Learning to Teach Environmental Education by Gardening the Margins of the Academy

Ostertag, Julia; Gerofsky, Susan; Scott, Sandra

doi:10.1007/978-3-030-25016-4_8

Cited by 4 publications

(2 citation statements)

References 9 publications

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“…Hence, this course can serve as a model for effective pedagogies and related experiences for environmental education in pre-and in-service teacher education. In Canada, EE in teacher education is a topic of current discussion and research, and more work is required in this area (Environmental & Sustainability Education in Teacher Education, n.d.;DiGiuseppe, Howard, Gwekwerere, and Beckford, 2018;Ostertag, Gerofsky, & Scott, 2016). Thus, our study contributes to this muchneeded conversation on the importance and efficacy of environmental education in this Age of the Anthropocene.…”

Section: Discussionmentioning

confidence: 87%

Collaborative Reflective Inquiry as Garden Eco-Pedagogy

Beattie¹

2019

Proceedings of the 2019 AERA Annual Meeting

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The purpose of our research was to develop an environmental education course for practicing teachers who requested an inquiry-focused experience that provided the opportunity to connect with and learn from the Land through garden-based pedagogies and Indigenous ways of knowing, being, and doing. In response, we developed a course in which course instructors and teachers formed a community of inquiry, and, as colearners and co-practitioners, engaged in democratic collaborative reflective practice and teacher action research. This course enabled us to develop and deepen our understandings of our environmental education praxes and provided the context to learn from, on, about, and with the Land. Specifically, we considered how school gardens could become welcoming places where living and non-living, and human and more-than-human (Abram, 1999), beings could make corporeal, spiritual, and cosmological connections through reciprocity and wonder (Carson, 1965). We engaged in democratic collaborative reflective inquiry and experienced the creation of a school garden from theory to practice, from seed to salad.

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Section: Discussionmentioning

confidence: 87%

Collaborative Reflective Inquiry as Garden Eco-Pedagogy

Beattie¹

2019

Proceedings of the 2019 AERA Annual Meeting

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“…A few ITE programmes are fortunate to have sustainability as a core function of their university’s strategic plans. For example, the University of British Columbia, known for its leadership in campus sustainability, has an ITE cohort focussed on Education for Sustainability (Robertson et al , 2020), as well as an extensive educational garden (Ostertag et al , 2019) to enhance pre-service teachers’ involvement in environmental and experiential learning. At the University of Saskatchewan, pre-service teachers take a mandatory “pedagogies of place” course, which critically and experientially examines place through an examination of social justice and environmental issues and how to address these in classrooms.…”

Section: Canadamentioning

confidence: 99%

Comparing education for sustainable development in initial teacher education across four countries

Evans

Inwood

Christie

et al. 2021

IJSHE

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Purpose The purpose of this paper is to undertake a cross-comparative inquiry into Education for Sustainable Development (ESD) related to governance, initiatives and practices in initial teacher education (ITE) across four countries with very different contexts – Sweden, Scotland, Canada and Australia. It provides insights into issues arising internationally, implications for ESD in ITE and offers learnings for other countries and contexts. Design/methodology/approach A cross-comparative study design with overarching themes and within-case descriptions was applied to consider, compare and contrast governance characteristics, initiatives and practices from each context. Findings The approaches to governance, initiatives and practices that each country adopts are unique yet similar, and all four countries have included ESD in ITE to some extent. Comparing and contrasting approaches has revealed learnings focussed on ESD in relation to governance and regulation, practices and leadership. Research limitations/implications Making comparisons between different contexts is difficult and uncertain and often misses the richness and nuances of the individual sites under study. However, it remains an important endeavour as the challenges of embedding ESD in ITE will be better understood and overcome if countries can learn from one another. Originality/value Scrutinising different approaches is valuable for broadening views about possibilities and understanding how policies and initiatives translate in practice.

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