bluuebunny/crossref_metadata_2025_split huggingface dataset:
Drama as a Tool in Interpretation: Practitioner Perceptions of its Strengths & Limitations
Authors: Adcock Lynne , Ballantyne Roy 
Published: July 2016

AbstractAlthough environmental and heritage interpretation aims to connect humans with their natural and cultural heritage, and has the potential to contribute to a vision of sustainable living, it often falls short of engaging and inspiring its audiences. Some interpreters advocate the use of artistic approaches to create more affective (imaginary-emotional-sensory-aesthetic) experiences. One approach considered compatible is drama. Powerful dramatic experiences can embed interpretive stories in the emotions and leave enduring impressions. Drama is accepted as an interpretive tool overseas, yet it is under-utilised in Australia. How can it be used to strengthen interpretation in this country? This paper presents the outcomes of research investigating the perceptions of ten Queensland practitioners of dramatised interpretation regarding drama's strengths, limitations and value as a tool in interpretation. The authors contend that drama has much to offer interpretation, although further evaluative studies are clearly needed.
Planning for Success: Factors Influencing Change in Teacher Education
Authors: Ferreira Jo-Anne , Ryan Lisa , Tilbury Daniella 
Published: July 2016

AbstractTeacher education is widely recognised as a key strategy that is yet to be effectively utilised to embed environmental education and/or education for sustainability in schools. This paper reports on a research study that examined a range of pre-service teacher education initiatives, both in Australia and internationally, that were seeking to reorient teacher education towards environmental sustainability. This paper reports on six factors utilised across the initiatives that were critical to their success. These were (1) the nature and length of funding arrangements; (2) the range and quality of partnerships and networks; (3) the curriculum focus and the teaching and learning processes used; (4) the nature of, and incentives for, participant engagement; (5) the level at which a change was being sought; and (6) the use of evaluation as a tool for learning and ongoing improvement. This paper discusses why and how each of these six factors proved critical and explores the implications for initiatives seeking to reorient teacher education towards environmental sustainability.
Caring for the Environment: Challenges from Notions of Caring
Authors: Martin Peter 
Published: July 2016

AbstractIn 2003 John Fien presented an argument for environmental education to encompass deep and wide caring for human and nonhuman nature (Fien, 2003). His philosophical discussion of care outlined work by Nel Noddings (1984; 1992). In this paper I continue that project by indicating how Noddings' work provides signposts for environmental educators to think about their students' relationships with the nonhuman natural world. I argue that one consequence of Noddings' conception of care is that advocacy for considering humans to be a part of nature might be counterproductive to developing a student's capacity to understand a caring relationship with nature. In conclusion I draw on the structure of a care ethic to suggest practical implications for environmental education and the development of a relational self.
Happy Birthday Silent Spring: Towards Reconceptualising Science and the Environment
Authors: Dillon Justin 
Published: July 2016

AbstractRachel Carson's book, Silent Spring, an exposé of the perils of aenal spraying of pesticides in the post-war years, was first published forty years ago, in 1962. Views about the book and its impact vary considerably. This paper takes a critical look at some of the claims made by her supporters, in her name, about the role and value of science. Carson is highly critical of some aspects of science and of some scientists, however, I argue that Carson did not argue against the value of science as a way of knowing. Her message that it is the misuse of science, sustained by individual greed and market forces, that is the problem, has been lost, deliberately or accidentally.
Environmentalism & Education
Authors: Blake Trevor , Cock Peter 
Published: July 2016

AbstractIn this paper we examine the tension between the development of an holistic understanding of the diverse relations linking people and environments and the dominant, technocratic orientation of tertiary environmental studies programs. Different ideologies of environmentalism are seen to be reflected in specific modes of research, education and social practice. We describe how the Graduate School of Environmental Science at Monash University has worked with these tensions. We have sought in the GSES to incorporate a more interdisciplinary, critical environmentalism that may promote a movement towards a more sustainable, equitable and enriching society.
Fostering Civic Participation Through Youth Town Councils in Europe
Authors: Mortari Luigina 
Published: July 2016

AbstractOne objective of environmental education is that of educating the young to play an active role as members of civil society. A way of promoting this kind of learning is that of engaging the young in participatory activities in which they can contribute to the conception and planning of a better quality of urban life.This paper presents an educative experience based on the assumption that in order for the young to be empowered to become responsible citizens, it is important to grant them the role of “young citizens”, who actively contribute to the construction of a new way of thinking about the quality of urban life and where they are engaged in the production of ideas to be realised in the urban environment.The educational research is framed in the phenomenological-hermeneutic theory of inquiry. The data have been collected from the analysis of the ideas expressed by the participants both in individual written reflections and in conversations in the classroom.
Indigenous Knowledge: Towards Learning Materials and Methodologies that Respond to Social Processes of Marginalisation and Appropriation in Eastern Southern Africa
Authors: O'Donoghue Rob 
Published: July 2016

