Kimberley Transitions: Collaborating To Care For Our Common Home. Beginnings..., Sandra Wooltorton, Sandy Toussaint, Anne Poelina, Anne Jennings, Stephen Muecke, Kevin Kenneally, Jacqueline Remond, Schipf Arjati, Louisa Stredwick
Aug 2019
Kimberley Transitions: Collaborating To Care For Our Common Home. Beginnings..., Sandra Wooltorton, Sandy Toussaint, Anne Poelina, Anne Jennings, Stephen Muecke, Kevin Kenneally, Jacqueline Remond, Schipf Arjati, Louisa Stredwick
Sandra Wooltorton
This scoping paper is a preliminary introduction to the aspirations, interrelated literature and research involved in development of the Kimberley Transitions project. Our focus is on northern Western Australia’s Kimberley region, a landscape of immense natural and cultural significance. Along with the rest of Australia and indeed the world in which we all live, the Kimberley is on the verge of major climate, political, social and economic change. The direction of changes being proposed by governments and industry are regularly criticized, both globally and locally, by individuals and organisations concerned about damage to its rich biodiversity and cultural integrity. With …
Sustainability, Ambiguity And Aspiration In Teacher Education, Sandra Wooltorton
Jun 2014
Sustainability, Ambiguity And Aspiration In Teacher Education, Sandra Wooltorton
Sandra Wooltorton
The second strategy of the Australian government’s National Action Plan (NAP) for sustainability education is to reorient education systems to sustainability (Department of the Environment Water Heritage and the Arts [DEWHA], 2009). In this chapter, I put forward an activist-based socially critical viewpoint on the ambition to reorient education whilst uncovering a range of ambiguities, tensions and constraints which hinder meaningful change. I suggest that attention to these predicaments across curriculum, policy and accountability mechanisms will offer possibilities and hope. In this introductory section, I begin with the sustainability education NAP and provide a socio-ecological context before sketching out the …
A Rapid Assessment Of Perceptions For Learning Community Development In Char Ung Kao Village, Char Ung Commune, Ou Chum District, Ratanakiri, Cambodia., Sandra Wooltorton
Jun 2008
A Rapid Assessment Of Perceptions For Learning Community Development In Char Ung Kao Village, Char Ung Commune, Ou Chum District, Ratanakiri, Cambodia., Sandra Wooltorton
Sandra Wooltorton
This report is designed to provide a basis for the Learning Community Development Project (LCDP) being
implemented by Live & Learn Environmental Education (L&L) in Char Ung Kao Village, Ratanakiri,
Cambodia. The idea of learning community development is to empower communities to take charge of
their own future in a sustainable way. The LCDP is a sub-component of the Rural Livelihoods
Improvement Project (RULIP).
This report was prepared using the data from the Rapid Assessment of Perceptions (RAP) that was
implemented by the L&L team in June 2008. The RAP is a battery of qualitative tools which use
participative ethnographic …
A Rapid Assessment Of Perceptions For Learning Community Development In Ka Chonn Leu Village, Ka Chonn Commune, Veun Sai District, Ratanakiri, Cambodia, Sandra Wooltorton
Jun 2008
A Rapid Assessment Of Perceptions For Learning Community Development In Ka Chonn Leu Village, Ka Chonn Commune, Veun Sai District, Ratanakiri, Cambodia, Sandra Wooltorton
Sandra Wooltorton
This report is designed to provide a basis for the Learning Community Development Project (LCDP) being
implemented by Live & Learn Environmental Education (L&L) in Ka Chonn Leu Village, Cambodia. The
idea of learning community development is to empower communities to take charge of their own future
in a sustainable way. The LCDP is a sub-component of the Rural Livelihoods Improvement Project
(RULIP).
This report was prepared using the data from the Rapid Assessment of Perceptions (RAP) that was
implemented by the L&L team in June 2008. The RAP is a battery of qualitative tools which use
participative ethnographic methods …
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 …
Ecological Literacy: An Australian Perspective, Sandra Wooltorton
Aug 2006
Ecological Literacy: An Australian Perspective, Sandra Wooltorton
Sandra Wooltorton
As I begin to write this paper it is a still, windless autumn day in the tuart woodland in the south-west of Western
Australia. Rain is falling gently and in the bushes and trees there is a musical ensemble of rufous whistlers,
pee-wits, wrens, robins and wagtails. Occasional old jarrah trees spread their grey pin-striped trunks and
branches to display their brown, well-worn possum tracks, revealing use by the brush-tails in the safety of
night. The comparatively youthful peppermint and huge old tuart trees host the endangered ringtail possums that
come out in the dark, when the quenda scurries about …
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 …
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.
