ORCID Profile
0000-0003-3687-1249
Current Organisation
Ara Institute of Canterbury
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Publisher: Informa UK Limited
Date: 06-05-2014
Publisher: Informa UK Limited
Date: 10-07-2018
Publisher: Informa UK Limited
Date: 09-06-2014
Publisher: Informa UK Limited
Date: 27-09-2014
Publisher: Cambridge University Press (CUP)
Date: 13-09-2016
DOI: 10.1017/AEE.2016.20
Abstract: This article draws on research data from a state-wide case study, intertwined with three key moments that occurred in late 2014, to critically engage with the hopes and prospects of the Sustainability Cross-Curriculum Priority (CCP) in Australian schools. These key moments — the IPCC 5th Assessment Synthesis Report (Intergovernmental Panel on Climate Change, 2014), the conclusion of the United Nations Decade of Education for Sustainable Development, 2005–2014 (UNDESD), and the release of the Australian Government's Review of the Australian Curriculum: Final Report (Donnelly & Wiltshire, 2014) — illuminate both the imperative of societal change towards sustainability and the difficulty associated with integrating sustainability learning into Australian schools. The research findings presented in this article suggest that while there is reasonable support for the Sustainability CCP in some Tasmanian schools, there are many concerns that may be preventing effective integration of sustainability into curriculum. Most notably, there is a limited level of teacher understanding or capability in relation to the Sustainability CCP, which is probably compounded by a distinct lack of professional learning and development. As the spotlight is increasingly focused on the CCPs, we argue for structural change to the curriculum, alongside increased support for schools and teachers, in order to see sustainability learning effectively weaved into Australian schooling.
Publisher: Informa UK Limited
Date: 31-10-2014
Publisher: Informa UK Limited
Date: 02-03-2016
Publisher: Cambridge University Press (CUP)
Date: 07-2013
DOI: 10.1017/AEE.2013.13
Abstract: As social, economic and environmental issues have become more prominent in the 21st century, there has been increased critical scrutiny into the ways that outdoor learning interacts with sustainability issues and concepts. As a result, a number of discourses have emerged which interrogate human/nature relationships in traditional outdoor education and propose greater engagement with place-responsive or sustainable approaches. Drawing on research with teachers in Aotearoa New Zealand, this article explores possible intersections between sustainability education outdoor learning. Accordingly, this article focuses on two key ideas: First, the nexus of experience and place offers significant promise for educational endeavours that seek to educate for a sustainable future. Second, traditional conceptions of wilderness as a pedagogical site, can be problematic for outdoor education programs which seek to claim the ground of sustainability. While there is much that can be gained from journeys in remote pristine environments, not all of these experiences necessarily lead to the development of attitudes, understandings, skills, and motivation to live more sustainably. Furthermore, approaches to outdoor learning that seek to develop connection to and care for remote, pristine places, at the same time ignoring more local or impacted places, could present a dichotomous view of ‘nature’ to students, thereby disrupting efforts to educate for sustainability.
Publisher: Cambridge University Press (CUP)
Date: 03-2016
DOI: 10.1017/AEE.2016.1
Abstract: In early November 2014, over 300 delegates met in Hobart, Tasmania for the 18th Australian Association for Environmental Education (AAEE) Biennial Conference. Titled ‘Sustainability: Smart Strategies for the 21st Century’, this conference sought to bring together innovative thinking, practice and research in the field of environmental and sustainability education. This special conference issue of the Australian Journal of Environmental Education captures a snapshot of some of that thinking. While it is by no means a comprehensive account of the many conversation threads that permeated the conference, we hope that readers will find the articles in this special issue a stimulus to your thinking and practice.
No related grants have been discovered for Allen Hill.