Resources and references

In this section we provide a range of existing resources and reference that could inspire environmental physiotherapy education. We draw especially those currently less endemic to physiotherapy so far, including sustainable healthcare, planetary health and the UN SDGs.

Sustainable healthcare and planetary health centres and networks

Centre for Sustainable Healthcare, Oxford, UK: The Centre for Sustainable Healthcare is renowned for its work on sustainable healthcare research and practice and provides strategic input and consultancy to internation, national and local programmes.

Centre for Sustainable Healthcare Education SHE, UiO University of Oslo, Norway: SHE is a Centre for Excellence in Education at the Faculty of Medicine that will educate students to become change agents for the sustainable healthcare in both the global and local contexts, and will provide them with competencies to make sustainable evidence-based decisions.

Centre for Sustainable Health Systems - Redefining sustainable healthcare, Canada: The Centre for Sustainable Health Systems is a research and innovation lab, a training shop, and a network of allies and partners working on the transition to truly sustainable and social health care.

Centre on Climate Change and Planetary Health: The Centre is based at the London School of Hygiene and Tropical Medicine and seeks to generate evidence-based solutions for planetary health.

inVIVO Planetary Health: A collaborative network for planetary health with the mission ‘To transform personal and planetary health through awareness, attitudes and actions, and a deeper understanding of how all systems are interconnected and interdependent’.

Planetary Health Alliance: The Planetary Health Alliance is a consortium of over 200 universities, non-governmental organizations, research institutes, and government entities from around the world committed to understanding and addressing global environmental change and its health impacts.

Planetary Health Platform, University of Sydney, Australia. The Planetary Health Platform fosters understanding of how natural systems support civilisation health, drives research, education and leadership on the relationships between ecological, economic and social change and the health and wellbeing of future generations.

Sustainable Development Unit, UK: The Sustainable Development Unit (SDU) help organisations across health and care embed and promote sustainable development in order to reduce emissions, save money and improve the health of people and communities.

Sustainable Healthcare training tools

Canadian Association of Physicians for the Environment (2019). Climate Change Toolkit for Health Professionals.

Nicholas, K. (2018). Climate Change We Can Fix It World Cafe: A 3 hour activity where students analyze, compare, and present climate solutions proposed and now underway from governments, non-governmental organizations, businesses, scientists, citizens, and more.

Climate for Health (2019). Moving Forward Toolkit. The Climate for Health: Moving Forward Toolkit provides guidance and tools to reduce energy use, to build resilient clinics and health departments, and advocate for climate solutions that prioritize health and equity. The website also provides a range of other helpful resources.

EcoAmerica (2016). Let’s talk health and climate: Communication guidance for health professionals. Climate for Health, Washington, DC.

Harvard University (2019). The Health Effects of Climate Change: Learn how global warming impacts human health, and the wayswe can diminish those impacts. A free online course by Harvard University’s Global Health Institute.

International Federation of Medical Students' Associations (2016). Climate and Health Training Manual. Enabling students and young professionals to understand and act upon climate change using a health narrative. Developed by IFMSA, with the support of World Health Organisation (WHO).

NurSusTOOLKIT for Sustainability Literacy and Competency (SLC in nurse education.) International Erasmus+ Project seeking to enhance the availability of an evidence-based learning offer in Sustainability Literacy and Competency (SLC) in nurse education.

One UN Climate Change Learning Partnership: The One UN Climate Change Learning Partnership (UN CC:Learn) is a joint initiative of more than 30 multilateral organizations helping countries to achieve climate change action both through general climate literacy and applied skills development. UN CC:Learn provides strategic advice and quality learning resources to help people, governments and businesses to understand, adapt, and build resilience to climate change.

Rehr, R.C., & Perkowitz, R.M., ecoAmerica (2019). Moving Forward Toolkit: A Guide for Health Professionals to Build Momentum on Climate Action. Washington, DC. Retrieved February 16, 2020.

