Education for sustainability (EfS) is emerging as an urgent imperative and challenge for higher e... more Education for sustainability (EfS) is emerging as an urgent imperative and challenge for higher education. But what exactly does it mean to put sustainability into higher education? How do we bring sustainability themes into university curriculum, across the enormous diversity of academic disciplines? This paper describes the experience of teaching a large 'stand-alone' EfS subject which sits within the professional contexts of the large first-year cohort undertaking it. We describe the themes, architecture and approach to sustainability education taken in this course and evaluate the learning and assessment activities offered to students. We conclude with reflections on the student experience and feedback, which suggests that while academics build towards a deeply embedded sustainability ethic in higher education, specialist parallel courses have a valuable role to play in the transition to sustainable futures.
As newly minted empty nesters, my husband and I left our tiny inner city Edwardian and moved in A... more As newly minted empty nesters, my husband and I left our tiny inner city Edwardian and moved in August 2011 to a 621sqm property in the City of Wyndham, 28.8 kms west of Melbourne, to a house with two bathrooms and space for five cars, though we own none. Hoppers Crossing, and the urban fringe generally, constitute a trope for the planning profession. Why did we go against the grain, and our deeply held commitment to medium density living and intensification?
This article explores Australian social work's engagement with environmental concerns thr... more This article explores Australian social work's engagement with environmental concerns through a review of scholarly literature and professional documentation, and suggests the professional imagination and espoused professional identity of social work practice as expressed in Australian social work education share significant common ground with the concerns of sustainability education. This raises the question of why it is that social work has yet to infuse, embed, or otherwise engage with the adoption of the principles of education for sustainability. The review found that social work has developed some momentum in negotiating challenges emerging as a consequence of climate change and other forms of complexity, but remains educationally challenged by the imperatives that follow commitment to sustainability in practice. To move beyond the metaphorical sense in which social work has previously used the term ‘environment’ requires re-framing of social work education's purview, and rethinking of the approaches used to incorporate sustainability concerns into professional practice qualifications. Principles of inquiry based learning and sustainability education are suggested, as the next step towards integrating and embedding the concerns of the future with revised social work praxis.
A man should try to find before he dies _______________________________________281 Chapter One: F... more A man should try to find before he dies _______________________________________281 Chapter One: Framing the Terrain _______________________________________281 Introduction______________________________________________________________ 281 research questions ___________________________________________________________ 282 theorising, practice ___________________________________________________________ 285 reflexivities, specificities ______________________________________________________ 291 the mirror of class: Lacanian 'lack' in the working-class subject __________________ 294 aims ____________________________________________________________________ 300 fiction, textuality ______________________________________________________________ 301 what is class? ________________________________________________________________ 305 Chapter Two: Theorising the Classed Subject _______________________________306 Class definitions and theories _______________________________________________ 306 Introduction______________________________________________________________ 306 class, gender and theory ______________________________________________________ 312 class and the subject__________________________________________________________ 317 Classing the Gendered Subject ______________________________________________ 320 Class identity, confusion, ambivalence _________________________________________ 323 diffèrance ____________________________________________________________________ 330 Constitution Narration Dislocation _____________________________________________ 334 mediations of class and gender ________________________________________________ 336 Chapter Three: Narrating the Classed Subject_______________________________340 Subjectivities and Subject Positions __________________________________________ 340 subjectivities _________________________________________________________________ 340 subject positions _____________________________________________________________ 357 Classing Representations, Representing Class__________________________________ 362 The Classed Subject as Scholar___________________________________________381 Fiction, Theory, Scholarship ________________________________________________ 381 meta-writing __________________________________________________________________ 381 Fiction and writing ____________________________________________________________ 385 relation, dialectic _____________________________________________________________ 389 reflexivity as scholarship ______________________________________________________ 391 Discipline(ing) Rigour _________________________________________________________ 392 Classing Knowledge and Epistemologies _______________________________________ 395 classifying knowledge production______________________________________________ 399 scholarly subjectivities and elite universities____________________________________ 403 Conclusion ___________________________________________________________406 BIBLIOGRAPHY ________________________________________________________412
Education for sustainability (EfS) is emerging as an urgent imperative and challenge for higher e... more Education for sustainability (EfS) is emerging as an urgent imperative and challenge for higher education. But what exactly does it mean to put sustainability into higher education? How do we bring sustainability themes into university curriculum, across the enormous diversity of academic disciplines? This paper describes the experience of teaching a large 'stand-alone' EfS subject which sits within the professional contexts of the large first-year cohort undertaking it. We describe the themes, architecture and approach to sustainability education taken in this course and evaluate the learning and assessment activities offered to students. We conclude with reflections on the student experience and feedback, which suggests that while academics build towards a deeply embedded sustainability ethic in higher education, specialist parallel courses have a valuable role to play in the transition to sustainable futures.
