Faced with the paradox of a large global increase in conservation reserves and a simultaneous global decrease in actual effective protection for biodiversity, conservation scientists and policymakers are questioning established conservation theory and practice. I argue that the fundamental premises, the foundational myths, for Western-style conservation also need to be questioned. The statistics on Indigenous land claims, and conservation reserves, in Australia and more specifically the state of New South Wales (NSW), reveal a landscape of policy failure in both arenas. Focusing on Australia, I use spatial analysis and policy histories to demonstrate converging trajectories of land use priorities for conservation needs and Indigenous peoples' needs. This intersection, while generating much potential for conflict, also creates new political landscapes. A combination of spatial and cultural analyses can create a clear picture of new “operational landscapes”, and an understanding of the (sometimes) complementary values of different cultural groups negotiating about these landscapes. From the basis that environmental problems are fundamentally social problems, this paper contributes to explorations of new paradigms supporting new social-ecological relationships, and new relationships between Indigenous and non-Indigenous peoples.

The Waste Wise Schools Program was established by EcoRecycle Victoria to implement waste and litter education in Victorian schools. It is now operating in over 900 schools in Victoria and 300 schools in other Australian states / territories. This paper provides detailed case studies of two active schools in the Waste Wise Schools Program and considers for each school how the Program started, what it meant to the school, the environmental, educational, social and economic outcomes of the Program and the key success factors. It discusses evidence that the Program has changed the thinking and behaviour of many families at the schools, suggesting that the children may be acting as catalysts to influence their parent's waste wise behaviour, i.e. having an intergenerational influence. Guidelines for promoting this influence are proposed.

The instrumental relationship to nature and the realist epistemology that dominate the analysis of contemporary environmental issues have prompted me to develop an interest in a socialized conception of science in environmental education (EE) so as to throw into question a certain overappreciation of scientific expertise whenever the environment is at issue. This interest in an epistemological renewal has also impelled me to favour the socioconstructivist model of cognition in EE. The relevance of these various aspects is presented to the reader as the extension of a necessary epistemological renewal in EE, as various authors in this field of research have advocated.

How can an organisation move from awareness raising, in the form of natural history poster production, to the development of systems that change organisations? Through close integration of research and practice, the Gould League has achieved this transformation. It began with extensive research into best practice environmental education, going beyond the traditional boundaries of environmental education to areas that included the psychology of culture change, business management, systems thinking, governance, drug education, marketing and organisational psychology. This broad approach to research has led to the development of highly effective sustainability education programs, such as Waste Wise Schools and Sustainable Schools.

The Waste Wise Schools Program, funded by EcoRecycle Victoria and managed in consultation with the Gould League, is an action-based waste education program. Originating in Victoria in 1998, it has been adopted by over a third of Victorian schools and has led to widespread outcomes, including waste reductions of up to 95%. There is strong evidence from surveys that this program is sustainable in schools over time and research confirms that the program is contributing to changes in the waste-wise thinking and behaviour of the families of the children at these schools.

A model for culture change in schools, based on the experiences of the Waste Wise Schools Program, has also been developed. This model, a valuable tool in the continual improvement of Waste Wise Schools, has applications to sustainability education in general.

This paper revisits the history of environmental education in Australia in the 1970s and 1980s and draws parallels between these and current events in four countries, including Australia. It is argued that little has changed and that few environmental educators confront the inherently political nature of their work. It is concluded that environmental education activity must adopt a wider scope that includes political activity if progress is to be made.

The Nature Conservation Council of NSW (NCC)'s Bushfire Program is unique amongst conservation organisations. The Program has been running for over ten years, focusing its campaign work mainly on government policy, legislation and commissions of inquiry. However, the Program was originally initiated to provide support to over 70 conservation representatives on bushfire management committees (from state to regional levels)

In 2003, the Community Bushfire Education Project (CBEP), which is funded by the Environment Trust (ET), was developed as an extension of the Bushfire Program. The CBEP's main focuses have included coordinating community and professional workshops, field trips and school visits.

The design and advocacy principles of the Bushfire Program have been significantly influenced by the CBEP. Principles associated with Education for Sustainability, including capacity building, partnerships and critical thinking, have been key drivers in this.

Traditionally, the NCC Bushfire Program has been a strong advocate of enforcing environmental assessment and controls through regulation. However, to date, bushfire regulations have only had limited success in changing unsustainable practices. We have learnt that a complimentary approach to regulation is voluntary action. This entails a participatory approach to bushfire management planning. We feel this change in philosophy can apply to all land management and environmental issues and may parallel a larger shift within the environment movement.

Through this paper we will show how the Bushfire Program has developed to incorporate community education as a central pillar of, rather than in addition to, its core campaign; the difficulties this presents and the strengths it provides. The NCC now sees community participation and empowerment as a key component of any natural resource management campaign.