The Canadian Coalition for Green Healthcare: Green Hospital Scorecard: The Green Hospital Scorecard (GHS) is the only comprehensive health care benchmarking tool in Canada measuring energy conservation, water conservation, waste management and recycling, corporate commitment and pollution prevention.

US National Institute of Environmental health Sciences: Climate Change and Human Health Lesson Plans. Climate and Health learning modules for a variety of student audiences that explore the health impacts of climate change both in the United States and globally.

Inspiration from indigenous knowledges, philosophy, social sciences and humanities

Barnhardt, R., & Kawagley, A.O. (2008). Indigenous Knowledge Systems and Alaska Native Ways of Knowing. 36(1), 8-23. doi:10.1525/aeq.2005.36.1.008

Haraway, D. (2003). The Companion Species Manifesto: Dogs, People, and Significant Otherness. Prickly Paradigm Press, Chicago.

Hill, R., et al. (2020). Working with indigenous, local and scientific knowledge in assessments of nature and nature’s linkages with people. Current Opinion in Environmental Sustainability, 43, pp. 8–20. doi:10.1016/j.cosust.2019.12.006

Jonas, H. (1984). The imperative of responsibility. In search for an ethics for the technological age. Chicago: University of Chicago Press.

Kawagley, A.O., Barnhardt, R. (2008). Education Indigenous to Place: Western Science Meets Native Reality. Alaska Native Knowledge Network, Alaska University, Fairbanks.

Kropotkin, P. (1993). Mutual Aid: A Factor of Evolution. London: Freedom Press.

Kumalo, S., & Praeg, L. (2020). Decoloniality and justice a priori. Journal of Decolonising Disciplines, 1(1). doi:10.35293/2664-3405/2019/v1n1a1

Morton, T. (2017). Humankind: Solidarity with nonhuman people. London: Verso Books.

Næss, A. (1989). Ecology, community and lifestyle. Cambridge: Cambridge University Press.

Nicholls, D. (2018). New Materialism and Physiotherapy. In: Manipulating practices: A critical physiotherapy reader (Edited by Gibson, B.E., Nicholls, D.A., Setchell, J., Groven, K.S.). Oslo: Cappelen Damm Akademisk.

Nicholls, D. (2020). What’s real is immaterial: What are we doing with new materialism? Aporia, 11(2), 4-14. doi:10.18192/aporia.v11i2.4594

O'Gorman, E., et al. (2019). Teaching the Environmental Humanities: International Perspectives and Practices. Environmental Humanities, 11(2): 427–460. doi:10.1215/22011919-7754545

Redvers, N. (2018). The Value of Global Indigenous Knowledge in Planetary Health. Challenges, 9, 30. doi:10.3390/challe9020030

Surrales, A., & Hierro, P.G. (eds.)(2005). The Land Within: Indigenous Territory and the Perception of Environment. Copenhagen: Centralrtykkeriet Skive A/S.

Tuhiwai Smith, L. (2001). Decolonizing methodologies: Research and Indigenous peoples. Dunedin: University of Otago Press.

UNESCO (2017). Local Knowledge, Global Goals. UNESCO: Paris, 48 pp. Retrieved February 24, 2020. See also UNESCO Local and Indigenous Knowledge.

Articles on planetary health and sustainable healthcare education

Alvarez-Nieto, C., Richardson, J., Parra-Anguita, G., Linares-Abad, M., Huss, N., Grande-Gascon, M.L., Grose, J., Huynen, M., Lopez-Medina, I.M. (2018). Developoing digital educational materials for nursing and sustainability: The results of an observational study, 60, pp. 139-146. doi:10.1016/j.nedt.2017.10.008

Barna, S., Goodman, B., Mortimer, F. (2012). The health effects of climate change: What does a nurse need to know? Nurse Education Today, 32(7), pp. 765-771. doi:10.1016/j.nedt.2012.05.012

Canadian Federation of Medical Students (CFMS) HEART Planetary Health Competencies & Toolkit

Duff H., Faerron Guzmán, C., Almada, A., Golden, C., and Myers, S. (2020). Planetary Health Case Studies: An Anthology of Solutions. 2020; doi:10.5822/phanth9678

Duff H., Faerron Guzmán, C., Almada, A., Golden, C., and Myers, S. (2020). Planetary Health Case Studies: An Anthology of Solutions - Teaching Notes.

