Barriers, Successes and Enabling Practices of Education for Sustainability in Far North Queensland Schools: A Case Study

Evans, Neus; Whitehouse, Hilary; Gooch, Margaret

doi:10.1080/00958964.2011.621995

Cited by 80 publications

(77 citation statements)

References 20 publications

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“…The need for this research becomes all the more vital, in the light of recent research on environmental sustainability, food security and food sovereignty (Akinyemi, von Fragstein, & Agnew, 2009;Chankook & Fortner, 2006;Evans et al, 2012;Hazzard, Moreno, Beall, & Zidenberg-Cherr, 2012;Monaghan & Curthoys, 2008;Wilson, 2012). While many people understand the concept of environmental sustainability, food security and food sovereignty have only recently become terms that are used in national news reports.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, when asked why they do not engage with such programs administrators and educators around the world routinely cite fears of losing instructional time, and the need to address state mandated curriculum expectations (Evans, Whitehouse, & Gooch, 2012;Pedretti & Nazir, 2014;Stevenson, Carrier, & Peterson, 2014). In this way, it appears that we need more studies that illustrate how such projects address state mandated curriculum expectations.…”

Section: Literature Reviewmentioning

confidence: 99%

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Start with a Seedling: Uncovering the Kindergarten Language and Literacy Curriculum One Leaf at a Time

Moffatt

2017

L & L

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While recent research has documented the myriad benefits of school gardening and food programs, many educators and administrators voice concerns that such programs may detract from their ability to cover mandated curriculum. Research suggests many curriculum areas can be addressed through such programs, however, little research has investigated how or whether such programs can support mandated language and literacy curriculum expectations. Through a content analysis of transcripts of audio data from a school gardening and food program that matched 24 kindergarten children with 17 adult and young adult volunteers, this study illustrates how such a program can support mandated language and literacy curriculum. Analysis suggests the children practiced important oral language skills, such as asking questions and expressing experiences while involved in the program. Findings suggest the need for more research into why educators and administrators often hesitate to engage in such programs and how such programs can support mandated curriculum expectations as well as language and literacy learning.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Start with a Seedling: Uncovering the Kindergarten Language and Literacy Curriculum One Leaf at a Time

Moffatt

2017

L & L

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“…With educational actors (e.g., schools) and international organizations (e.g., the UNDESD) supporting ESD, educational scientists and researchers have started to get interested in the ways this concept is implemented on the ground (e.g., [15,16]). Likewise, scholars in political science and public policy have started to analyze the impact of global values, norms and international as well as national processes of policy implementation and applications across diverse policy areas (e.g., [17][18][19]).…”

Section: Education For Sustainable Development (This Section Summarizmentioning

confidence: 99%

Levels of Governance in Policy Innovation Cycles in Community Education: The Cases of Education for Sustainable Development and Climate Change Education

Kolleck

Jörgens²,

Well

2017

Sustainability

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Abstract:While there is little doubt that social networks are essential for processes of implementing social innovations in community education such as Climate Change Education (CCE) or Education for Sustainable Development (ESD), scholars have neglected to analyze these processes in the multilevel governance system using Social Network Analysis. In this article, we contribute to closing this research gap by exploring the implementation of CCE and ESD in education at the regional and global levels. We compare the way CCE is negotiated and implemented within and through the global conferences of the UN Framework Convention on Climate Change (UNFCCC) with the way the UN Decade of ESD is put into practice through networks in five different German municipalities. We argue that the role of social networks is particularly strong in policy areas like CCE and ESD, which are best characterized as multi-level and multi-actor governance. Based on data derived from standardized surveys and from Twitter we analyze the complex interactions of public and private actors at different levels of governance in the two selected policy areas. We find, amongst others, that the implementation of CCE and ESD in community education depends in part on actors that had not been assumed to be influential at the outset. Furthermore, our analyses suggest the different levels of governance are not well integrated throughout the phases of the policy innovation cycle.

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“…This is the case despite UNESCO's (2005) call for governments to include Education for Sustainability into all primary and secondary school curricula and the Australian Curriculum Assessment and Reporting Authority's (ACARA) (2013) mandate to make sustainability a cross-curriculum priority which many Australian schools have committed to incorporating in their programs. As a result PSTs' and in-service teachers' lack of confidence and preparedness to teach socio-scientific issues under the sustainability agenda has been identified as one of the key barriers to its implementation (Evans, Whitehouse & Gooch 2012;Kennelly et al, 2012;Nolet, 2009).…”

Section: The Research Contextmentioning

confidence: 99%

Pre-Service Teachers and Climate Change: A Stalemate?

Boon

2016

AJTE

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Barriers, Successes and Enabling Practices of Education for Sustainability in Far North Queensland Schools: A Case Study

Cited by 80 publications

References 20 publications

Start with a Seedling: Uncovering the Kindergarten Language and Literacy Curriculum One Leaf at a Time

Start with a Seedling: Uncovering the Kindergarten Language and Literacy Curriculum One Leaf at a Time

Levels of Governance in Policy Innovation Cycles in Community Education: The Cases of Education for Sustainable Development and Climate Change Education

Pre-Service Teachers and Climate Change: A Stalemate?

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