The Government has announced that all schools are to become sustainable schools by 2020. This article suggests that if geography teachers are to realise the full potential of such schools, they should enable students to think critically about sustainable development and make informed choices about realising sustainability within schools and the wider world. After exploring ways in which critical geographers have sought to understand sustainable development, the article explores some of the contradictions surrounding the national framework for sustainable schools, and then outlines three activities for older students that suggest how the framework might be explored in the geography classroom.
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John Huckle (2009) studied this question.
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