Gandhi, V., Al-Hadithy, N., Göpfert, A., Knight, K., van Hove, N., Hockey, P. (2020). Integrating sustainability into postgraduate medical education. Future Healthcare Journal, 7(2): 102-104. doi:10.7861/fhj.2020-0042

Godsmark, C.N. (2020). Inspiring climate action without inducing climate despair. The Lancet Planetary Health, 4(5), E169-E170. doi:10.1016/S2542-51962030102-9

Hackett, F., Got, T., Kitching, G.T., MacQueen, K., Cohen, A. (2020). Training Canadian doctors for the health challenges of climate change. Lancet Planetary Health, 4(1), PE2-E3. doi:10.1016/S2542-51961930242-6

Iroku-Malize, T., Keber, B. and Philippe, N., 2017. Implementing Planetary Health Competencies into Medical Education. Annals of Global Health, 83(1), pp.91–92. doi:10.1016/j.aogh.2017.03.204

Julio, F., Chen, L., Bhutta, A.Z., Cohen, J., Crisp, N., Evans, T., Fineberg, H., et al. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet 376(9756): 1923-1958. doi:thelancet.com/journals/lancet/article/PIIS0140-6736(1061854-5/fulltext text: 10.1016/S0140-67361061854-5)

Madden, D., McLean, M., & Horton, G. (2018). Preparing medical graduates for the health effects of climate change: an Australasian collaboration. The Medical Journal of Australia, 208(7), 291-293. doi:10.5694/mja17.01172

Maxwell, J.; Blashki, G. (2016). Teaching about climate change in medical education: an opportunity. Journal of Public Health Research, 5, pp. 673. doi:10.4081/jphr.2016.673

Musaeus, P., Wellbery, C., Walpole, S., Rother, H.A., Vyas, A., Leedham-Green, K. (2018). E-collaborating for environmentally sustainable health curricula. In: Climate literacy and innovations in climate change education. Berlin: Springer: 151–167.

Schwerdtle, P.N., Maxwell, J., Horton, G. & Bonnamy, J.(2019): ‘12 tips for teaching environmental sustainability to health professionals’, Medical Teacher, doi:10.1080/0142159X.2018.1551994

Stone, S., Myers, S., & Golden, C.D. (2018). Cross-cutting principles for planetary health education. Lancet Planetary Health, 2(5), PE192-E193. doi:10.1016/S2542-51961830022-6

Thompson, T., Walpole, S., Braithwaite, I., Inman, A. Barna, S., Mortimer, F. (2014). Learning objectives for sustainable healthcare. The Lancet, 384(9958), pp. 1924-1925. doi:10.1016/S0140-67361462274-1

Tun, M.S. (2019). Fulfilling a new obligation: Teaching and learning of sustainable healthcare in the medical education curriculum. Medical Teacher, 41(10), 1168-1177. doi:10.1080/0142159X.2019.1623870

Walpole, S., Barna, S., Richardson, J., & Rother, H. (2019). Sustainable healthcare education: integrating planetary health into clinical education. The Lancet Planetary Health, 3(1), e6. doi:10.1016/S2542-51961830246-8

Walpole, S. Mortimer, F. (2017). Evaluation of a collaborative project to develop sustainable healthcare education in eight UK medical schools. Public Health, 150, pp. 134-148. doi:10.1016/j.puhe.2017.05.014

Walpole, S., Mortimer, F., Inman, A., Braithwaite, I., Thompson, T. (2015). Exploring emerging learning needs: a UK-wide consultation on environmental sustainability learning objectives for medical education. International Journal of Medical Education, 6, pp. 191-200. doi:10.5116/ijme.5643.62cd

Walpole, S., et al. (2017). Building an environmentally accountable medical curriculum through international collaboration. Medical Teacher, 39(10), 1040-1050. doi:10.1080/0142159X.2017.1342031

Environmental education resources

UNESCO Earth School - 30 Quests for students around the world to celebrate, explore and connect with nature.

