bluuebunny/crossref_metadata_2025_split huggingface dataset:
Education for Sustainability in Australian Universities: Where is the Action?
Authors: Lang Josephine , Thomas Ian , Wilson Andrew 
Published: July 2016

AbstractAs institutions of education and learning, the higher education sector has a significant role to play in implementing the United Nations Decade of Education for Sustainable Development (2005–2014). Some institutions have already acknowledged, and are shaping, their roles in working towards sustainability through appropriate development and implementation of institutional policy and practices, including the signing of international agreements related to sustainability. Such institutions are specifically linking learning to sustainable development. This study was initiated as a result of our interests to i) identify the current commitment to education for sustainability and ii) learn from the institutional lived experiences about how education for sustainability may be realised, within the Australian university context. This is a preliminary investigation to provide baseline insights into how education for sustainability with a focus on curriculum innovation is being implemented within the Australian university landscape. This investigation is informing our further research to understand institutional change of education for sustainability in universities.
The State of Environmental Education in the Australian School Curriculum
Authors: Heck Debbie 
Published: July 2016

AbstractThe first review of environmental education in Australia was undertaken by Linke (1980) in 1973/4. The Curriculum Corporation on behalf of the Government Department of the Environment and Heritage undertook a second national review in 2002. The purpose of the review was to provide evidence for the development of future national initiatives in environmental education and as advice for environmental education practioners. Curriculum documents were reviewed to identify the existence of 147 indicators of environmental education within outcomes and objectives of curriculum documents in the compulsory years of schooling through to senior secondary. The similarities between the two reviews are evident in the identification of Science and Social Science in the compulsory years of schooling as having. direct references to environmental education. Geography at the senior secondary level also had significant explicit reference to environmental education. However, there were differences. The 2003 review identified environmental studies as a new secondary level subject that has environmental education objectives. It also identified a broader range of learning areas including Arts, Health and Physical Education, English and Technology which provided opportunities for the development of environmental education.
Challenging the Pedagogical Basis of Contemporary Environmental Interpretation
Authors: Markwell Kevin 
Published: July 2016

AbstractEnvironmental interpretation can be defined as a kind of non-formal environmental education carried out in predominantly recreational settings within which visitors are provided with opportunities to become more aware of particular concepts and phenomena through first hand experiences. The fundamental objective of environmental interpretation programs is commonly given as increasing visitors' empathy for environmental conservation: the visit becomes a transformatory experience as a result of which it is intended that visitors become more committed to ensuring the continued integrity and sustainability of the environment. This paper argues that, as presently practised, environmental interpretation is informed largely by a somewhat conservative, traditional pedagogy, and as such tends to be didactic, knowledge-driven, and shaped more by technique than by philosophy. An attempt is made to outline, at least conceptually, an interpretive process influenced more by the principles of an alternative educational framework called andragogy, one which acknowledges the (earning characteristics of adults, accentuates the affective domain of learning, and which might ultimately lead to greater levels of visitor involvement in learning processes.
The Decade of Education for Sustainable Development: A Useful Platform? Or an Annoying Distraction? A Canadian Perspective
Authors: Jickling Bob 
Published: July 2016

AbstractIn Canada education for sustainable development is not flourishing. This may seem curious as The Decade of Education For Sustainable Development is now well underway. But this isn't a bad news story. There are interesting dynamics at play and many great initiatives are emerging. This assessment is a story too. There are many ways of interpreting events and the analysis presented here is one; there will be others. In telling this story, especially for a brief article, I've made no attempt to provide a comprehensive survey of Canadian activities. Rather, I have taken a closer look at some key events and trends and discussed ways that they might be understood.
Narrative and Nature: Unsustainable Fictions in Environmental Education
Authors: Gough Noel 
Published: July 2016

We live… lives based on selected fictions. Our view of reality is conditioned by our position in space and time — not by our personalities as we like to think. Thus every interpretation of reality is based on a unique position. Two paces east or west and the whole picture is changed. (Durrell 1963)Environmental education owes its very existence to a particular interpretation of reality. My purpose here is to examine critically the “selected fictions” on which that view of reality is based — to examine the ways in which our perceptions of environmental problems and issues are “conditioned by our position in space and time”. I will argue that some of these perceptions constitute unsustainable fictions and will consider some ways in which we might work towards living lives based on more sustainable constructions of human interrelationships with their environments. I will begin with an illustration of how an interpretation of reality can be changed by taking (to coin Durrell's metaphor) two paces east or west — by glimpsing something familiar from an unusual vantage point.
How Organisational Change is Contributing to a Sustainable Bushfire Program
Authors: Baker Angela , Stanton Andrew 
Published: July 2016

