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While it is recognised that the involvement of children in sustainable tourism change and development is crucial the fact remains that information on their worldviews and sustainable tourism behaviour is scarcely available. One long-term empowerment strategy countries and governments around the world can implement is by promoting children's rights through responsible education. This chapter articulates one tactic of that strategy at the local action level of school excursions, which is seen as an instrument that can be made most effective when it is initiated with the assumption that it is needed to help our younger generation acquire an environmental worldview, is harnessed in coalition with collaborators and, applied around the ‘moral’ obligation of educational institutions to provide agency to students' voice. Of the 17 Goals of Sustainable Development, SDG4 (Quality) Education can make a critically important contribution to progress. A series of activities and initiatives undertaken in informal educational environments such as field trips and school excursions can contribute to educating children, building their awareness about responsible and sustainable tourism practices, and developing an environmental sensitivity. Excursion activities and destinations such as museum exhibits have the opportunity to shape identities—through access to objects, information and knowledge. Visitors can see themselves and their culture reflected in ways that encourage new connections, meaning making and learning. Upon looking into transformational experiences in museums it was found that students were easily able to articulate that ‘aha’ moment, particularly around thinking differently about issues and taking action for environmental and sustainable changes.

Children’s time and how they spend it has been the focus of both scholarly and political interest. This is evident in the various ways in which society models children’s time use. This study examines Ghanaian children’s fantasy about how they would wish to spend their time. Forty-seven narrative essays written by children between ages 10 and 13 about their imagined ideal childhood is the data for the study. Documentary method was used to analyze the data with the focus on making the implicit meaning explicit. It was observed that children fantasize about spending a lot of time on leisure activities, however, structured social time constraints on children’s time like schooling and learning forms a very small part of their fantasy. In addition, they fantasize about lots of changes to school as an education institution and learning as a compulsory activity in childhood. It is argued that the children’s aversion to schooling and learning is a system critique and not a dislike to acquiring knowledge.

Field trips can change students’ attitudes and improve their learning performance, but they have rarely been investigated in logistics education research. The purpose of this paper is to present the findings from field trips that were designed to increase students’ knowledge of sustainable transport as well as to change their attitudes and behavioral intentions.

A total of 104 logistics students participated in this longitudinal panel study. Non-parametric statistical tests were used to test for significant effects.

Field trips build students’ knowledge, improve their attitudes and increase their behavioral intentions to use sustainable transport modes in the short and in the long term. Gains in knowledge exceed the results expected from traditional learning theories. Gender and school type are important moderating variables. Gender did not play an important role for knowledge gains, but for attitude and behavioral intentions.

More research is needed to generalize the findings to other populations and longitudinal panel studies are necessary to investigate a long-term effect of field trips.

Field trips are an effective means for successful knowledge transfer and are suitable to trigger attitudinal and behavioral changes. The involvement of practitioners and the hands-on experience ensure that students combine theoretical with practical knowledge.

This is the first longitudinal panel study that investigates the effects of logistics field trips, which were developed collaboratively by industry, educational and research institutions.

The purpose of this paper is to explore the role of community of practice in sustaining teachers' participation in a blended (face‐to‐face and online) professional development course.

A longitudinal multiple‐case study methodology was used in researching groups of five teachers in Australia and four teachers in the UK. The two groups independently participated in an initial face‐to‐face training day and then completed the professional development course via an online learning environment (Blackboard). The course was designed to facilitate community of practice cohesion. Data collection included surveys, data mining of online activity, discussion forums and e‐mails, and semi‐structured interviews.

The paper finds that the participants of both case studies demonstrated sustained engagement for more than twice the minimum requirement. While the Australian case study was sustained through a community‐defined regime of participation, the UK case study increasingly relied on the course facilitator to broker both practices and a community rhythm by which they could participate. Sustained participation in the Australian case study was supported by mutuality as seen in reciprocity of interaction and social engagement.

Transformative professional development is dependent on a number of design principles, including that it needs to be sustained over time. The literature reveals that neither face‐to‐face nor online professional development, per se, sustains engagement. This research demonstrates that teacher participation can be sustained by designing for community of practice cohesion, in a blended mode of delivery with small groups of participants.

The purpose of this paper is to provide fresh insights into the meaning and experience of an imperial education and the evolving concept of empire itself in Britain during the inter‐war years. At this time, in imperially‐minded circles, the desire to preserve the cultural and political unity of the Empire was, in part, channelled into forging lasting bonds of brotherhood amongst Empire youth through education. To this end, a host of Empire‐oriented societies launched a variety of travel and exchange programmes designed to educate British youth in the importance of their imperial inheritance. Among these was the School Empire Tours (SETs; 1927‐39), a voluntary organisation led by prominent figures in government and education, which, over the course of 12 years, was responsible for the expeditions of more than 500 public schoolboys to the far flung corners of the Empire.

A contextualist methodology is employed throughout to produce a nuanced description of the concept of Empire as found within the archive, to assess the contribution made by the SETs to contemporary understandings of Empire and therein identify the significance of the organisation in the thought and practice of education across time.

A discursive change is highlighted through the subtle re‐conceptualisation of Empire as a progressive and modernising force and the evolving perceptions of the tourists themselves. Moreover, the SETs appear as a microcosm of the problematic co‐existence of democratic tradition and imperial practice during a period of intense social and political flux.

A new light is cast on the competing ideologies of imperialism and brotherhood, offering a unique perspective on the role of gender, class and race in imperial education at this time.

This research study explores the perceptions of the importance and meaning of innovation in education by qualified teachers. The authors deliberately selected geography teachers for the research because the extraordinary dynamics of changes and innovations the teacher has to deal with are significantly reflected, particularly in geography teaching.

