Creating change for sustainability in universities in Australia, one system at a time

Edited book (chapter)


Davis, Julie and Ferreira, Jo-Anne. 2017. "Creating change for sustainability in universities in Australia, one system at a time." Filho, Walter Leal, Brandli, Luciana, Castro, Paula and Newman, Julie (ed.) Handbook of theory and practice of sustainable development in higher education, volume 1. Switzerland. Springer. pp. 217-230
Chapter Title

Creating change for sustainability in universities in Australia, one system at a time

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID3337
Book TitleHandbook of theory and practice of sustainable development in higher education, volume 1
AuthorsDavis, Julie (Author) and Ferreira, Jo-Anne
EditorsFilho, Walter Leal, Brandli, Luciana, Castro, Paula and Newman, Julie
Volume1
Page Range217-230
SeriesWorld Sustainability Series
Number of Pages14
Year2017
PublisherSpringer
Place of PublicationSwitzerland
ISBN9783319478678
9783319478685
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-319-47868-5_14
Web Address (URL)https://link.springer.com/chapter/10.1007/978-3-319-47868-5_14
Abstract

Higher education should be advocating for future citizens to engage in creating a more sustainable world. Teacher education, however, lags behind in building the capacity of 21st century teachers to facilitate such a transformation. This chapter discusses a decade-long Australian research program that has agitated for change using systems theory to build teacher educator capacity in education for sustainability (EfS). The program works to achieve change across the whole teacher education system, thereby overcoming many challenges inherent in the small-scale, fragmented initiatives that are typical in higher education and teacher education. Through collaborations between teacher education academics, policy makers and representatives from professional and non-government organisations, the program has effected change for sustainability through new policy directions, curriculum initiatives, and leadership capacity-building for EfS. Within universities, particularly, the program has engaged change agents at all academic levels, with different EfS expertise, and across disciplines. Reports, papers, case studies and a guide on using systems change are specific outcomes of the research program. A national network of EfS teacher educators continues the collaborations. Drawing on this example of academic engagement with sustainability in a discipline area that has been slow to engage, this chapter offers a theoretically robust way to scale up sustainability across the whole of a university.

Keywordssustainability; systems change; education for sustainable development; universities; teacher education
ANZSRC Field of Research 2020390114. Vocational education and training curriculum and pedagogy
Public Notes

Files associated with this item cannot be displayed due to copyright restrictions.

Byline AffiliationsQueensland University of Technology
Southern Cross University
Institution of OriginUniversity of Southern Queensland
Permalink -

https://research.usq.edu.au/item/q6471/creating-change-for-sustainability-in-universities-in-australia-one-system-at-a-time

  • 73
    total views
  • 11
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