AbstractThis study sheds light on how a rich legacy of intergenerational, contextual knowing (indigenous environmental knowledge) was successively overlooked and marginalised, or was appropriated and re-orientated in developing scientific institutions, in eastern southern Africa. The Nguni case evidence reviewed, uncovers a somewhat blind appropriation and reorientation of environmental knowledge in the colonial administration and within emerging scientific institutions. It examines how processes such as this served to marginalise indigenous “ways of knowing,” and consequently, “African knowledge systems” in the region. Evidence of colonial oppression is nothing new, but a closer look at some of the institutional processes involved is used to inform the design of the “IK & Today,” materials being developed with educators and communities by researchers working on The National Research Foundation (NRF) programme of the Rhodes University Environmental Educatiuon Unit.
Environmental Attitudes and Knowledge of Year 11 Students in a Queensland High School
Authors: Clarke Bruce 
Published: July 2016

AbstractIn 1993 a secondary school in Queensland was surveyed in order to measure the environmental attitudes and knowledge of its community. A questionnaire was developed using published items wherever possible. This report describes the responses provided by the year 11 population of the school. Demographic data on gender, region of birth, neighbourhood type and subject orientation were collected. Attitudinal data was collected in three parts: an affective component using the New Environmental Paradigm scale, a verbal commitment component and an actual commitment component. Data on factual and conceptual knowledge were also collected. Respondents registered highly positive attitudes and commitments to the environment but generally low scores on the knowledge scales. Demographic, attitudinal and knowledge data were analysed for possible interrleationships; correlations obtained were similar to those reported in the literature. However, the respondents' gender and academic orientation were not statistically related to their pro-environmental attitudes or knowledge.
Higher Education Inc.: The Personal and Professional Dilemmas of Environmental Educators Undertaking Research With/For Private Corporations
Authors: Davis Julie , Ferreira Jo-Anne 
Published: July 2016

AbstractWe are living in an era of market-driven, globalised economies characterised by reduced public investments in what, until now, have been considered public goods and services. In Australia and elsewhere, education, and higher education in particular, has seen steady declines in government funding. This has prompted universities to become much more entrepreneurial and to seek out new funding opportunities to support their teaching and research activities. This paper reflects on the personal and professional dilemmas and challenges we faced as two early career environmental education researchers who were commissioned to undertake research for a private corporation. As a result of issues raised during this process, we engaged in a critical reflection of our perceptions and feelings about our involvement in the project. In essence, dilemmas and challenges centred around two issues: (1) control/ ownership of the research; and (2) the clash between corporate and university values. This paper explores these issues and suggests that greater mindfulness on the part of individual researchers as well as the development of better university-corporate partnership processes and protocols might provide useful starting points for overcoming such dilemmas and for moving forward with university-corporate research partnerships.
Teacher Education: A Diluted Environmental Education Experience
Authors: Miles Rebecca , Harrison Linda , Cutter-Mackenzie Amy 
Published: July 2016

AbstractThis paper presents the findings of a small-scale research project about student teachers' perceptions and experiences of environmental education. The context of this study is a pre-service teacher education faculty in rural New South Wales, Australia. A combined methods approach was applied, with a survey designed from rich data elicited through focus group interviews. The focus of this paper is on the findings of the survey, revealing that prospective teachers' preparedness in environmental education is diluted by their teacher education experience and that such experiences are not providing a stimulus for novice teachers to practice environmental education.
Australia's Response to a UN Decade in Education for Sustainable Development
Authors: Tilbury Daniella 
Published: July 2016

AbstractThe United Nations Decade of Education for Sustainable Development (DESD) 2005-2014 provides a significant platform to enhance the profile of Education for Sustainable Development (ESD) in formal and informal learning spaces and ultimately to assist in transforming our future into a more sustainable one. The article presents a brief summary of Australia's response to the DESD since its announcement in 2003. It argues that if stakeholders interpret the Decade as “business as usual”, rather than as a chance to reflect on how to be more strategic and reach out to key decision-makers or how to be more effective in involving a greater number of stakeholders in learning and change for sustainability, then the opportunities presented by the DESD will be missed.
UNESCO's Approach to Implementing the Decade of Education for Sustainable Development (DESD) in Asia and the Pacific
Authors: Elias Derek 
Published: July 2016

