ORCID Profile
0000-0003-1559-9653
Current Organisations
University of Western Australia
,
Federation University
,
Monash University
,
Deakin University
,
Deakin University - Geelong Campus at Waurn Ponds
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Publisher: Cambridge University Press (CUP)
Date: 2008
DOI: 10.1017/S0814062600000562
Abstract: This paper discusses the emerging field of place-based education or place-based pedagogy - an approach that seeks to enhance childrens perspective of ‘place’ via school and community related environmental projects. Place-based education is proposed as an approach that enables students to establish a connection to a place, its people, and to the world beyond the school gate. Through initiating teaching and learning experiences that respond to the unique and local places where children live, play and go to school, place-based education is notable as a significant educational tool. Gregory Smith's place-based framework (2002) and a Tasmanian case study are put forward to highlight the significance of place-based pedagogy for environmental education.
Publisher: Springer Singapore
Date: 2019
Publisher: Palgrave Macmillan UK
Date: 2015
Publisher: Informa UK Limited
Date: 04-2013
Publisher: Springer Singapore
Date: 2019
Publisher: Informa UK Limited
Date: 14-04-2021
Publisher: Informa UK Limited
Date: 24-10-2023
Publisher: Edith Cowan University
Date: 11-2016
Publisher: SAGE Publications
Date: 25-05-2016
Abstract: Education for Sustainability is an internationally recognised field of learning that is currently mandated as a cross-curriculum priority in the Australian curriculum. Empirical research into children’s views about sustainability, and how they develop sustainability knowledge, however, remains limited. This article focuses on research that investigated children’s perspectives of sustainability in Victoria, Australia. The children were recruited through the Sustainable School Expo where they delivered keynote presentations about their school’s respective Education for Sustainability initiatives. Data were generated from interviews with 16 children aged from 9 to 13 years and included a set of self-created and designed sustainability artefacts. The article contends that children have strongly conceptualised ideas about sustainability that are developed through interactions with material entities (human/more than human) in erse environments. A key finding suggests that children become vital stakeholders in Education for Sustainability through experiential, investigative, sensorial and place-oriented ways of learning, which informs how they build sustainability knowledge.
Publisher: Informa UK Limited
Date: 28-06-2013
Publisher: Cambridge University Press (CUP)
Date: 12-2012
DOI: 10.1017/AEE.2013.1
Abstract: The project of mapping sustainability initiatives across a region is part of a larger program of research about place and sustainability education for the Anthropocene, the new geological age of human-induced planetary changes (Zalasiewicz, Williams, Steffen, & Crutzen, 2010). The study investigated the location, nature and type of sustainability initiatives in the Gippsland region of Victoria, Australia. The purpose of the study was to trial the development of a place-based survey questionnaire to map initiatives in education for sustainability across a region in order to understand how they emerge in local places. The data from the survey was interpreted using a combination of quantitative and qualitative approaches. This article focuses on the qualitative thematic analysis across all survey responses and assesses the findings in order to determine the usefulness of the approach. The study found that a regional place-based approach enables a different conceptualisation of the possibilities of a cross-sectoral interconnected system of sustainability education. The nonformal and informal sectors are important sites of innovation and have great potential to enrich the pedagogies of education for sustainability in the formal sector.
Publisher: Informa UK Limited
Date: 03-04-2014
Publisher: Springer Singapore
Date: 2019
Publisher: Cambridge University Press (CUP)
Date: 29-01-2015
DOI: 10.1017/AEE.2014.45
Abstract: School gardens are becoming increasingly recognised as important sites for learning and for bringing children into relationship with food. Despite the well-known educational and health benefits of gardening, children's interactions with the non-human entities and forces within garden surroundings are less understood and examined in the wider garden literature. Using a relational materialist approach (Hultman & Lenz Taguchi, 2010) that considers the material artefacts that constitute a learning environment, this article examines children's interactions with the animate and inanimate life forces through three specific garden photographs. The photos belong to data derived from a study that examined food, ecology and design pedagogies in three Australian primary schools. This paper argues that children's interactions with the non-human materialities of a garden are a vital dimension of gardening practice. The agential powers of gardens have great capacity to mobilise and inform children's inhabitation of food gardens.
Publisher: Palgrave Macmillan UK
Date: 2015
Publisher: Informa UK Limited
Date: 13-06-2014
Publisher: Palgrave Macmillan UK
Date: 2015
Publisher: Springer Singapore
Date: 2019
Publisher: Springer Science and Business Media LLC
Date: 12-2018
Publisher: Palgrave Macmillan UK
Date: 2015
Location: Australia
No related grants have been discovered for Monica Green.