SDG teaching tools and resources

Garrard, G. (2007). Ecocriticism and Education for Sustainability. Pedagogy 7(3), 359-383. doi:10.1215/15314200-2007-005.

Indigenous People's Major Group for Sustainable Development (IPMG SDGs.) Indigenous People's Major Group engaging with the SDGs. Initiative implemented with funding by the European Union.

Kopnina, H. (2012). Education for sustainable development (ESD): the turn away from ‘environment’ in environmental education? Environmental Education Research, 18(5), 699-717. doi:10.1080/13504622.2012.658028

Kopnina, H., & Cherniak, B. (2016) Neoliberalism and justice in education for sustainable development: a call for inclusive pluralism. Environmental Education Research, 22(6), 827-841. doi:10.1080/13504622.2016.1149550

Kopnina, H. (2018). Teaching Sustainable Development Goals in The Netherlands: a critical approach. Environmental Education Research, 24(9), 1268-1283. doi:10.1080/13504622.2017.1303819

Narain, S., & Mathye, D. (2019). Do physiotherapists have a role to play in the Sustainable Development Goals? A qualitative exploration. The South African journal of physiotherapy, 75(1), 466. doi:10.4102/sajp.v75i1.466

Oslo SDG Initiative: Achieving the SDGs: Global goals and national interests. Free online course by the Oslo SDG Initiative, University of Oslo, Norway.

Oslo SDG Initiative: What Works? Promising Practices in International Development. Free online course by the Oslo SDG Initiative, University of Oslo, Norway.

TEACH SDGs: Volunteer organisation with the goal to actively support and enhance the work of the United Nations' efforts within K-12 classrooms by connecting with global educators dedicated to responding to a call to action within education to meet the Sustainable Development Goals, pointing to open and accessible resources, lessons plans, and global projects directly aligned to the Sustainable Development Goals. See also their comprehensive ‘Responding to a Call to Action: How do you #TeachSDGs?’ blogpost.

The World's Largest Lesson in collaboration with UNICEF: A UNICEF project looking to integrate ‘A lesson about the #GlobalGoals for Sustainable Development in every school on the planet’. Free materials available on the website.

UN DESA Department of Economic and Social Affairs, Division for Sustainable Development Goals: Sustainable Development Goals Knowledge Platform

UNESCO What is Education for Sustainable Development? Retrieved February 20, 2020.

UNESCO (2018). Education for Sustainable Development and the SDGs: Learning to Act, Learning to Achieve. Policy Brief: Advancing ESD Policy. UNESCO Global Action Programme on Education for Sustainable Development. Retrieved February 20, 2020.

UNESCO (2017). Education for Sustainable Development Goals: learning objectives.

UNESCO and Gaia Education:

Other references cited in the EPT Agenda 2023

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Battiste, M. (2019). Decolonizing Education: Nourishing the Learning Spirit. UBC Press. Vancouver, BC, Canada.

Battiste, M., Bell, L., Findlay, L.M. (2002). Decolonializing education in Canadian universities: An interdisciplinary, international, indigenous research project. Canadian Journal of Native Education, 26(2): 82-95.

Benda, W., McGibbon, N.H., & Grant, K.L. (2004). Improvements in Muscle Symmetry in Children with Cerebral Palsy After Equine-Assisted Therapy (Hippotherapy). The Journal of Alternative and Complementary Medicine, 9(6), 817-825. doi:10.1089/107555303771952163

Berger, M. (2019). Italy’s government becomes first to mandate climate change education in schools. The Washington Post. Retrieved November, 6 2019.

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Boucaut, R. & McPhee, B, (2013). Physiotherapists in occupational health — the Australian experience. Physical Therapy Reviews, 18(5), 327-335, doi:10.1179/1743288X13Y.0000000091

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