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Learning from Three Schools in Education for Sustainability (Efs): a Case for Reorienting Whole-School Systems Towards Sustainable Education (SE)

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Learning from Three Schools in Education for Sustainability (Efs): a Case for Reorienting Whole-School Systems Towards Sustainable Education (SE) Learning from Three Schools in Education for Sustainability (EfS): A Case for Reorienting Whole-school Systems Towards Sustainable Education (SE) Alicia Flynn Submitted in total fulfilment of the requirements of the degree of Master of Philosophy JULY 2014 Melbourne Graduate School of Education The University of Melbourne Produced on archival quality paper 1 Abstract This research investigated how three whole-school communities in Melbourne, Australia engaged with the current paradigm of Education for Sustainability (EfS). Local and international literature across a broad range of themes, including ecology, whole systems thinking, place pedagogies, arts-based ecopedagogy, Aboriginal Australian praxis of Country, new cosmology and critical spirituality formed the basis for a multi- pronged heuristic that is used to mount a case for reorienting whole-school systems towards Sustainable Education (SE). This research took a qualitative approach using bricolage (Denzin and Lincoln, 2003)— layering a range of approaches to strengthen the study, adding an alternative, “new rigour” to qualitative research. This is a postcolonial, poststructural enquiry employing a postphenomenological lens as methodology, supplemented by narrative analysis of the fieldwork. But it is also post-critical, and therefore (perhaps perplexingly) postpost, as this study calls for moving beyond the deconstruction of “that which is”, into the fertile fields of generating new ways of being and becoming in school-based ecopedagogy, through the connectivity of learning with heads-hands-hearts, that is, learning embodied intellectually-somatically-emotionally-spiritually. Over twelve months, three government schools in Melbourne, and three focus classes in each school, were investigated through participant observation and semi-structured interviews with students, teachers and other members of the school community. The evidence indicates there is a great deal of positive ecopedagogy practiced in these three schools and that students are engaged in their eco-learning in particular programs, such as gardening and Outdoor Education. However certain students spoke about or alluded to disenchantment with the nature/culture of much of their learning and some teachers did not articulate nor exhibit a critical or intentional ecopedagogy. The data generated in this study shows these schools are still in transition from learning about “the environment” to learning for sustainability with little evidence of education as ecological/sustainable in an organised capacity, on all levels. In conclusion, this thesis suggests there is much to learn from current EfS practices in schools, along with diverse streams of literature to deepen and re-enchant critical, whole systems ecopedagogy and praxis in schools. 2 Declaration of Originality This is to certify that (i) The thesis comprises only my original work towards the degree of Master of Philosophy (ii) Due acknowledgement has been made in the text to all other material used, (iii) The thesis is fewer than 50,000 words in length, exclusive of words in tables, maps, bibliographies and appendices Alicia Flynn 3 Acknowledgements I am so blessed to have been bolstered by a swathe of wonderful, supportive and loving people through this (seemingly endless) process of meaning-making. Jeana—thank you for your incredible (saintly) patience—from the rhizomic discussions of transforming sustainability education to this thesis and beyond! My arduous drafting process is more than you bargained for when you signed on to supervising me! For your unwavering support and celebrative spirit I thank you dearly. You are a Great Teacher. I look forward to working with you well into the future. To my unconditionally loving family: Mum and Dad—Thank you with all my heart, for entertaining my early obsession with rocks and the idea of becoming a geologist (and though it didn’t manifest, it fused my ecological identity), and for supporting my globe- trotting which expanded my worldview beyond comprehension. Mum—You are an inspiration to me as a living example of transformation. Thank you for feeding us, clothing us and doting on us! Dad—For opening up my senses to the Natural World and encouraging a passion for critical enquiry, thank you. Cint—Thanks for your quantitative researcher’s eye in the final stages. Cint, Tone and Clare—For shaping me through love, laughter and oppositional defiance! I love you dearly. Caroline—For being my intellectual/psycho-spiritual life mentor since your first “Science and Technology” lecture I attended in 2002! You have broadened, deepened and expanded my consciousness and eco-sustainable horizons introducing me to Thomas Berry, Maturana and EarthSong; my perspective and praxis on teaching and life. I am eternally grateful. Anne and Pat at EarthSong—For introducing me to Brian Swimme, Evelyn Tucker and the Universe Story through the enchanted song of the Earth, as well as providing my first foray into published writing, thank you in light and gratitude. You are soulful teachers leading the dance. Tiff—For being my life-enhancing kindred spirit since the moment we met, and for always inspiring enchanted ways of being and becoming in our Earthly dance. Gabby, Mum, Paddy and Tiff —For minding (loving and doting on) Euca, thank you! To all the friends who have lovingly withstood my sighs and moaning, thank you…It is over! Bas and Euca—For unwittingly accepting my absent-mindedness and perpetual distractedness with unconditional love. I promise Mama will be all yours…for now! I love you sweet boys—you are my inspiration. Dan—For everything. Without you–your love, your songs and music, your support and cuddles, your shoulder and ear, and your biting humour, this could not—would not— have come into being…You have permission to make a million more albums! I love you forever and always. 4 To my fellow students, travellers on this emerging vortex into consciousness, into the co-creative unknowns; To the sages of the written and spoken word past, present and futures; To the artists, music-makers, gardeners and lovers; To the Traditional Owners of this Country, past and present, and to reclaiming the future together; To Earth and all beings, for revealing magic, transformation and our kinship. This thesis is dedicated to Bas and Euca—love personified. You are the sum of our stories, the sum of our love. To your future becomings… In loving memory of Bill Flynn, for pushing my early thoughts to clearer horizons; for your wisdom and oceans of love and Tim Fuller, who knew love is the connection and dreamt of the ecstatic pinnacle of the possible There is no map for the country of this writing. It is always being at the edge of territory, it is like being on the edge of the cliff, always shaping new words to make a bridge into that space. Each word is thrown into the empty space, the abyss of the white page, and each forms a link, ever so tenuous and fragile, that holds the body of the writer as she moves there. —Margaret Somerville (2013, 19) 5 Table of Contents Abstract ......................................................................................................................................... 2 Declaration of Originality .............................................................................................................. 3 Acknowledgements ....................................................................................................................... 4 Table of Contents .......................................................................................................................... 6 Image 1: All Common Threads by Aviva Reed .............................................................................. 8 CHAPTER ONE: Introduction ......................................................................................................... 9 My Place: Frames and Situations ............................................................................................... 9 Setting the Scene ..................................................................................................................... 13 Progressing Paradigms ............................................................................................................ 19 CHAPTER TWO: Survey–Review of the Literature ....................................................................... 21 INTRODUCTION ....................................................................................................................... 21 Heads-Hands-Hearts ............................................................................................................ 21 The Theoretical Tailbone ......................................................................................................... 25 Deepening the Base ............................................................................................................. 31 Unlikely Bed-fellows: Social Theory and Eco Education... ................................................... 34 Systems, Holism & Diversity – .............................................................................................. 37 CHAPTER THREE: Methodology................................................................................................... 43 The Journey ............................................................................................................................. 43 Project Design Approach(es) ..................................................................................................
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