Fieldwork, Schooling, Sustainability: A Tasmanian Case
- 758 Downloads
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.
KeywordsCurriculum Blueprint Pulp Mill Citizenship Education Ecological Sustainability Curriculum Document
- Aitken, W. (2011). The pulp mill and the air. In F. P. Gale (Ed.), Pulp friction in Tasmania: A review of the environmental assessment of Gunns’ proposed pulp mill (pp. 176–198). Launceston: Pencil Pine Press.Google Scholar
- Apple, M. W. (1990). Ideology and curriculum (2nd ed.). New York: Routledge.Google Scholar
- Australian Curriculum, Assessment and Reporting Authority. (2009). Cross curriculum perspectives: Sustainability. http://www.acara.edu.au/curriculum/sustainability.html. Accessed 18 March 2011.
- Australian Curriculum, Assessment and Reporting Authority. (2010). The Australian curriculum: History (Foundation to Year 10, Version 1.2). http://www.australiancurriculum.edu.au/History/Curriculum/F-10. Accessed 28 March 2011.
- Australian Curriculum, Assessment and Reporting Authority. (2011). Shape of the Australian curriculum: Geography. http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_Geography.pdf. Accessed 28 March 2011.
- Australian Education Council. (1994a). A statement on studies of society and environment for Australian schools [SOSE statement]. Carlton: Curriculum Corporation.Google Scholar
- Australian Education Council. (1994b). Studies of society and environment: A curriculum profile for Australian schools [SOSE profile]. Melbourne: Curriculum Corporation.Google Scholar
- Byron Shire Council. (n.d.). Sustainable streets program. http://www.byron.nsw.gov.au/sustainable-streets-program. Accessed 18 March 2011.
- Cogan, J. J., Grossman, D., & Liu, M. (2000). Citizenship: The democratic imagination in a global/local context. Social Education, 64(1), 48–52.Google Scholar
- Collins, C. (2010). Thinking together about questions that matter in the SOSE classroom. The Social Educator, 28(3), 4–10.Google Scholar
- Commonwealth of Australia. (2005). Educating for a sustainable future: A national environmental education statement for Australian schools. Carlton South: Curriculum Corporation.Google Scholar
- Cutter-Mackenzie, A. (2011). Teaching for environmental sustainability. In R. Glibert & B. Hoepper (Eds.), Teaching society and environment (4th ed., pp. 348–363). South Melbourne: Cengage.Google Scholar
- Department of Education and the Arts. (1995a). Studies of society and environment in Tasmanian schools K–8: Guidelines and support materials [SOSE guidelines]. Hobart: Author.Google Scholar
- Department of Education and the Arts. (1995b). Tasmanian studies of society and environment planning grid [SOSE planning grid]. Hobart: Author.Google Scholar
- Department of Education Tasmania. (2007). The Tasmanian curriculum: Society and history, K-10 syllabus and support materials. Hobart: Author.Google Scholar
- Department of Education Tasmania. (2008a). Sustainability in the Tasmanian curriculum. http://www.education.tas.gov.au/curriculum/sustainable/curriculum. Accessed 28 March 2011.
- Department of Education Tasmania. (2008b). AuSSI-Tas Australian Sustainable Schools Initiative – Tasmania, sustainable schools showcase 2008. http://www.education.tas.gov.au/curriculum/resources/AuSSI-Tas-Booklet.pdf. Accessed 18 March 2011.
- Department of Education Tasmania. (2008c). About sustainability. Hobart: Author. http://www.education.tas.gov.au/curriculum/sustainable/sustainability. Accessed 18 March 2011.
- Department of Education Tasmania. (2010). Sustainable schools. http://www.education.tas.gov.au/curriculum/sustainable. Accessed 18 March 2011.
- Department of Education Tasmania. (2011). About AuSSI. http://www.education.tas.gov.au/curriculum/sustainable/about. Accessed 18 March 2011.
- Gale, F. P. (2011). Hard lessons from soft power: Global environmental governance and the pulp mill. In F. P. Gale (Ed.), Pulp friction in Tasmania: A review of the environmental assessment of Gunns’ proposed pulp mill (pp. 305–322). Launceston: Pencil Pine Press.Google Scholar
- Hart, R. (1997). Children’s participation: The theory and practice of involving young citizens in community development and environmental care. London: UNICEF and Earthscan.Google Scholar
- Johnston, R. (2003). On location/s: Seeking fieldwork sites for the study of society and environment within teacher education – An analysis of social constructs of place and space. Unpublished PhD thesis, University of Tasmania, Australia.Google Scholar
- Johnston, R. (2007a). Children and community: Looking beyond socialisation and the status quo. New Community Quarterly [Theme: Community development in rural, remote and regional areas], 5(3), 45–49.Google Scholar
- Kennedy, K. (2008). Civics and citizenship education. In C. Marsh (Ed.), Studies of society and environment: Exploring the teaching possibilities (5th ed., pp. 389–407). Frenchs Forest: Pearson.Google Scholar
- Levstik, L. S. (2000). Articulating the silences: Teachers’ and adolescents’ conceptions of historical significance. In P. N. Stearns, P. Sexias, & S. Wineburg (Eds.), Knowing teaching and learning history – National and international perspectives (pp. 284–305). New York: New York University Press.Google Scholar
- Luke, C., & Luke, A. (1995). Just naming? Educational discourses and the politics of identity. In W. T. Pink & G. W. Noblitt (Eds.), Continuity and contradiction: The futures of sociology and education (pp. 357–380). NJ: Hampton Press.Google Scholar
- Miller, L. (2011). The pulp mill and Tasmanian Aboriginal heritage. In F. P. Gale (Ed.), Pulp friction in Tasmania: A review of the environmental assessment of Gunns’ proposed pulp mill (pp. 199–223). Launceston: Pencil Pine Press.Google Scholar
- Ministerial Council on Education, Employment, Training and Youth Affairs. (2006). Statements of learning for civics and citizenship. http://www.mceetya.edu.au/verve/_resources/SOL_CivicsCitizenship.pdf. Accessed 28 March 2011.
- Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne declaration on educational goals for young Australians. http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf. Accessed 28 March 2011.
- Nelson, J. L. (1991). Communities, local to national, as influences on social studies education. In J. P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 332–341). New York: Macmillan.Google Scholar
- Petty, B. (2011, January 25). Flood of climate change evidence [Editorial cartoon]. The Age, 12.Google Scholar
- Slater, F., & Morgan, J. (2000). “I haven’t fully discovered it yet”: Children experiencing environments. In M. Robertson & R. Gerber (Eds.), The child’s world: Triggers for learning (pp. 258–275). Camberwell: ACER.Google Scholar
- The pulp mill decision: The road so far [Pulp Mill]. (2011, March 11). The Examiner, 4–7.Google Scholar
- Tudball, L., & Gordon, K. (2011). Teaching for active and informed citizenship. In R. Gilbert & B. Hoepper (Eds.), Teaching society and environment (4th ed., pp. 403–422). South Melbourne: Cengage.Google Scholar
- Wooltorton, S., Palmer, M., Goodwin, K., & Paine, D. (2010). A process for transition to sustainability: Beginning. The Social Educator, 28(2), 20–27.Google Scholar