Science education in the Australian primary school curriculum is a relatively rare event. Several studies over the past twenty five years have all reported disappointingly low amounts of science being taught and the reluctance of primary school teachers to make science a priority in their teaching. Similar outcomes have been reported for environmental education. Even though primary aged children are very interested in science and the environment, primary school teachers often struggle to teach science/environmental education because they are not confident and competent in the content, lack curriculum resources and equipment, have inadequate time to prepare, and have difficulty finding a place for science/environmental education in what they perceive as an already overcrowded curriculum. The purpose of this paper is to discuss the experiences of primary schools involved in the Victorian Science in Schools Research Project which was concerned with improving science teaching and learning strategies but which also unexpectedly led to more environmental (“sustainability”) education occurring. The paper will also suggest a curriculum strategy for achieving more widespread acceptance and implementation of “sustainability education” through primary school science curricula.

Sustainability is a contested concept. Whilst the “triple bottom line” is sometimes used to describe the economic, social and ecological dimensions of sustainability, there are differing conceptions of what this notion implies. There are nevertheless some recurring themes that are outlined in this paper. There has also been some convergence in notions of “sustainable communities” and “healthy communities”. Balanced integration of economic, social and ecological dimensions remains a challenge for policy-makers, educators and community members.

As a matter of survival, we need to educate current and future generations to live sustainably. We need to ensure that future generations have access to quality environmental education.

This paper provides guidelines for educators and managers to use to better understand and manage the learning environment in which environmental education, particularly sustainability, programs take place. This is done through the introduction of two tools. Firstly, through a model of the learning environment that can be used to understand the educational environment and its various interactions and secondly, through the introduction of an Adaptive Management Conceptual Framework. This framework provides a step by step approach to guide the process of assessing the state of the current learning environment, and to guide the processes of decision making and implementation by educators.

These tools have broad application to a variety of educational environments; schools, universities and community education. A specific case study of the application of these tools in a university environmental science degree is outlined.

This paper reviews research literature on the impact of environmental education initiatives on learners' attitudes, beliefs and behaviours. The review focuses on initiatives involving learners of all ages and school-aged learners in particular. The review shows two things. There is some evidence that environmental education initiatives are associated with changed beliefs and attitudes, and this is mainly in the short-term. There is little evidence that environmental education initiatives lead to behavioural change, especially in the longer-term. The review concludes that there is a need for more and better research evidence that behavioural change in learners follows from involvement in environmental education.

Small and medium sized enterprises (SMEs) have a major advantage over larger organisations in regard to addressing sustainability issues – their size means they are able to react very quickly to changes in the business environment. They are disadvantaged, however, by lack of information on marketplace changes that make sustainability an opportunity to innovate, and to inspire employees. While some SMEs are leaders in sustainable practices, others lack the sort of strategic mindset which views changes in the business environment as opportunities – seeing the tasks which require more change as an additional burden, rather than a source of potential advantage.

The National Centre for Sustainability has worked with a group of SMEs (with sponsorship through a Research Agreement with Sensis) in a series of workshop environments. Through this work a set of indicators was developed to measure their progress towards more sustainable practices. Key members of industry associations and government agencies were engaged in an advisory capacity to ensure that the work undertaken was relevant and innovative.

In addition, a comprehensive industry research study was undertaken to determine the key priorities for business and government relating to sustainability. This work provided insight into the needs and trends in sustainable practices in various sectors including manufacturing, service industry, education and government. The outcomes of the research have determined the need to develop flexible, adult centric and work-based learning models to educate for sustainability and create organisational change.

This paper explores the value of innovative and engaging educational practices to create an environment which is most conducive to facilitating the implementation of economic, environmental and social aspects ofwork practices.

For many children across the globe, whether in low or high income nations, growing up in the 21st century will mean living in overcrowded, unsafe and polluted environments which provide limited opportunity for natural play and environmental learning. Yet Agenda 21, the Habitat Agenda and the United Nations Convention on the Rights of the Child all clearly articulate the importance of urban environments as the context for supporting children's sense of place, community identity and empathy with the natural world. I will argue in this paper that these attributes are all key drivers for supporting children in their role as future decision makers and environmental stewards. Extending Winnicotts' concept of “holding environments” beyond the social and cultural aspects of communities as sites for placemaking I draw a link to the value of botanical gardens and other green spaces in cities as the “holding environments” for children's environmental learning. I will construct an argument around the premise that to participate in, and contribute to, global sustainability - our children need places and the opportunity to engage, connect and respond to nature.

The greening of universities has been on the international agenda for at least a decade. While there has been considerable activity at some universities overseas, progress in Australian universities has been less easily identifiable. Also, the term ‘greening’ has often been taken to apply to the operations of a university, whereas the universities' curricular should also be examined. After providing a background to the greening of curricula and operations, this article presents an overview of the current status of Australian universities. The relatively poor progress is discussed in the context of the issues associated with bringing about change in universities, and some proposals are made for facilitating change.

