.indiatoday.in/happiness-quest/story/gross-national-happiness-represents-the-holistic-potential-of-our-mind-and-body-dasho-karma-ura-1859259-2021-09-30
]Search in Google Scholar
[
Ura, K., Alkire, S., Zangmo, T., & Wangdi, K. (2012). An extensive analysis of GNH index, Thimphu: Centre for Bhutan Studies. https://doi.org/10.35648/20.500.12413/11781/ii036
]Search in Google Scholar
[
Weiler, K. (1991). Freire and a feminist pedagogy of difference. Harvard Educational Review, 61, 449–474. https://doi.org/10.17763/haer.61.4.a102265jl68rju84
]Search in Google Scholar