As newly minted empty nesters, my husband and I left our tiny inner city Edwardian and moved in A... more As newly minted empty nesters, my husband and I left our tiny inner city Edwardian and moved in August 2011 to a 621sqm property in the City of Wyndham, 28.8 kms west of Melbourne, to a house with two bathrooms and space for five cars, though we own none. Hoppers Crossing, and the urban fringe generally, constitute a trope for the planning profession. Why did we go against the grain, and our deeply held commitment to medium density living and intensification?
This article explores Australian social work's engagement with environmental concerns thr... more This article explores Australian social work's engagement with environmental concerns through a review of scholarly literature and professional documentation, and suggests the professional imagination and espoused professional identity of social work practice as expressed in Australian social work education share significant common ground with the concerns of sustainability education. This raises the question of why it is that social work has yet to infuse, embed, or otherwise engage with the adoption of the principles of education for sustainability. The review found that social work has developed some momentum in negotiating challenges emerging as a consequence of climate change and other forms of complexity, but remains educationally challenged by the imperatives that follow commitment to sustainability in practice. To move beyond the metaphorical sense in which social work has previously used the term ‘environment’ requires re-framing of social work education's purview, and rethinking of the approaches used to incorporate sustainability concerns into professional practice qualifications. Principles of inquiry based learning and sustainability education are suggested, as the next step towards integrating and embedding the concerns of the future with revised social work praxis.
A man should try to find before he dies _______________________________________281 Chapter One: F... more A man should try to find before he dies _______________________________________281 Chapter One: Framing the Terrain _______________________________________281 Introduction______________________________________________________________ 281 research questions ___________________________________________________________ 282 theorising, practice ___________________________________________________________ 285 reflexivities, specificities ______________________________________________________ 291 the mirror of class: Lacanian 'lack' in the working-class subject __________________ 294 aims ____________________________________________________________________ 300 fiction, textuality ______________________________________________________________ 301 what is class? ________________________________________________________________ 305 Chapter Two: Theorising the Classed Subject _______________________________306 Class definitions and theories _______________________________________________ 306 Introduction______________________________________________________________ 306 class, gender and theory ______________________________________________________ 312 class and the subject__________________________________________________________ 317 Classing the Gendered Subject ______________________________________________ 320 Class identity, confusion, ambivalence _________________________________________ 323 diffèrance ____________________________________________________________________ 330 Constitution Narration Dislocation _____________________________________________ 334 mediations of class and gender ________________________________________________ 336 Chapter Three: Narrating the Classed Subject_______________________________340 Subjectivities and Subject Positions __________________________________________ 340 subjectivities _________________________________________________________________ 340 subject positions _____________________________________________________________ 357 Classing Representations, Representing Class__________________________________ 362 The Classed Subject as Scholar___________________________________________381 Fiction, Theory, Scholarship ________________________________________________ 381 meta-writing __________________________________________________________________ 381 Fiction and writing ____________________________________________________________ 385 relation, dialectic _____________________________________________________________ 389 reflexivity as scholarship ______________________________________________________ 391 Discipline(ing) Rigour _________________________________________________________ 392 Classing Knowledge and Epistemologies _______________________________________ 395 classifying knowledge production______________________________________________ 399 scholarly subjectivities and elite universities____________________________________ 403 Conclusion ___________________________________________________________406 BIBLIOGRAPHY ________________________________________________________412
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