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    When Policy and Infrastructure Provisions are Exemplary but still Insufficient: Paradoxes Affecting Education for Sustainability (EfS) in a Custom-designed Sustainability School

    235724_235724.pdf (667.1Kb)
    Access Status
    Open access
    Authors
    Kuzich, Sonja
    Taylor, Elisabeth
    Taylor, P.
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Kuzich, S. and Taylor, E. and Taylor, P. 2015. When Policy and Infrastructure Provisions are Exemplary but still Insufficient: Paradoxes Affecting Education for Sustainability (EfS) in a Custom-designed Sustainability School. Journal of Education for Sustainable Development. 9 (2): pp. 179-195.
    Source Title
    Journal of Education for Sustainable Development
    DOI
    10.1177/0973408215588252
    Additional URLs
    http://online.sagepub.com
    ISSN
    0973-4082
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/44341
    Collection
    • Curtin Research Publications
    Abstract

    Schools willing to implement education for sustainability (EfS) commonly find themselves confronted with curricula, school grounds and buildings and teaching practices that do not lend themselves easily to best practice EfS. In this article, we present what we learned about some of the challenges confronted daily by the staff of a purpose-built sustainability primary school situated in a ‘green’ suburb in Western Australia. Over the period of a year, we regularly engaged with the staff of the school through semi-structured, in-depth interviews and classroom observations as part of an interpretive ethnographic study. We identified three key themes—policy infrastructure, physical infrastructure and pedagogical infrastructure—that serve as both affordances and counter-affordances to best practice EfS. Given the paradoxical interplay of the affordances and counter-affordances shaping the school’s implementation of EfS, we suggest that overcoming these paradoxes requires no less than a transformation of school culture.

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