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Empowering Teachers through Environmental and Sustainability
Education draws inspiration from an empirical study exploring early
career teachers' attempts at enacting Environmental and
Sustainability Education (ESE) in their everyday teaching
practices. It showcases how a confluence of personal, professional
and environmental identities supports implementation of ESE.
Additionally, this book discusses key concepts and issues
surrounding ESE and the ways in which teachers may claim agency and
power to create change in their classroom practices. Drawing from
theoretical perspectives, such as Bourdieu's 'thinking tools'
habitus and capital, theories of identity, and Foucault's concept
of power and knowledge relations, this book explores how teachers
negotiate policies, curriculum and institutional norms to further
theoretical and practical understanding of ESE. The use of personal
narratives offers new insights into teachers' agency in creating
localised yet powerful change through small and meaningful actions.
The purpose of this book, therefore, is to explore ways in which
meaningful change can be made in educational settings through these
small agentive and yet empowering steps. This book reveals that
teachers can enact agency and navigate the power structures that
exist within educational settings in order to make ESE meaningful
within their classrooms.
Empowering Teachers through Environmental and Sustainability
Education draws inspiration from an empirical study exploring early
career teachers' attempts at enacting Environmental and
Sustainability Education (ESE) in their everyday teaching
practices. It showcases how a confluence of personal, professional
and environmental identities supports implementation of ESE.
Additionally, this book discusses key concepts and issues
surrounding ESE and the ways in which teachers may claim agency and
power to create change in their classroom practices. Drawing from
theoretical perspectives, such as Bourdieu's 'thinking tools'
habitus and capital, theories of identity, and Foucault's concept
of power and knowledge relations, this book explores how teachers
negotiate policies, curriculum and institutional norms to further
theoretical and practical understanding of ESE. The use of personal
narratives offers new insights into teachers' agency in creating
localised yet powerful change through small and meaningful actions.
The purpose of this book, therefore, is to explore ways in which
meaningful change can be made in educational settings through these
small agentive and yet empowering steps. This book reveals that
teachers can enact agency and navigate the power structures that
exist within educational settings in order to make ESE meaningful
within their classrooms.
Education has become a political, economic and social priority for
Australia, with the success of schools (and teachers) being an
integral part of the economic and social future of the country. As
a result, quality assurance for learning and teaching has become
increasingly debated among policy-makers and the broader public,
with a call for more evidence, data and standards to ensure that
schools and teachers are held accountable for students' learning
outcomes. In response, this book provides a snapshot of the types
of evidence and data relating to learning outcomes that are being
collected in our classrooms within Australia. The chapters in this
book seek to interrogate current views of learning and teaching,
beyond what is measured in external assessments that only capture a
limited view of student learning outcomes. The chapters explore a
range of fundamental topics within education, including positive
learning environments, student voice and assessment. They explore
and articulate the vital knowledge and skills needed for current
and future teachers. In addition, these chapters make clear links
between teaching, learning and the theories that frame, shape and
inform these learning and teaching processes. The research
presented in this book provides practical and theoretical insights
into learning and teaching in early years, primary, secondary and
tertiary education.
Education has become a political, economic and social priority for
Australia, with the success of schools (and teachers) being an
integral part of the economic and social future of the country. As
a result, quality assurance for learning and teaching has become
increasingly debated among policy-makers and the broader public,
with a call for more evidence, data and standards to ensure that
schools and teachers are held accountable for students' learning
outcomes. In response, this book provides a snapshot of the types
of evidence and data relating to learning outcomes that are being
collected in our classrooms within Australia. The chapters in this
book seek to interrogate current views of learning and teaching,
beyond what is measured in external assessments that only capture a
limited view of student learning outcomes. The chapters explore a
range of fundamental topics within education, including positive
learning environments, student voice and assessment. They explore
and articulate the vital knowledge and skills needed for current
and future teachers. In addition, these chapters make clear links
between teaching, learning and the theories that frame, shape and
inform these learning and teaching processes. The research
presented in this book provides practical and theoretical insights
into learning and teaching in early years, primary, secondary and
tertiary education.
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