AbstractAs lead agency of the DESD, UNESCO focuses on partnerships to activate networks and projects in support of ESD. Established committees in Asia and the Pacific are enhancing coordination and cooperation throughout the region. At present, the focus is on mobilising the media, private sector and youth as key stakeholders in achieving ESD. UNESCO recognises the value of linkages and is linking to other programs such as teacher education and supporting existing institutions working in related fields of ESD. UNESCO is involved in a collaborative project to develop monitoring and reporting mechanisms for the DESD in Asia-Pacific. Awareness-raising is increasing understanding of ESD and encouraging active involvement of partners across the region.
South America and Education for Sustainable Development
Authors: Ostuni Josefina 
Published: July 2016

AbstractThree South American countries, Argentina, Chile and Brazil, have been selected in order to study the impact of the document “The United Nations Decade of Education for Sustainable Development”. In these countries, whose people react energetically against any attempt to break the environmental balance, the synergic power of education is recognized. Therefore, it can be observed that the content sustainable development has been incorporated in the new educational schemes since 1990s in all their levels. The analysis in the formal, non formal and informal education of these countries shows us that they have the environmental issue well contemplated. But, it is necessary to emphasize the interrelations of three essential components: environment, society and economy in order to develop solidary values for improving a sustainable present and future existence. In relation to the “The United Nations Decade”, it is noticed that although different measures have been adopted, conjoint work by the region's countries from a Latin American perspective is required.
Sustainable Development in Learning, Leadership and the Law: A Review Essay
Authors: Gough Noel 
Published: July 2016

AbstractThis review essay offers a critique of the concepts of sustainability and sustainable development through an appraisal of three recent texts. These texts explore issues of sustainability and sustainable development in the context of three different (but interrelated) discourses-practices, namely, (lifelong) learning, (educational) leadership and (environmental) law. The texts reviewed are:Halsey, Mark. (2006). Deleuze and Environmental Damage: Violence of the Text. Aldershot: Ashgate.Hargreaves, Andy, & Fink, Dean. (2006). Sustainable Leadership. San Francisco: Jossey-Bass.Scott, William A. H., & Gough, Stephen R. (2004). Sustainable Development and Learning: Framing the Issues. London and New York: RoutledgeFalmer.
Public Participation in Stagwatching Surveys of a Rare Mammal - Applications for Environmental and Public Education
Authors: Lindenmayer David , Tanton Michael , Linga T. , Craig Steve 
Published: July 2016

There is increasing awareness of environmental issues in Australia (Victorian Government 1986, 1987). However, public participation in many such issues is typically limited to comment and submission on government policy, management plans and a range of other environmental statements. It is rare for the public to be involved in the scientific research upon which many environmental policies are based.Recent surveys for the rare and endangered Leadbeater's Possum, Gymnobelideus leadbeateri have been an exception to this trend (Lindenmayer et al. 1990a, 1990b, 1990c). These studies have used a new wildlife survey technique termed stagwatching (Lindenmayer, 1989; Lindenmayer & Press, 1989) involves observing and counting animals emerging from nest and den sites in very large living or dead trees with hollows (“stags”) at, or close to, dusk. Animals are observed and recognised in silhouette. Because many Australian animals regularly move between nest sites, stagwatching is dependent on simultaneously watching all stags in a known area (= 3 ha in this study) (Smith et al. 1989). This makes stagwatching extremely labour intensive and its success is dependent on substantial participation by the public. Our experience of this public support suggests that stagwatching has considerable value for use in public and environmental education to increase the awareness of methods of study and understanding of forest biology and conservation. The values of stagwatching in environmental education are identified in this paper, and a case study of the use of stagwatching in surveys for Leadbeater's Possum is also presented. The methods used to organise the stagwatching program are documented so they may be adopted and modified for teaching a range of topics about Australian forests.
Into the 1990s: EE in the USA
Authors: Disinger John F. , Floyd Donald W. 
Published: July 2016

AbstractActivities in environmental education in the United States during the 1980s are summarized, in terms of audiences involved – formal (school), college/university, and non-formal. Discussion focusses on specific programs and materials, in summary fashion. Trends are noted, and speculative projections into the 1990s are offered.
Developments & Challenges in Australian Environmental Education
Authors: Fensham Peter J. 
Published: July 2016