Community gardens fulfil many roles, including the reclamation of public space, community building, and the facilitation of social and cultural expression. This paper discusses a nexus between research and education for sustainability that evolved out of an examination of the role of community gardens in fostering community development and neighbourhood improvement in Sydney's Waterloo Public Housing Estate. It argues that they are also an educational resource providing a valuable platform for learning about multiple dimensions of sustainability.

The paperis based on interdisciplinary research undertaken by a team from UNSW's Faculty of the Built Environment and the School of Social Work. The findings of this research affirm the importance of community gardens for public housing tenants, and present the gardens and their associated activities as an effective platform for education for sustainability.

Supporting urban communities to make changes that contribute to sustainable living is a challenge that many environment and conservation organisations embrace. However, many community education and involvement initiatives to date have tended to appeal mostly to those with knowledge and enthusiasm for protection and conservation of the environment, leaving the majority of the community relatively unengaged. In a NSW Environmental Trust supported initiative seeking to enhance the protection and conservation of wildlife in urban environments, a major social research project was undertaken to investigate community understandings of wildlife conservation, for application to urban community education programs. The research incorporated both qualitative and quantitative methodologies to gain insights that practitioners can use to develop, monitor and evaluate urban environment and conservation initiatives that engage and involve the WIder community. This paper presents some key findings of the research and provides case examples of environmental education initiatives bringing this research into practice. The research indicates that community understandings of conservation are broad ranging. The research reveals that prominent conservation language and concepts, well understood by keen and knowledgable environmental educators, have little relevance to mainstream audiences. Other findings identify how conservation can have high relevance and meaning for the broader community as an integral part of their everyday life.

Promoting efficient energy use in schools that consequently reduces greenhouse gas emissions is the purpose of a residential Energy Efficiency in Schools (EEIS) program reported on in this paper. Research on this program aligns with one of the “key overarching sustainability issues”, set out in the Learning for Sustainability: NSW Environmental Education Plan 2002-2005: “Sustaining energy use, cutting greenhouse gases”. The EEIS program was sponsored by Queensland EPA, Ergon Energy and Education Queensland. Participants learnt about innovation, leadership, coal mining, greenhouse issues, the “greenhouse challenge”, conducting energy audits, alternative energy and promoting energy efficient practices in school and the community.

Three EEIS models in Queensland that supported change in energy usage behaviours of participants (school students, parents and staff) is examined. In each of the models, interviews were conducted and questionnaires were completed with participants. In Model 1 it was found that, overall; the EEIS program did develop positive energy efficient behaviours in those who participated. In relation to whole school effects, mixed results were obtained. In Model 1 a rural school initially reduced energy consumption by fifty percent and in Model 2 significant changes in energy efficient behaviours in the school communities occurred. In Model 3 one school followed through an action plan and similar positive effects were observed. The development of an action plan that is implemented in the school, the selection of suitable participants, and post-program visits to schools by relevant staff were among the factors that contributed to the overall success. Each model was found to have achieved their aims to varying degrees but had outcomes that are likely to have both lifetime and possibly intergenerational effects.

Constructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how we construct the nature of subject matter, learning and the implications of these for teaching practice.

Vocational education and training (VET) is often considered the enigma of education. For those that work in or research sustainable education within the schools and higher education sections, VET appears somewhat like the mysterious second cousin: often difficult to access and difficult to understand. VET differs quite markedly from the other education sectors. Its industry, skill and competency foci have been established through a distinct range of national and international drivers. Both the limited understanding of how VET operates and its institutional characteristics has bound the integration of sustainable education practices within the sector. This paper provides a brief overview of the VET sector within Australia and provides some insight into how sustainable education practices are being developed in VET. The recognition of elements of common ground between VET and sustainable education are proposed as an entrée into the sector that can influence the adoption of sustainable practices by industry.

With the UN Decade in Education for Sustainable Development (2005-2014) approaching, the question is “how well positioned is Australia to respond to the challenge of educating for sustainability?”. The purpose of this paper is to provide a brief summary of ESD status, needs and innovations at the national level within Australia. ESD is relevant to all major social groups and so this paper includes developments in a number of settings including, formal education, further and higher education, industry and community contexts. This paper has been informed by the recent findings of a national review of EE's contribution to sustainability in Australia. It incorporates the latest trends and recent national initiatives which are playing a significant role in developing frameworks in ESD nationally.

Despite increased engagement of Indigenous representatives as participants on consultative panels charged with processes of natural resource management, concerns have been raised by both Indigenous representatives and management agencies regarding the ability of Indigenous people to have quality input into the decisions these processes produce. In order to determine how to more effectively engage Australian Aboriginal peoples in the management process, this article describes the results of interviews with Elders of the Bundjalung Nation and other community representatives who represent their community's interests on natural resource management boards within their traditional country. Community representatives identified the factors they considered important in understanding natural resource management and administrative processes and where training would enable them to make a significant contribution to the consultation process. It also highlighted a need for non-Indigenous managers to gain a greater understanding of Indigenous knowledge systems and protocols.