A Deep Dive into Sustainability Leadership Through Education for Sustainability
Ferreira, Jo-Anne L., Ryan, Lisa D. and Davis, Julie M.. 2020. "A Deep Dive into Sustainability Leadership Through Education for Sustainability." English, Fenwick (ed.) The Palgrave Handbook of Educational Leadership and Management Discourse. Cham, Switzerland. Palgrave Macmillan. pp. 1-21
Mainstreaming sustainability into pre-service teacher education in Australia
Ferreira, Jo-Anne, Ryan, Lisa, Davis, Julie, Cavanagh, Marian and Thomas, Janelle. 2009. Mainstreaming sustainability into pre-service teacher education in Australia. North Ryde, Australia. Macquarie University. https://doi.org/10.13140/2.1.1092.5767
Planning for Success: Factors Influencing Change in Teacher Education
Ferreira, Jo-Anne, Ryan, Lisa and Tilbury, Daniella. 2014. "Planning for Success: Factors Influencing Change in Teacher Education." Australian Journal of Environmental Education. 30 (1), pp. 136-146. https://doi.org/10.1017/aee.2014.39
Whole-school approaches to sustainability: a review of models for professional development in pre-service teacher education
Ferreira, Jo-Anne, Ryan, Lisa and Tilbury, Daniella. 2006. Whole-school approaches to sustainability: a review of models for professional development in pre-service teacher education. North Ryde, Australia. Macquarie University.
Developing Knowledge and Leadership in Pre-Service Teacher Education Systems
Ferreira, Jo-Anne, Ryan, Lisa and Davis, Julie. 2015. "Developing Knowledge and Leadership in Pre-Service Teacher Education Systems." Australian Journal of Environmental Education. 31 (2), pp. 194-207. https://doi.org/10.1017/aee.2015.24
Working the System: A Model for System-Wide Change in Pre-Service Teacher Education
Ferreira, Jo-Anne and Ryan, Lisa. 2012. "Working the System: A Model for System-Wide Change in Pre-Service Teacher Education." Australian Journal of Teacher Education. 37 (12), pp. 29-45. https://doi.org/10.14221/ajte.2012v37n12.3
A Response to Reorienting Teacher Education Towards Sustainability
Ferreira, Jo-Anne, Ryan, Lisa and Tilbury, Daniella. 2014. "A Response to Reorienting Teacher Education Towards Sustainability." Australian Journal of Environmental Education. 30 (1), pp. 147-148. https://doi.org/10.1017/aee.2014.40
Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models
Ferreira, Jo-Anne, Ryan, Lisa and Tilbury, Daniella. 2007. "Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models." Journal of Education for Teaching. 33 (2), pp. 225-239. https://doi.org/10.1080/02607470701259515
Seven reasons why people don’t want to be teachers
Bahr, Nan and Ferreira, Jo-Anne. 2018. "Seven reasons why people don’t want to be teachers." The Conversation. 16 April 2018, pp. 1-5.
Teaching sustainable development in higher education: Building critical, reflective thinkers through an interdisciplinary approach
Howlett, Cathy, Ferreira, Jo-Anne and Blomfield, Jessica. 2016. "Teaching sustainable development in higher education: Building critical, reflective thinkers through an interdisciplinary approach." International Journal of Sustainability in Higher Education. 17 (3), pp. 305-321. https://doi.org/10.1108/IJSHE-07-2014-0102
Good CoPs and bad CoPs: facilitating reform in first-year assessment via a Community of Practice
Howlett, Catherine, Arthur, James Michael and Ferreira, Jo Anne. 2016. "Good CoPs and bad CoPs: facilitating reform in first-year assessment via a Community of Practice." Higher Education Research and Development. 35 (4), pp. 741-754. https://doi.org/10.1080/07294360.2015.1137881
Approaches to embedding sustainability in teacher education: A synthesis of the literature
Evans, Neus (Snowy), Stevenson, Robert B., Lasen, Michelle, Ferreira, Jo-Anne and Davis, Julie. 2017. "Approaches to embedding sustainability in teacher education: A synthesis of the literature." Teaching and Teacher Education. 63, pp. 405-417. https://doi.org/10.1016/j.tate.2017.01.013
Overcommitted to tourism and under committed to sustainability: the urgency of teaching 'strong sustainability' in tourism courses
Cotterell, Debbie, Hales, Robert, Arcordia, Charles and Ferreira, Jo-Anne. 2019. "Overcommitted to tourism and under committed to sustainability: the urgency of teaching 'strong sustainability' in tourism courses." Journal of Sustainable Tourism. 27 (7), pp. 882-902. https://doi.org/10.1080/09669582.2018.1545777
Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation
Ryan, Lisa and Ferreira, Jo-Anne. 2019. "Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation." Southern African Journal of Environmental Education. 35, pp. 1-19. https://doi.org/10.4314/sajee.v35i1.2
The limits of environmental educators’ fashioning of ‘individualized’ environmental citizens
Ferreira, Jo-Anne. 2020. "The limits of environmental educators’ fashioning of ‘individualized’ environmental citizens." The Journal of Environmental Education. 50 (4-6), pp. 321-331. https://doi.org/10.1080/00958964.2019.1721769
Cultivating conscientious tourism caretakers: aphenomenographic continuum towards stronger sustainability
Cotterell, Debbie, Ferreira, Jo-Anne, Hales, Rob and Arcordia, Charles. 2020. "Cultivating conscientious tourism caretakers: aphenomenographic continuum towards stronger sustainability." Current Issues in Tourism. 23 (8), pp. 1004-1020. https://doi.org/10.1080/13683500.2019.1577369
What does the research evidence base tell us about the use and impact of sustainability pedagogies in initial teacher education?
Evans, Neus (Snowy) and Ferreira, Jo-Anne. 2020. "What does the research evidence base tell us about the use and impact of sustainability pedagogies in initial teacher education?" Environmental Education Research. 26 (1), pp. 27-42. https://doi.org/10.1080/13504622.2019.1703908
Beyond science education: embedding sustainability in teacher education systems
Stevenson, Robert B., Ferreira, Jo-Anne, Evans, Neus (Snowy) and Davis, Julie. 2015. "Beyond science education: embedding sustainability in teacher education systems." Stratton, Susan K., Hagevik, Rita, Feldman, Allan and Bloom, Mark (ed.) Educating science teachers for sustainability. Switzerland. Springer. pp. 381-398
Teaching for strong sustainability in university tourism courses
Cotterell, Debbie, Arcordia, Charles and Ferreira, Jo-Anne. 2017. "Teaching for strong sustainability in university tourism courses." Benckendorff, Pierre and Zehrer, Anita (ed.) Handbook of teaching and learning in tourism. Cheltenham, United Kingdom. Edward Elgar Publishing. pp. 373-388
Social media and teacher professionalism: getting in on the act
Pendergast, Donna, Exley, Beryl, Bahr, Nan and Ferreira, Jo-Anne. 2019. "Social media and teacher professionalism: getting in on the act." Gutierrez, Amanda, Fox, Jillian and Alexander, Colette (ed.) Professionalism and teacher education: voices from policy and practice. Singapore. Springer. pp. 47-67
Learning to embed sustainability in teacher education
Ferreira, Jo-Anne, Evans, Neus (Snowy), Davis, Julie M. and Stevenson, Robert (Bob). 2019. Learning to embed sustainability in teacher education. Singapore. Springer.
Environmental and sustainability education research, past and future: three perspectives from late, mid- and early-career researchers
Stevenson, Robert (Bob), Ferreira, Jo-Anne and Emery, Sherridan. 2016. "Environmental and sustainability education research, past and future: three perspectives from late, mid- and early-career researchers." Australian Journal of Environmental Education. 32 (1), pp. 1-10. https://doi.org/10.1017/aee.2015.49
Embedding EfS in teacher education through a multi-level systems approach: lessons from Queensland
Evans, Neus (Snowy), Ferreira, Jo-Anne, Davis, Julie and Stevenson, Robert B.. 2016. "Embedding EfS in teacher education through a multi-level systems approach: lessons from Queensland." Australian Journal of Environmental Education. 32 (1), pp. 65-79. https://doi.org/10.1017/aee.2015.47
Promotion of the profession
Bahr, Nan, Graham, Anne, Ferreira, Jo-Anne, Lloyd, Margaret and Waters, Richard. 2018. Promotion of the profession. Gold Coast, Australia. Southern Cross University.
Learning to govern oneself: environmental education pedagogy and the formation of an environmental subject
Ferreira, Jo-Anne. 1999. "Learning to govern oneself: environmental education pedagogy and the formation of an environmental subject." Australian Journal of Environmental Education. https://doi.org/10.1017/S0814062600002585
The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability
Dyment, Janet E., Davis, Julie M., Nailon, Diane, Emery, Sherridan, Getenet, Seyum, McCrea, Nadine and Hill, Allen. 2014. "The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability." Environmental Education Research. 20 (5), pp. 660-679. https://doi.org/10.1080/13504622.2013.833591
Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives
Hill, Allen, Emery, Sherridan, Nailon, Di, Dyment, Janet, Getenet, Seyum, McCrea, Nadine and Davis, Julie M.. 2014. "Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives." Australasian Journal of Early Childhood. 39 (3), pp. 14-22.