Rethinking Teacher Education and Teacher Development-this themed issue of the Caribbean Journal of Education has its genesis in research evidence that confirms the impact of teacher quality on students' learning. Some researchers have even argued that it is the determining factor. Given its importance, we are impelled to attend to factors that influence teacher quality, such as teacher professionalism, accountability, and standards.

The handbooks, An Environmental Steward's Handbook and Guidelines for Environmental Clubs, both written by Marceline Collins-Figueroa and Janice HoLung, are two very important and timely books that set out very clearly how school and college communities can attend to the urgent task of caring for the environment. These handbooks are based on the writers' involvement in the Sustainable Teacher Environmental Education Project (STEEP), which piloted a novel approach to environmental education, that is, a 'whole college' approach involving all categories of staff and students.

This paper argues that teaching and learning for sustainable development requires a non-traditional methodology and explores the constructivist approach as providing a suitable methodology. In this exploration the paper shows the value of the constructivist approach but also indicates its limitations. The paper proposes, instead, a methodology that takes into account the usefulness of the constructivist approach, but extends it to one more anchored in community action.

In Earl Lovelace’s celebrated novel, “The Dragon Can’t Dance”, the issue of male violence is explored. The novel reveals how a society’s failure to acknowledge others, to exclude some – in this case the disadvantaged folk (the working class), can lead to their feeling invisible and insignificant. As a result, the human need to be recognized and to be seen can drive the excluded to acts of violence as they assert their right to visibility. More recently, Fatima Bhutto’s best seller, “The Runaways”, explores a similar situation.

“Without further commitments and action to reduce greenhouse gas emissions, the world is likely to warm by more than 3° above the preindustrial climate. Even with the current mitigation commitments and pledges fully implemented, there is roughly a 20 percent likelihood of exceeding 4° by 2100. If they are not met, a warming of 4° could occur as early as the 2060s.