Twenty-eighth International Conference on Learning

Abstract

There is a growing consensus that education must extend its traditional goal of student mastery of subject-centred scholastic knowledge to include the development of individuals who can prosper in a complex and changing social, cultural, economic world - issues that are affecting both human and other-than-human communities. We evaluated two case studies that intended to empower students as knowledgeable citizens positioned to influence everyday practice in their local communities. The first case study uses a critical praxis pedagogy with local community families to promote an understanding of native Australian bees. We evaluate how this pedagogy can provide a path for addressing local and global challenges. The second case study, using action research, is centred on freshwater ecosystems using a transdisciplinary curriculum approach that goes beyond subject-specific areas to be inclusive of the exact sciences, humanities and the social sciences, as well as art and literature relevant to the place and time of the students and natural and manufactured local environments. These case studies emphasise the need to prioritise sustainability and eco-justice in a curriculum which encourages students to innovate and “think outside the square” – an approach that will prepare our future workforce to assist in the protection of our Earth and its ecology and resources for future generations. The evaluation of these case studies provides evidence that these approaches are able to empower participants in taking responsibility for their place on Earth.

Presenters

David. G Lloyd
Lecturer UniSA RETIRED and Public Officer OLD SCHOOL COMMUNITY GARDEN., School of Education Unicersity of South Australia, The Old School Community Garden & UNI SOUTH AUSTRALIA, South Australia, Australia

Kathryn Paige
Lecturer, Primary Science, Mawson Lakes Campus, University of South Australia