In their latest book, Edmund O'Sullivan and Marilyn Taylor highlight the pedagogical practices that foster transformation from our current way of thinking about our place in the world to an underlying ecological way of seeing and acting. Learning Towards Ecological Consciousness offers the reader a selection of transformative practices that demonstrate, in specific contexts, the complex journey and contextual conditions that move us forward towards a deeper realization that we are part of the world around us, holding a greater promise for deeper ecological awareness. To this end, thirteen chapters offer a rich array of practices in diverse life settings--educational environments, communities and workplaces and personal relationships. Contributors and their material represent a range of cultures, work setting and professions. The aspect of O'Sullivan and Taylor's new book that distinguishes it from other books in the field is its exploration of how consciousness can be transformed through practices, experience and action.

Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awarenesses; our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy. The editors of this collection make several challenges to the existing field of transformative learning—the first is to theoreticians, who have attempted to describe the nature of transformative learning without regard to the content of transformative learning. The editors argue that transformative learning theory cannot be constructed in a content-neutral or context-free way. Their second challenge, which assumes the importance of content for transformative learning, is to educators as practitioners. The editors argue that transformative learning requires new educational practices consistent with the content. Arts-based research and arts-based teaching/learning practices are one example of such new educational practices. Education for the soul, or spiritual practices such as meditation or modified martial arts or indigenous peoples’ forms of teaching/learning, is another example. Each article in the collection presents a possible model of these new practices.

An Anzac tale of three families whose destinies are entwined by war, tragedy and passion. At 17, Veronica O'Shay is happier running wild on the family farm than behaving in the ladylike manner her mother requires, and she despairs both of her secret passion for her brother's friend Jack Murphy and what promises to be a future of restraint and compliance. But this is 1913 and the genteel tranquillity of rural Beecroft is about to change forever as the O'Shay and Murphy families, along with their friends the Dwyers, are caught up in the theatre of war and their fates become intertwined. From the horrors of Gallipoli to the bloody battles of the Somme, through love lost and found, the Great Depression and the desperate jungle war along the Kokoda Track, this sprawling family drama brings to life a time long past...a time of desperate love born in desperate times and acts of friendship against impossible odds. A love letter to Australian landscape and character, Gallipoli Street celebrates both mateship and the enduring quality of real love. But more than that, this book shows us where we have come from as a nation, by revealing the adversity and passions that forged us. A stunning novel that brings to life the love and courage that formed our Anzac tradition.