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Transforming Sustainability Education takes as its major focus transformations in pedagogy. Within the context of education for sustainability, critical concepts in thinking about teaching and learning are examined. Adding to our existing repertoire are pedagogies of enactment — practices that educators can enact when educating for sustainability. These pedagogies and practices include interdisciplinary thinking and learning, experiential learning; problem-based learning, embodied knowing and critical pedagogic approaches. Putting practice at the centre, this subject is directed at utilising pedagogies that can drive change in communities. This subject models the principles that are studied, and are applicable to a wide range of subject matters, learners, and contexts, including universities, schools, workplaces, and informal learning settings.
Intended learning outcomes
On completion of this subject students will be able to:
- Identify critical concepts in thinking about teaching and learning within education for sustainability as they relate to an education setting;
- Critically analyse their own values, attitudes and beliefs about learning and teaching as they relate to transformation;
- Identify pedagogical approaches in which sustainability can be advanced;
- Evaluate the pedagogical intent and impact of an education for sustainability curriculum resource;
- Design a professional learning module for educators on an aspect of sustainability education.
On completion of this subject, students will have the knowledge, skills and understanding to enable them to:
- Be critical and creative thinkers, with an aptitude for continued self-directed learning;
- Demonstrate a high level of achievement in writing, common research activities, problem solving and communication;
- Be skilled communicators who can effectively articulate and justify their beliefs and practices as knowledgeable agents of changes;
- Work in teams with skills in cooperation, communication and negotiation;
- Capably synthesise personal experience with research evidence and critical analysis into other contexts.
Last updated: 2 December 2019