Transformative Education For Sustainability Transition At Edith Cowan University: A Discussion Paper, Sandra Woolltorton
Jun 2016
Transformative Education For Sustainability Transition At Edith Cowan University: A Discussion Paper, Sandra Woolltorton
Sandra Wooltorton
"Recently the Australian Government released a National Action Plan for sustainability education (DEWHA, 2009) that prescribes for universities a reorientation to sustainability through teaching and learning, research and campus management. It specifies a transformative approach to education, together with a whole‐of‐school, whole‐of‐system philosophy. In this paper I define ‘transformative education’ in the context of sustainability and discuss the implications of the National Action Plan for Edith Cowan University. I also conduct a reconnaissance of the sustainability websites of a small sample of international universities to consider the depth of their transformative approaches to teaching and learning. Finally, I ‘throw down …
A Classroom Teacher's Reflection On Learning Sustainability, Sandra Wooltorton
Dec 2006
A Classroom Teacher's Reflection On Learning Sustainability, Sandra Wooltorton
Sandra Wooltorton
In 2004 I taught a class of 31 eleven and twelve year olds in a south-west Western Australian state primary school which I will call Forestdown. After critique and reflection on my 2004 teaching, in 2005 I taught half a day per week at the same school, this time with ten year olds. I used action research (Reason & Bradbury, 2001) to articulate my challenges and to formulate the approach I used to address them. The research context is a prosperous, business-as-usual culture built uupon a foundation of environmental destruction. Even though the children I taught in 2004 performed creditably …
A Participatory Approach To Learning Sustainability
Feb 2006
A Participatory Approach To Learning Sustainability
Sandra Wooltorton
I contend that for progress towards a sustainable future, we need an understanding of sustainability as having a core of reconnective learning as an inbuilt ‘driver’. Many writers such as Sterling (2001: 19) call for the elaboration of a new, lived paradigm of sustainable education and learning sustainability. In this chapter, I use notions of primary and secondary meaning and Heron’s (1996) and Reason’s (2004) framework of experiential, presentational, propositional and practical knowledge to propose a transformative, reconnective process for learning sustainability. I articulate a holistic, relational ontology and a participatory epistemology as the basis of the participatory approach. The …
Environmental Education In Action For The Future, Sandra Wooltorton, Dora Marinova
Dec 2005
Environmental Education In Action For The Future, Sandra Wooltorton, Dora Marinova
Sandra Wooltorton
We have known for quite a while that the planet we live on is under ecological stress. The beginning of this century however and 2006 in particular saw renewed concerns about humanity facing environmental challenges, threats and crises related to facts and perspectives on climate change. The economics of it as revealed in the Stern Review (2006) show that there is overwhelming scientific evidence that we must take action right now so that climate change will not increase its effect on the “the basic elements of life for people around the world – access to water, food production, health, and …
The Worsley Energy Challenge To Reduce Energy Consumption: Report On The Project Start-Up, Sandra Wooltorton, Richard Jeffreys
Dec 2005
The Worsley Energy Challenge To Reduce Energy Consumption: Report On The Project Start-Up, Sandra Wooltorton, Richard Jeffreys
Sandra Wooltorton
The Worsley Alumina Energy Challenge (WAEC) is an innovative sustainability education project that connects four schools, the South West branch of the Australian Association of Environmental Education (AAEE), two universities and a corporation, Worsley Alumina Pty Ltd (Worsley). As part of its corporate sustainability
responsibility, Worsley is providing renewable energy systems to the schools including photovoltaic, wind and biodiesel equipment. The type and size of the systems are based on each school's physical location, size and local community context. In turn, the schools have committed themselves to attempting to reduce their power consumption by 20% per capita over a five-year …
Progressing Towards Governance For Sustainability At Parkfield School: Making Connections Through Dialogical Design, Sandra Wooltorton, Alan Kidd
Jun 2003
Progressing Towards Governance For Sustainability At Parkfield School: Making Connections Through Dialogical Design, Sandra Wooltorton, Alan Kidd
Sandra Wooltorton
No abstract provided.