AbstractThe Nature Conservation Council of NSW (NCC)'s Bushfire Program is unique amongst conservation organisations. The Program has been running for over ten years, focusing its campaign work mainly on government policy, legislation and commissions of inquiry. However, the Program was originally initiated to provide support to over 70 conservation representatives on bushfire management committees (from state to regional levels)In 2003, the Community Bushfire Education Project (CBEP), which is funded by the Environment Trust (ET), was developed as an extension of the Bushfire Program. The CBEP's main focuses have included coordinating community and professional workshops, field trips and school visits.The design and advocacy principles of the Bushfire Program have been significantly influenced by the CBEP. Principles associated with Education for Sustainability, including capacity building, partnerships and critical thinking, have been key drivers in this.Traditionally, the NCC Bushfire Program has been a strong advocate of enforcing environmental assessment and controls through regulation. However, to date, bushfire regulations have only had limited success in changing unsustainable practices. We have learnt that a complimentary approach to regulation is voluntary action. This entails a participatory approach to bushfire management planning. We feel this change in philosophy can apply to all land management and environmental issues and may parallel a larger shift within the environment movement.Through this paper we will show how the Bushfire Program has developed to incorporate community education as a central pillar of, rather than in addition to, its core campaign; the difficulties this presents and the strengths it provides. The NCC now sees community participation and empowerment as a key component of any natural resource management campaign.
Sustainability and Small to Medium Sized Enterprises - How to Engage Them
Authors: Condon Linda 
Published: July 2016

AbstractSmall and medium sized enterprises (SMEs) have a major advantage over larger organisations in regard to addressing sustainability issues – their size means they are able to react very quickly to changes in the business environment. They are disadvantaged, however, by lack of information on marketplace changes that make sustainability an opportunity to innovate, and to inspire employees. While some SMEs are leaders in sustainable practices, others lack the sort of strategic mindset which views changes in the business environment as opportunities – seeing the tasks which require more change as an additional burden, rather than a source of potential advantage.The National Centre for Sustainability has worked with a group of SMEs (with sponsorship through a Research Agreement with Sensis) in a series of workshop environments. Through this work a set of indicators was developed to measure their progress towards more sustainable practices. Key members of industry associations and government agencies were engaged in an advisory capacity to ensure that the work undertaken was relevant and innovative.In addition, a comprehensive industry research study was undertaken to determine the key priorities for business and government relating to sustainability. This work provided insight into the needs and trends in sustainable practices in various sectors including manufacturing, service industry, education and government. The outcomes of the research have determined the need to develop flexible, adult centric and work-based learning models to educate for sustainability and create organisational change.This paper explores the value of innovative and engaging educational practices to create an environment which is most conducive to facilitating the implementation of economic, environmental and social aspects ofwork practices.
Community Gardens as a Platform for Education for Sustainability
Authors: Corkery Linda 
Published: July 2016

AbstractCommunity gardens fulfil many roles, including the reclamation of public space, community building, and the facilitation of social and cultural expression. This paper discusses a nexus between research and education for sustainability that evolved out of an examination of the role of community gardens in fostering community development and neighbourhood improvement in Sydney's Waterloo Public Housing Estate. It argues that they are also an educational resource providing a valuable platform for learning about multiple dimensions of sustainability.The paperis based on interdisciplinary research undertaken by a team from UNSW's Faculty of the Built Environment and the School of Social Work. The findings of this research affirm the importance of community gardens for public housing tenants, and present the gardens and their associated activities as an effective platform for education for sustainability.
Enjoying Our Backyard Buddies – Social Research Informing the Practice of Mainstream Community Education for the Conservation of Urban Wildlife
Authors: Davies Richard , Webber Lynn 
Published: July 2016

