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标题：Place, Sustainability and Literacy in Environmental Education: Frameworks for Teaching and Learning
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作者：Monica GREEN
期刊名称：Review of International Geographical Education Online
电子版ISSN：2146-0353
出版年度：2012
卷号：2
期号：3
出版社：Review of International Geographical Education Online
摘要：The 'ecologisation' of Australian primary schools brings new opportunities for curriculum expansionand renewal for sustainability education. My contribution to the broader discussion of place,geography, sustainability and literacy stems from an interest in how children are brought into contactwith sustainability discourses via sensory and embodied learning in local school ground landscapes. Inthis paper I am interested in identifying the emergent pedagogies and new literacies that inform andshape the implementation of sustainability curriculum. The paper draws on research that uses theoriesof place inhabitation, relationships to food, place ecologies, and place-based pedagogies to examine theeducational value of food gardens and related environmental and health initiatives in primary(elementary) schooling in Australia. Using research data from two schools, the paper illustrates howschool ground settings, curriculum and pedagogy generate spatial, temporal and geographical literaciesthat support children's meaning making. These multimodal literacies are vital curriculum ingredientsthat effectively educate for sustainability
关键词：Education; sustainability; school ground geographies; curriculum and pedagogy; var currentpos;timer; function initialize() { timer=setInterval("scrollwindow()";10);} function sc(){clearInterval(timer); }function scrollwindow() { currentpos=document.body.scrollTop; window.scroll(0;++currentpos); if (currentpos != document.body.scrollTop) sc();} document.onmousedown=scdocument.ondblclick=initializeReview of International Geographical Education Online;. RIGEO;Volume;2; N;umber;3;Winter 2012;327;this paper I am interested in examining how the constructs of place; sustainability and;literacy bring children into contact with sustainability.;Education for sust;ainability is an emerging and dynamic concept that encompasses a;new vision of education (UNESCO; 2002; 2012). As a concept sustainability represents;an ideal that will be achieved when human;-;caused environmental degradation has been;reversed and overconsu;mption and gross economic injustices that deprive future;generations of the ability to meet their needs (Nolet; 2009; Orr; 2009; Shiva; 1992;Steele; 2010). Others (Capra; 2005; Orr; 2004) argue that children's intellectual;understanding of ecology and the;ir emotional bonds with the natural world need to be;key features of sustainability.;More recently sustainability has been identified as the reorientation of society that;equips citizens with critical thinking and problem solving; participatory decision;-;m;aking; and systemic thinking skills to address today's complex sustainability issues;(Onwueme & Borsari; 2007; Sterling; 2012; Tilbury & Wortman; 2008). Integral to this;work are teaching and learning practices that emphasize environmental and social;justi;ce. Fawcett et al (2002) pick up this theme in their work on environmental praxis;suggesting that the real meaning of sustainability cannot be fully comprehended unless;students engage in skills that assist them to investigate and solve issues that inform;attitudes of care and concern; and in adopting practices that protect the places where;they live and learn. Others advance sustainability as a new paradigm 'that makes;learning towards sustainable living an explicit; central and integrating concept in;edu;cation planning and practice' (Sterling; 2001; p. 83).;Despite these claims; sustainability has become a broad construct and open to wide;interpretation (Fien & Tilbury; 2002). Such ambiguity has according to Walshe (2008);created significant implications;for how it is interpreted; developed and implemented in;schools. Up until very recently sustainability in Australian schools has been segregated;concealed and marginalised in both policy and practice. Often taught under the guise of;environmental educatio;n by educators committed to teaching about; for and with 'the;environment'; or by those teachers who specialise in the disciplines of science; studies;of society and environmental science; or environmental science; sustainability;frameworks in schools have;tended to be sporadic; and in some cases negligible;(Sterling; 2012).;A number of schools however are beginning to develop integrated curriculum;approaches that study sustainability from a variety of perspectives; and from integrated;and academic discipl;ines (Feng; 2012). At the heart of this work are school ground;geographies;-;including local everyday places such as food gardens; wetlands; other;naturalized spaces and indoor classrooms that function as key enablers for children's;deep engagement and lon;g;-;term commitment to sustainable living practices (Edwards;2006; Moore; 1995; Stone; 2004). Framed by rigorous sustainability curriculum that;views education 'not just as another issue to be added to an already overcrowded;curriculum; but as a gateway to;a different view of curriculum; of pedagogy; of;organizational change; of policy; and particularly; of ethos' (Sterling; 2005; p. 233);these alternative settings and their associated pedagogies are breaking new ground for;the implementation of sustainabil;ity.