This year of 1990 is an appropriate time to review the place of environmental education in the Australian school curriculum. After a period in the mid 1980s when environmental issues and political attention to the environment were on the back burner in comparison with economic issues, the environment is again a top international political priority. With Green victories in a number of European elections, even the hitherto unmindful Thatcher government in Britain is claiming an environmental concern and announcing several conservation measures, albeit with rather distant targets compared with a number of their prospective partners in Europe.The Hawke government in its third term sensed a growing environmental disenchantment among its supporters, and appointed one of its heavy-weights to the Environment portfolio. This move, and the strong action he took over several sensitive issues, were enough to keep the Green preferences in line and ensure in 1990 a fourth, unprecedented Labor term of office.The first Australian government involving official Green support appeared in Tasmania and in most of the other states the governments have upgraded Conservation and the Environment among their ministries.Most Australians, according to a poll conducted late in May (The Age, 15 June, 1990), feel that the threat to the environment is real, and that its protection should be put ahead of economic growth. Such strong public support for the environment would have been unthinkable a decade ago, even though the evidence for much of the now widely recognised damage to the Australian and global environment was available.
The Waste Wise Schools Program: Evidence of Educational, Environmental, Social and Economic Outcomes at the School and Community Level
Authors: Armstrong Patricia , Sharpley Brian , Malcolm Stephen 
Published: July 2016

AbstractThe Waste Wise Schools Program was established by EcoRecycle Victoria to implement waste and litter education in Victorian schools. It is now operating in over 900 schools in Victoria and 300 schools in other Australian states / territories. This paper provides detailed case studies of two active schools in the Waste Wise Schools Program and considers for each school how the Program started, what it meant to the school, the environmental, educational, social and economic outcomes of the Program and the key success factors. It discusses evidence that the Program has changed the thinking and behaviour of many families at the schools, suggesting that the children may be acting as catalysts to influence their parent's waste wise behaviour, i.e. having an intergenerational influence. Guidelines for promoting this influence are proposed.
Adolescent Students' Conceptions of Different Environments Through Photographs
Authors: Gerber Rod , Kwan Tammy 
Published: July 2016

AbstractPhotographs of familiar and unfamiliar environments are used extensively in studies about areas around the world. The study reported here describes a pilot investigation of how 27 Australian secondary school adolescent students understood and interpreted a familiar environment (represented by Australia) and unfamiliar environments (represented by Singapore and Hong Kong) through 18 coloured photographs. Few of these adolescent students had visited Singapore or Hong Kong, but most of them have travelled in their home country, Australia. They have viewed more of the Australian environment than the Asian environments through media such as television.The results from this pilot study revealed considerable variation in their understanding of Australian as opposed to Asian environments. The familiar Australian environments were described in physical and human terms whereas the less familiar Asian environments were described in human and cultural terms. Qualitatively different conceptions were also derived from the adolescent students' interpretation of land use and environment from these photographs.
For the Total Environment: Bill Stapp's Contribution to Environmental Education
Authors: Gough Annette 
Published: July 2016

AbstractBill Stapp passed away in May 2001, thirty one years after his first influential visit to Australia. Although many among the current generation of younger environmental educators might not know his name they are very likely to be working within a framework for environmental education that he worked hard to establish. This paper discusses his contribution from a socially critical standpoint and within the context of the relationship between formal education and informal settings that underpinned his work. In writing this paper I draw on his writings, commentaries on his work, personal knowledge and an in-depth interview I conducted with him in 1991.
Sustaining Innovation in Education: Experiences in the Learning for a Sustainable Environment Project
Authors: Tilbury Daniella 
Published: July 2016

This paper provides a discussion about what education and development planners can learn about initiating and sustaining innovation at the teacher education level from the Learning for a Sustainable Environmentproject. It reflects upon how research processes can contribute to sustainable (long-term) developments within teacher education. Essentially, it seeks to address questions about how to make environmental education a permanent feature of teacher education practice and curricula.The chapter begins with arguments why the issue of sustaining innovation has become an important one. It then identifies the principles and processes within the Learning for a Sustainable Environmentproject which support its innovative components on a long-term basis. The final section reflects upon the next stage of the project which is to involve the setting up of action research networks within different countries. It discusses how the principles and processes of sustainability identified, may be used to support the national process. The value of the Learning for a Sustainable Environmentmodel for developments in education at the practical level is also briefly considered. The chapter argues that the action research network model used in Learning for a Sustainable Environmentproject provides a democratic, culturally relevant and sustainable approach to development in education at the cross-cultural level.