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Schooling for Sustainable Development: pp 15–31Cite as

Sustainability Education in Classrooms: Developing Teacher Expertise

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Part of the book series: Schooling for Sustainable Development ((SSDE,volume 3))

Abstract

Sustainability education will be in the fore of learning experiences for all Australian children and young people as the new national school curriculum is implemented. Commitment to sustainable patterns of living is one of the three cross curriculum perspectives (Australian Curriculum, Assessment and Reporting Authority [ACARA] 2010. Cross curriculum perspectives. http://www.acara.edu.au/curriculum/cross_curriculum_perspectives.html. Accessed 18 October 2010). The compulsory disciplines of science and geography provide the key curriculum, assessment and reporting areas for this. This chapter takes a fresh approach to sustainability education and uses epistemological questions to guide the reader’s thinking. We argue that decision-making on environmental issues must be based on quality evidence and robust analysis of that evidence. We conclude that while sustainability education has become a highly emotive and politicised area of debate and human activity, there is much that we can do as educators to contribute towards creating a preferred, sustainable future.-->

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Authors and Affiliations

  1. Education, Central Queensland University, QLD, Australia

    Allan Harrison

  2. Central Queensland University, QLD, Australia

    Ken Purnell

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  1. Allan Harrison
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  2. Ken Purnell
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Correspondence to Ken Purnell .

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Editors and Affiliations

  1. , Faculty of Education, La Trobe University, Melbourne (Bundoora), 3086, Victoria, Australia

    Margaret Robertson

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Harrison, A., Purnell, K. (2012). Sustainability Education in Classrooms: Developing Teacher Expertise. In: Robertson, M. (eds) Schooling for Sustainable Development:. Schooling for Sustainable Development, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2882-0_2

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