Educators experimenting with common worlds pedagogies

Jobb, Cory; MacAlpine, Kelly-Ann; Pacini‐Ketchabaw, Veronica

doi:10.4324/9780429454035-3

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“…In this study, I build on and contribute to work at the nexus of sustainability and critical Indigenous studies. Although numerous studies have focused on how sustainability curriculum is practically implemented in schools (Green et al, 2013;Prabawa-Sear and Dow, 2018) or have attended directly to young people's relationships to place in early childhood education (Blaise and Hamm, 2019;Duhn, 2012;Jobb et al, 2019), there have been limited studies that critically trace the relationship of local sustainability praxis to global policies in terms of their implications for postcolonising (Moreton-Robinson, 2015) processes, in which colonisation is a present and ongoing system. This is particularly true of sustainability policy literature in so-called Australia, 1 where sustainability curriculum holds relative dominance (Lowe and Yunkaporta, 2013).…”

Section: Introductionmentioning

confidence: 99%

Settler futurity in the local and global: Problematising education for sustainable development in the Australian curriculum

Belcher

2023

Policy Futures in Education

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As global concerns about climate change deepen, Australian sustainability curriculum plays an increasingly significant role in the way students relate to concepts of home, belonging, and the future. Such futures are imagined in a local context shaped both by ongoing colonial processes and the continued presence of First Peoples, in which invader-settler futurity is the dominant force. As such, a global emphasis on Education for Sustainability raises questions of what types of relationships to place and country are produced through policy and curriculum, and what the implications are for students’ investments in the future of place and unceded Country. As a white invader/settler writing from the Country of the Kulin Nations (Melbourne, Australia), in this paper I offer an analysis of UN Education for Sustainability Declarations from the past five decades, alongside Australian national curriculum documents and its translation into state-level curriculum. In doing so, I reveal the ways that sustainability policy and curriculum works to collapse place and Country into the concept of ‘environmental resource’, largely oriented towards the future of the nation. I argue that in the global policy context, resources are framed to deliver equal distribution across nation states, functioning to obscure the operation of patriarchal white sovereignty within states such as Australia. I further identify that the ways this problem of resource management is deployed as a virtuous state policy through local curriculum, which functions to solidify invader-settler use of disembodied Indigenous knowledges, to secure futurity.

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Section: Introductionmentioning

confidence: 99%

Settler futurity in the local and global: Problematising education for sustainable development in the Australian curriculum

Belcher

2023

Policy Futures in Education

View full text Add to dashboard Cite

show abstract

Educators experimenting with common worlds pedagogies

Cited by 1 publication

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Settler futurity in the local and global: Problematising education for sustainable development in the Australian curriculum

Settler futurity in the local and global: Problematising education for sustainable development in the Australian curriculum

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