AbstractSupporting urban communities to make changes that contribute to sustainable living is a challenge that many environment and conservation organisations embrace. However, many community education and involvement initiatives to date have tended to appeal mostly to those with knowledge and enthusiasm for protection and conservation of the environment, leaving the majority of the community relatively unengaged. In a NSW Environmental Trust supported initiative seeking to enhance the protection and conservation of wildlife in urban environments, a major social research project was undertaken to investigate community understandings of wildlife conservation, for application to urban community education programs. The research incorporated both qualitative and quantitative methodologies to gain insights that practitioners can use to develop, monitor and evaluate urban environment and conservation initiatives that engage and involve the WIder community. This paper presents some key findings of the research and provides case examples of environmental education initiatives bringing this research into practice. The research indicates that community understandings of conservation are broad ranging. The research reveals that prominent conservation language and concepts, well understood by keen and knowledgable environmental educators, have little relevance to mainstream audiences. Other findings identify how conservation can have high relevance and meaning for the broader community as an integral part of their everyday life.
On Ecospirituality: True, Indigenous, Western
Authors: Beringer Almut 
Published: July 2016

AbstractThis article is critical of the Infusion of pseudo-spiritualities in the form of non-legitimised indigenous wisdom and activities in environmental education. Drawing on a definition of true ecospirituality, the doctrine of the world soul, a teaching from western traditions, is presented as a viable alternative in the search for re-enchantment. Implications for environmental educators are addressed.
Introducing Environmental Literacy in the Tertiary Curriculum
Authors: Thomas Ian , Kyle Louise , Alvarez Amaya 
Published: July 2016

AbstractThere are many examples of environmental courses in tertiary institutions, but the integration of environmental education across the range of courses has generally not occurred. The paper describes a process and strategy to establish environmental literacy in tertiary courses. This strategy was developed from a project to introduce waste minimisation education into four disciplinary based courses. Since waste minimisation was introduced in the context of ecological sustainability, the project provided a framework for the broad principles of environmental literacy. The project began with the assumption that adequate materials were already available, but what was needed was a process that would guide academics in the revision of their course content, and would support them in making changes. The paper reports on the conduct of the project and, based on our experiences, presents a strategy for developing curriculum change. This strategy has been developed to recognise the contexts associated with environmental understanding and tertiary institutions, and the processes needed to facilitate the change.
Environmental Progressivism: A Framework for a Sustainable Higher Education
Authors: Thomas Matthew 
Published: July 2016

AbstractThe underlying ideologies which support higher education have received only limited attention in relation to our desired goals of social and ecological sustainability. This paper examines the current ideologies which drive higher education, and proposes a different ideological framework which can be used to support a sustainable higher education. Firstly, a criticism of the current convergence of utilitarian and neo-liberal ideologies is presented from the perspective of sustainability. Secondly, building upon the educational theory of John Dewey, an alternative perspective termed “environmental progressivism” is outlined as a possible ideological framework for a sustainable higher education. The paper concludes with some preliminary remarks as to the practical implications of environmental progressivism.
Living Lightly on the Earth: a Fieldweek at the Centre for Alternative Technology
Authors: Hicks David , Bord Andy , Ward Richard 
Published: July 2016

AbstractHaving ascended the water-powered cliff railway that takes us from the carpark up to the main site we stand on the cantilevered deck of the upper station looking out across the hills and autumn colours of the wooded Dulas valley below us. The branches on the silver birches are whipped by a cold wind blowing in from the Dovey estuary as we turn to walk across the old slate workings that are now the site of one of the best known eco-centres in Europe. Later, having been given a guided tour of the site, we retire to our self-catering cabins where we split and stack the wood that will later keep us warm. The annual Gobal Futures fieldweek at the Centre for Alternative Technology has come round again.
Are Educational Outcomes Relevant to Environmental Education Addressed by Primary School Teachers?
Authors: Clark Julie , Harrison Terry 
Published: July 2016

AbstractConcern exists over the extent to which environmental education is being addressed in Australian primary school curricula. This is especially so since the release of the nationally developed Statements and Profiles in eight key areas of learning because no documents specifically relating to environmental education were produced. This paper reports the results of a study in which a survey based on outcomes relevant to environmental education, as drawn from curriculum documents in use in the Australian states of New South Wales and Victoria, was completed by a sample of primary teachers from both states. Results indicated that, in most schools, outcomes relevant to environmental education were being given significant attention. However, the extent to which different outcomes were addressed varied widely, as did the extent to which individual schools addressed outcomes over the years kindergarten/preparatory to year 6 (K/P-6). Implications for teacher education drawn from the findings are discussed.
University Students' Attitude to the Environment: An Australian/USA Comparison and the Effects of An Educational Program
Authors: Ridener Larry R. 
Published: July 2016

