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Fieldwork, Schooling, Sustainability: A Tasmanian Case

  • Robbie JohnstonEmail author
Chapter
  • 758 Downloads
Part of the Schooling for Sustainable Development book series (SSDE, volume 3)

Abstract

Young people live in a world of heated debates about sustainability. Yet, some curriculum documents in Australia and Tasmania have tended to reduce schooling for sustainable development to a simplistic notion of learning about the environment and to care for it. Research of Tasmanian teacher education students’ fieldwork choices for children’s learning suggests that discourses of schooling and a Western construction of childhood act as constraints to schooling for sustainability, along with a desire to avoid controversial issues in the classroom. This chapter discusses the field sites teacher education students selected and the impetus for their choices, along with insights and implications for teacher education and curriculum developers.

Keywords

Curriculum Blueprint Pulp Mill Citizenship Education Ecological Sustainability Curriculum Document 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of TasmaniaNewnhamAustralia

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