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    Education for Sustainability: Implications for Curriculum and Pedagogy

    Access Status
    Fulltext not available
    Authors
    Kuzich, Sonja
    Date
    2011
    Type
    Conference Paper
    
    Metadata
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    Citation
    Kuzich, Sonja. 2011. Education for Sustainability: Implications for Curriculum and Pedagogy, in C. Prachalias (ed), 7th International Conference on Education, Jul 7-9 2011, pp. 152-158. Samos, Greece: National and Kapodistrian University of Athens.
    Source Title
    International Conference on Education
    Source Conference
    ICE 2011
    ISBN
    9789604660803
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/48332
    Collection
    • Curtin Research Publications
    Abstract

    The need to ameliorate the effects of unsustainable human actions and to implement an effective plan for the future of society has led UNESCO to focus on education as a crucial vehicle for this endeavour. The consensus amongst sustain ability 'thinkers' and practitioners is that education needs to be re-oriented toward a holistic, interdisciplinary, systems approach in order to precipitate the profound change in mindset required. Such change involves an understanding and action competence around the interdependence of all four pillars of sustainability: environmental, political, economic and social/cultural. This has tremendous implications for the educational system. There is a gap between the kind of thinking and action that is required to move towards a more sustainable future and the way schools currently operate. To develop future learners who have the knowledge, skills and capacity to address the root causes of unsustainability requires a wholesale transformation of the foci of curriculum and teacher pedagogy. This paper discusses the implications education for sustainability will have on what, and how, our teachers teach and students learn.

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