Finding a place for environmental studies: Tertiary institutions as a locus of practice for education for sustainability

Buchanan, J; Griffin, J

Finding a place for environmental studies: Tertiary institutions as a locus of practice for education for sustainability

Buchanan, J

Griffin, J

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Publication Type:: Journal Article
Citation:: Journal of Teacher Education for Sustainability, 2010, 12 (2), pp. 5 - 16
Issue Date:: 2010-12-01

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Field	Value	Language
dc.contributor.author	Buchanan, J https://orcid.org/0000-0001-6454-2296	en_US
dc.contributor.author	Griffin, J	en_US
dc.date.issued	2010-12-01	en_US
dc.identifier.citation	Journal of Teacher Education for Sustainability, 2010, 12 (2), pp. 5 - 16	en_US
dc.identifier.issn	1691-4147	en_US
dc.identifier.uri	http://hdl.handle.net/10453/17204
dc.description.abstract	Education for sustainability involves not only curriculum, but also demands responses in terms of management of resources and of grounds. It is asserted here that inclusion of education for sustainability in the curriculum, whether in a school or university context, is hollow and insincere in the absence of practical and social action on site and perhaps beyond. The present study focuses on students views of opportunities and barriers with regard to maintenance of grounds and management of resources in a tertiary institution context. A cohort of approximately 140 third year primary teacher education students were surveyed to ascertain their views on the value of, barriers to and opportunities for practical sustainability projects conducted by students in their tertiary context. Such projects are a precursor to similar endeavours that could be undertaken in the students school contexts.	en_US
dc.relation.ispartof	Journal of Teacher Education for Sustainability	en_US
dc.relation.isbasedon	10.2478/v10099-009-0050-1	en_US
dc.title	Finding a place for environmental studies: Tertiary institutions as a locus of practice for education for sustainability	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	12	en_US
utslib.for	1303 Specialist Studies in Education	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	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	12	en_US

Abstract:

Education for sustainability involves not only curriculum, but also demands responses in terms of management of resources and of grounds. It is asserted here that inclusion of education for sustainability in the curriculum, whether in a school or university context, is hollow and insincere in the absence of practical and social action on site and perhaps beyond. The present study focuses on students views of opportunities and barriers with regard to maintenance of grounds and management of resources in a tertiary institution context. A cohort of approximately 140 third year primary teacher education students were surveyed to ascertain their views on the value of, barriers to and opportunities for practical sustainability projects conducted by students in their tertiary context. Such projects are a precursor to similar endeavours that could be undertaken in the students school contexts.

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http://hdl.handle.net/10453/17204