Education for Sustainability in the Primary Curriculum: A Guide for Teachers.

Ryan, Lisa

Education for Sustainability in the Primary Curriculum: A Guide for Teachers. Edited by Michael Littledyke, Neil Taylor & Chris Eames. South Yarra: Palgrave Macmillan, 2009, 224 pp. ISBN: 9781420256277

Despite the increasing attention paid to Education for Sustainability (EfS), not least because of the UNESCO Decade of Education for Sustainable Development and the increasing popularity of the Australian Sustainable Schools Initiative, there are actually very few books for teachers that attempt to draw the threads of EfS together in a practical and holistic manner, especially from an Australian and NZ perspective (two exceptions are Josephine Lang's (2007) How to Succeed with Education for Sustainability and the Curriculum Corporation's (Rushton, 2008) Activate Your Students: An inquiry-based learning approach to sustainability). In Education for Sustainability in the Primary Curriculum: A guide for teachers, the editors Michael Littledyke, Neil Taylor and Chris Eames draw upon the experience of 15 other academics and practitioners from across Australia and New Zealand. The book aims to support teachers in addressing EfS to "promote knowledge of, positive attitudes towards and suitable action for sustainability in relevant, meaningful, enjoyable and creative ways" (Littledyke, Taylor & Eames, 2009; xi) whilst also demonstrating how to meet State and Commonwealth curriculum requirements.

In this collection, the editors and authors aim to overcome many of the issues conspiring against the widespread inclusion of EfS in the curriculum that they list as:

* a poorly understood concept of EfS and inability to see the relevance of EfS content and processes to a wide range of curriculum offerings within the primary teaching profession (Bonnet describes this ability to see the connections of sustainability to all things as "sustainability as a frame of mind" (Bonnet, 2002);

* a lack of awareness and understanding of national and State EfS policies;

* poor conceptual development of environmental and sustainability issues and their associated social, cultural, economic and political dimensions;

* a lack of skill in integrating these issues into a perceived already overcrowded curriculum; and

* an under-appreciation of the importance of action-taking in overcoming feelings of disempowerment and paralysis.

The book achieves its aims by providing a clearly argued justification and theoretical framework for the inclusion of EfS within the primary school curriculum, an argument illustrated with a liberal sprinkling of real life examples and practical activities that should inspire innovation and creativity.

The book has 3 sections. The first section (Chapters 1-3) provides a rationale for why and how EfS should be included in primary schools including an obligatory, but brief, overview of some of the major environmental and sustainability challenges facing us and the prominent role accorded to education both nationally and internationally in resolving the sustainability crisis. As this book is suited perfectly to the sustainability novice, there is an interesting chapter (Chapter 2: Main Issues and Themes in EfS), which focuses on building teachers' conceptual knowledge and understandings of EfS (or sustainability literacy) through a range of topical sustainability issues such as climate change and material resource extraction. These chapters unpack the science behind the issue, examine the global social, economic and cultural implications of these issues, and discuss a range of actions (personal, social and political) that may be undertaken to address these issues. For novices this is an interesting device as it explores the inherent complexity of sustainability issues and highlights the interdependence of ecological, social, cultural, economic and political systems although one wonders why some issues were included for dissection whilst others, such as food security, were omitted. Chapter 3 links theory with practice and provides an easy-to-understand pedagogical framework for the teaching of EfS. Contemporary pedagogies such as constructivism and action-competence (Jensen, 2002) are emphasised as is the importance of integration--across disciplines--of meaningful, authentic real-life issues that actively engage and motivate students.

The second section (Chapters 6-12), written by a range of curriculum specialists, explores how EfS can be integrated into the Key Learning Areas (KLAs) of Science, Social Studies, English, Technology, Creative Arts, Health and Maths. Each of these chapters sets a clear foundation for the integration of EfS into that discipline through exploring major state and national curriculum development policies and revealing specific linkages to the sustainability theme. All authors argue throughout the book that effective EfS practice is underpinned by:

* strong theoretical frameworks characterised by the promotion of the development of action-taking skills;

* meaningful, relevant and co-constructed curriculum experiences;

* a focus on holistic understandings of complex real-life issues;

* the building of appropriate values frameworks consistent with sustainable living; and

* hands-on inquiry learning processes.

Each chapter in this section provides practical activity suggestions and real life examples of innovative EfS practices that are not only useful for a classroom context but inspire teachers to be the best they can. It is this aspect of the book that makes the greatest contribution and will ensure that the book will remain a favourite and wellused resource for all teachers and teacher educators for years to come.

The book's last section is the final piece of the puzzle outlining some important educational processes including an example of best practice in EfS from the Early Childhood education field (Chapter 4), how to address the diverse learning needs of learners across a variety of educational settings (Chapter 5) and putting it all together by adopting an integrated (which the authors term "thematic") approach. Although for me the term "thematic" has negative connotations--conjuring up the meaningless inclusion of mindless activities just because they "fit" the theme, and I would eschew this term for the more appropriate "integrated approach"--it is obvious that nothing could be further from the minds of the authors (Bruce McMullen and Peter Fletcher) who provide frameworks and assistance for teachers to manage this.

Although a single book cannot hope to provide a complete one-stop-shop-guide for EfS for primary school educators, this book comes close. It is well-written, with easily accessible ideas that are perfectly suitable for the EfS novice as they provide a broad contextual background to the issues as well as clearly explained pedagogies that are grounded in theory and balanced by practical examples and inspiring real-life examples. The book will serve as a valuable resource for both pre- and in-service teachers but also for teacher educators seeking embed sustainability examples and perspectives in their own teaching practice. I have no doubt that this book will make a fine contribution to meeting the authors' aims of "helping teachers provide experiences across the curriculum that encourage children to behave more sustainably and to become advocates for more sustainable living".

Lisa Ryan

University of the Sunshine Coast

References

Bonnet, M. (2002). Education for sustainability as a frame of mind. Environmental Education research, 8(1), 9-20.

Lang, J. (2007). How to succeed with education for sustainability. Carlton South, Vic.: Curriculum Corporation.

Rushton, S. (2008). Activate your students: An inquiry-based learning approach to sustainability (upper primary). Carlton South, Vic.: Curriculum Corporation.

Jensen, B. (2002). Knowledge, action and pro-environmental behaviour. Environmental Education Research, 8(3), 325-334.