The main aim of the research was to determine geography teachers' views on the importance, role and meaning of innovation in teaching. The research group consisted of 12 qualified teachers, and a semistructured interview was chosen as the research method. The research was conducted over six months, from October 2020 to March 2021.

This research confirmed the interest in introducing innovations into teaching by the teachers interviewed. Teachers mainly think of innovation as new ways of teaching that aim to revive and make teaching more attractive, to increase the motivation of all actors in the learning process. While teachers with more ample teaching experience connect innovations mainly with presentations, education games, and excursions, teachers-beginners and teachers with shorter teaching experience understand innovations mainly as the application of new trends in education, such as research projects and working with GIS and digital technologies. The research confirmed that lectures supported by presentations are the most frequently used teaching method for explaining the geography curriculum in primary and secondary schools. Presentations in which teachers focus on linking relationships and explaining connections more deeply replace existing textbooks and teaching texts for most teachers interviewed.

The number and qualifications of the teachers involved in the research.

Teachers see the quality of the school environment and the education system as the significant barriers to providing better geography education. They often come to innovations through their own study and activities and feel a significant lack of available materials for the practical application of innovations in teaching. They also perceive the support for creation by state authorities and educational institutions as insufficient. Most teachers interviewed would welcome regular training courses and vocational education on the appropriate introduction and use of innovations in the classrooms in the form of practical examples and developed methodologies.

The selection of teachers for the research was deliberate and included active teachers of both genders working in primary and secondary schools. The selected teachers had varying teaching experiences and studied different combinations of teaching subjects with geography.

Aquinas College provides ‘across-school’ leadership positions for each of the key areas of Religious education, spirituality and service. These areas are sometimes referred to as the ‘head, heart and hands’ model of religious formation and they reflect a holistic approach to education by including experiential learning. In doing so, each area becomes an intrinsic part of a young boy’s education at Aquinas and every student is called to be a ‘man for others’. In 2005, a formal service programme was introduced at the Junior School level and a Service Coordinator position was created. It is important to keep in mind the overall context in which this programme was developed. The aim of the programme was not only to promote and engage younger students in volunteering and fundraising (as most primary schools already do), but to also link them to service projects that already existed in the Senior school. The Junior Service Program also incorporates leadership and reflections on gospel values and sees volunteering as a learning exercise as well as an opportunity to help others. The main characteristics of the Junior Service Program (known as the JSP) are: (a) Voluntary, (b) Membership, (c) Structured activities, (d) Reflection, (e) Recognition.

Researchers face many ethical challenges when conducting research with children. Ethical issues can be even more significant when researchers work with children from low-income urban settings in the Global South. This chapter presents reflections on research conducted with children aged 6–12 years old who live in Jakarta, Indonesia. Underpinned by the new sociology of childhood, the study was designed to gather these children’s perspectives on child-friendly public spaces in their neighbourhoods. A range of qualitative methods were used including child-led tours, drawings, observations and interviews. As part of the study, the authors developed and reflected on the use of story and storytelling to deliver the research information and obtain the children’s consent to participate. The authors’ experience demonstrates that story and storytelling supported children’s competence and engaged them in a meaningful informed consent process. This approach is especially relevant for children with low literacy skills and whose parents or caregivers may not be available to help children decide on their participation in research. The chapter concludes with recommendations for effectively approaching this ethical challenge in future social research with children from similar backgrounds.

This chapter narrows the focus of inclusive practices and principles in literacy education to find the role that science, combined with literature can play in helping children of all abilities. Through the use of implicit and explicit language with active, social, hands-on inquiry related to science concepts and procedures children can construct new knowledge that leads to a firmer understanding of the world in which they live. The chapter demonstrates how children of all backgrounds and needs can work with others through their own investigations, and the guidance of an educator to develop, implement and present findings of scientific investigations that also develop literacy skills. The chapter also addresses the professional responsibility of educators to acknowledge and respect individual curiosity, growth, culture and diversity to plan thoughtfully, to use science language that is acceptable and understandable for children of different abilities and enhance scientific knowledge and literacy through the use of literature that evokes the sense of wonder within the children.

The given chapter of the monograph presents the distribution and diversity of the Romani community in Poland, their current social situation in reference to the period of socioeconomic changes in Poland as well as the results of research conducted by the authors regarding the education of young Romani in Poland.

The authors analysed a number of determinants (especially economic, social and cultural ones) that are important in the process of an effective dealing with a social exclusion, supporting integration and even an implementation of the education of Romani children. Bad financial situation and a cultural diversity cause integrative problems of the Romani in Polish society, as evidenced by the results of the authors’ research.

A sociometric study in Polish–Roma classes showed that Romani students are not accepted by their Polish classmates. However, despite both the educational and integrative difficulties, Romani students are more and more actively involved in a school life.

The chapter likewise incorporates an evaluation of the governmental programme aiming at equalisation of knowledge levels and opportunities between Poles and Romani in areas such as education, employment, health, hygiene, housing conditions and the ability to function in a civil society. The education thus became a priority area of the programme and the most important activity that was implemented under the given programme was creation of positions of a Romani assistant and a supporting teacher.

Progress, which has been achieved in Poland over the last dozen or so years as far as organisation of the Romani education is concerned, is indeed enormous. An implementation of the compulsory education by Romani students has become widespread and their attendance at classes is satisfactory. Although the attitude of the majority of Romani parents and their children towards the institution of school has changed, the contact between parents and the school is still limited. Both difficulties in the education and a low level of education of parents stimulate a reduction in educational aspirations on the part of Romani students.

The current condition of the organisation of the Romani education indicates that despite these positive initiatives, the Romani education is now in the early stage of its development and it requires further support and monitoring.