Embedding education for sustainable development in curriculum: Chalks walking the talk?

Buchanan, JD

Embedding education for sustainable development in curriculum: Chalks walking the talk?

Buchanan, JD

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Publisher:: SEAA
Publication Type:: Journal Article
Citation:: The Social Educator, 2011, 29 (1), pp. 26 - 35
Issue Date:: 2011-01

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Field	Value	Language
dc.contributor.author	Buchanan, JD https://orcid.org/0000-0001-6454-2296	en_US
dc.date.issued	2011-01	en_US
dc.identifier.citation	The Social Educator, 2011, 29 (1), pp. 26 - 35	en_US
dc.identifier.issn	1328-3480	en_US
dc.identifier.uri	http://hdl.handle.net/10453/18799
dc.description.abstract	The imperative for education sustainable development (ESD) is surely stronger than at any point in the intertwined history of humans and the planet (Fien, 2004; Reynolds, 2009; UNESCO, 2004), given rising populations and an increasing impact of each individual on the environment. This paper, largely conceptual in nature, attempts to set out a framework of effective characteristics for ESD, with some illustrative examples. The paper is informed by a research report contributed to by the author (Steele, 2010) on mainstreaming education for Sustainable Development into a Bachelor of Education (Primary) curriculum (Littledyke, Taylor & Eames, 2009), incorporating knowledge, values and skills (Summers, Childs & Corney, 2005), in the hope and expectation that this will assist our students in doing likewise in their P-6 teaching. This paper derives principally from staff focus groups on inclusion of ESD, and, to a lesser extent, student responses on the potential of campus-based sustainability projects.	en_US
dc.language	English	en_US
dc.publisher	SEAA	en_US
dc.relation.ispartof	The Social Educator	en_US
dc.title	Embedding education for sustainable development in curriculum: Chalks walking the talk?	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	29	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	1	en_US
pubs.volume	29	en_US

Abstract:

The imperative for education sustainable development (ESD) is surely stronger than at any point in the intertwined history of humans and the planet (Fien, 2004; Reynolds, 2009; UNESCO, 2004), given rising populations and an increasing impact of each individual on the environment. This paper, largely conceptual in nature, attempts to set out a framework of effective characteristics for ESD, with some illustrative examples. The paper is informed by a research report contributed to by the author (Steele, 2010) on mainstreaming education for Sustainable Development into a Bachelor of Education (Primary) curriculum (Littledyke, Taylor & Eames, 2009), incorporating knowledge, values and skills (Summers, Childs & Corney, 2005), in the hope and expectation that this will assist our students in doing likewise in their P-6 teaching. This paper derives principally from staff focus groups on inclusion of ESD, and, to a lesser extent, student responses on the potential of campus-based sustainability projects.

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http://hdl.handle.net/10453/18799