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Pathway to ‘Knowing Places’ — and Ecojustice — Three Teacher Educators’ Experiences

Published online by Cambridge University Press:  12 August 2016

Kathryn Paige ,
David Lloyd  and
Richard Smith
Kathryn Paige*
Affiliation:
University of South Australia, Adelaide, Australia
David Lloyd
Affiliation:
University of South Australia, Adelaide, Australia
Richard Smith
Affiliation:
Retired Teacher Educator
*
Address for correspondence: Kathyn Paige, University of South Australia, PO Box 2471, Adelaide SA 5001, Australia. Email: kathy.paige@unisa.edu.au
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Abstract

The case study reported here seeks to promote the sharing of successful practice in Education for Sustainability (EfS). It uses literature and three personal and professional autobiographies as background to the development of a set of sustainability educational practices integrated into a primary/middle school teacher education program. The set of activities focus on developing in students an understanding of EfS and of processes appropriate to it that they can use in their classrooms on graduation. It is the authors’ view that their collaborative building on shared beliefs, contemporary ecojustice literature and three decades of developing enabling pedagogical practices has assisted their efforts to ‘get’ EfS, and to ensure that their students, particularly as beginning teachers, ‘got it’. The ecojustice principles for teacher education programs are outlined in this article and are believed to have wide applicability in many aspects of ecojustice approaches to pro-ecosocial education.

Keywords

ecojusticeteacher educationscience education
Type
Feature Articles
Information
Australian Journal of Environmental Education , Volume 32 , Issue 3 , November 2016 , pp. 260 - 287
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Copyright
Copyright © The Author(s) 2016 

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