AbstractSignificant differences were found between a pretest measurement of environmental attitudes of a sample of tertiary students from the USA and that of a similar sample of Australian students; the latter scored higher on the total scale used to measure attitudes, and on all but one of the subscales. After an educational program USA students showed significant increases in scores for the total scale and for all the subscales so that they scored significantly higher on two subscales than Australian students. Discussion of these changes in measured attitudes refers to the institutional processes of education, to changes in environmentalism and to notions of dependence on science and technology for the resolution of environmental issues.
The Teaching and Learning of Environmental Education in N.S.W. Primary Schools: A Case Study
Authors: Walker Kim 
Published: July 2016

The aim of the doctoral study outlined in this paper is to contribute to the improvement of teaching and learning of environmental education. The significance of environmental education as a strategy to address environmental problems has been documented widely in Australia and overseas. This study shows that as a strategy to solve such problems its success so far has been questionable.The study assumes that there is a problem in the teaching and learning of environmental education and that the policy document, Environmental Education Curriculum Statement K-12 (New South Wales Department of Education, 1989) has not been adequately implemented.
Social Transformation in Response to the Environment Crisis: The Role of Education and Research
Authors: van Rensburg Eureta Janse 
Published: July 2016

In this paper I examine two activities which are often attributed with a role to play in social transformation, namely environmental education and research, for their potential to contribute to collective change. I do so by drawing on the results of a recent empirical study in southern Africa, in which I distinguished four orientations to research in/and environmental education. In exploring the transformatory roles of research and environmental education, as conceptualised in these four orientations, I conclude that the most prevalent orientations reveal modernistic assumptions which limit their potential to contribute to social transformation.The decision to interpret the results by focusing on social transformation grew out of what I regarded as the most significant dimensions of the context of the study. These are the global and regional calls for social transformation in response to the environment crisis, the dramatic political changes in parts of southern Africa, the need to improve education in the region, and finally, less obvious global epistemological shifts in the conceptualisation of science, education and social research.
Education and Environmentalism: Ecological World Views and Environmentally Responsible Behaviour
Authors: Blaikie Norman 
Published: July 2016

Concern for the environment has traditionally been associated with youth. Studies in the USA over the past twenty-five years have consistently shown that environmental concern declines with age (Buttel, 1979; Van Liere and Dunlap, 1980; Lowe, Pinhey and Grimes, 1980; Lowe and Pinhey, 1982; Honnold, 1981, 1984; Mohai and Twight, 1987; Arcury and Christianson, 1990). Just why this is so has been a matter of some dispute; the ‘aging’ hypothesis suggests that it is due to the socio-biological aging process; the ‘cohort’ hypothesis points to the differential influence of important historical events on birth cohorts, particularly in their formative years; and the “period” hypothesis proposes that both of these processes can be over-ridden as all age cohorts adapt to changing social, cultural and economic circumstances. Both the ‘cohort’ hypothesis (Mohai and Twight, 1987; Samdahl and Robertson, 1989) and the ‘period’ hypothesis (Honnald, 1984) have received some support.A recent study in Australia (Blaikie, 1992) has offered some support for the ‘cohort’ hypothesis but has shown that the relationship between age and Ecological World View (environmental attitudes) is curvi-linear rather than linear. The strongest commitment to an Ecological World View (EWV) is to be found in a middle-aged cohort; younger cohorts hold a middle position and older cohorts have the lowest level of commitment. It would appear that this middle-aged cohort was influenced in its youth by the earlier wave of environmental concern in the 1970s, and it has either maintained this level of concern, or had it revived in the more recent wave. Today's younger generation has not reached this same level of concern, perhaps because of the differences in socio-economic climate between the 1970s and the present, and their greater susceptibility to the effects of the current recession.
Imbibing Wisdom of Environmental Impact Assessment
Authors: Thomas Ian 
Published: July 2016

The background to the development of Environmental Impact Assessment (EIA) and the resulting techniques and procedures, or legislation, have been presented by many authors; for example, Canter (1977), Munn (1975), Porter (1985) and Thomas (1987). During the past decade many people have become involved in the practice of EIA, but how they have been trained for this involvement is not well documented. To contribute to the documentation, I will explain the development of a module which can be adapted to suit the time available for the coverage of EIA, and the varying capabilities of undergraduate and post graduate students enrolled in environmental engineering/ management/ planning/ policy/ science/ studies courses.Following sections examine, firstly the relationship between the objectives of EIA and those of the module, which I will refer to as Environmental Assessment. Next the constraints which influence the form of the subject, and the range of possible training techniques are discussed. Finally, the details of Environmental Assessment's structure are presented along with some comments on its approach.