Annette Gough | RMIT University (original) (raw)
Papers by Annette Gough
Routledge eBooks, May 2, 2013
This chapter takes as its starting point the notion of urban sustainability citizenship being con... more This chapter takes as its starting point the notion of urban sustainability citizenship being concerned with achieving an 'economically viable, socially fair and environmentally sustainable society' and focuses on a gender perspective (Thematic Social Forum 2012, p.33). The concept of gender encompasses the roles and responsibilities of men and women that are created in our societies as well as the expectations about the characteristics, aptitudes and behaviours of men and women, where both roles and expectations are learned. In order to achieve gender equality 'women and men need to have equal conditions for realizing their full human rights and for contributing to, and benefiting from, economic, social, cultural and political development' (Chan 2010, p.17). Indeed, gender is one side of a 'wicked triangle' of race, class and gender (Grunell & Saharso in Jarvis et al. 2009, p.9) that needs to be addressed and overcome to fully engage in sustainability citizenship.
Despite efforts over the past 40 plus years, environmental sustainability is still on the margins... more Despite efforts over the past 40 plus years, environmental sustainability is still on the margins of the curriculum in most countries. While there is much evidence that children enjoy learning about and in the environment, many teachers remain reluctant to teach environmental sustainability, and governments frequently marginalise the area. This chapter discusses the need for education for sustainability as part of global citizenship and provides a history of the implementation of environmental sustainability education in schools, with a particular emphasis on Australian and English schools, and the tensions that have been encountered. It also gives some examples of instances where environmental sustainability has been successfully implemented in schools, and concludes with a discussion of some of the challenges for the future. A thread throughout these discussions is the relationship between environmental and science education because these fields have long been seen as related in a schooling context.
Cultural studies of science education, 2019
Secondary students’ resistance to learning science is nothing new but it has been of interest to ... more Secondary students’ resistance to learning science is nothing new but it has been of interest to me since I started my teaching career in the 1970s and academic career in 1990. Although, that such resistance exists is now widely accepted, in 1990 many were in denial – except for some feminist writers, and it was in feminist theory that I found my initial inspiration for researching this resistance. But feminist critique was not enough to explain the resistance and so, inspired by Sandra Harding, I argued that gender, equality, quality and globalization are political issues that are interwoven into the discourses and practices of science education in my writings and teaching. Integral to these arguments is the need to challenge the gendered, classed and racist nature of the knowledge that constitutes school science curricula. This chapter takes the form of an autoethnography that traces the theoretical frameworks I have used, the arguments that I have made, and continue to make, about the oppressions and injustices that science education in schools continues to reproduce, and explains why I am a woman being disruptive.
Australian journal of environmental education, Jun 29, 2017
On education, Sep 1, 2018
Applied Environmental Education & Communication, Oct 1, 2005
... Blueprints for greening schools , Melbourne, Victoria: Gould League of Victoria. View all ref... more ... Blueprints for greening schools , Melbourne, Victoria: Gould League of Victoria. View all references; Department of Education Queensland, 19936. Department of Education Queensland. 1993. ... Blueprints for greening schools , Melbourne, Victoria: Gould League of Victoria. ...
Australian journal of environmental education, 1994
Review(s) of: Critical Essays on Education, Modernity, and the Recovery of the Ecological Imperat... more Review(s) of: Critical Essays on Education, Modernity, and the Recovery of the Ecological Imperative, by Bowers, C.A. (1993a), Teachers College Press, New York, pp.x + 221; Review(s) of: Education, Cultural Myths, and the Ecological Crisis: Toward Deep Changes, by Bowers, C.A. (1993b) State University of New York Press, Albany, NY, pp.232; Review(s) of: Ecological Literacy: Education and the Transition to a Postmodern World. Orr, by David W. (1992), Albany, State University of New York Press, NY, pp.xii + 210.
The iTKNe [[information and communications technology] ICT enabled transnational knowledge networ... more The iTKNe [[information and communications technology] ICT enabled transnational knowledge network in education] project (hereafter referred to as Educationlinx.com) commenced as an initiative to facilitate enhanced interaction between domestic teacher education students and international teacher education students in Australian universities. In part this comprised a response to the Bradley Review of Higher Education (2008) [indexed in VOCEDplus at TD/LMR 85.696] which identified room for improvement in domestic students' engagement with international knowledge and Australian higher education's engagement with international students. Educationlinx.com was envisaged as a resource that would respond to both of these needs. This concept received the support of eight Australian universities and drew inspiration from the innovative work undertaken by Professor Michael Singh at the University of Western Sydney, where the Research Orientated School-Engaged Teacher Education program...
Australian Journal of Environmental Education, 2017
![Research paper thumbnail of American Views on Ecology, Education and a Postmodern World [Book Review]](https://attachments.academia-assets.com/116789875/thumbnails/1.jpg)
](Australian journal of environmental education, 1994
Review(s) of: Critical Essays on Education, Modernity, and the Recovery of the Ecological Imperat... more Review(s) of: Critical Essays on Education, Modernity, and the Recovery of the Ecological Imperative, by Bowers, C.A. (1993a), Teachers College Press, New York, pp.x + 221; Review(s) of: Education, Cultural Myths, and the Ecological Crisis: Toward Deep Changes, by Bowers, C.A. (1993b) State University of New York Press, Albany, NY, pp.232; Review(s) of: Ecological Literacy: Education and the Transition to a Postmodern World. Orr, by David W. (1992), Albany, State University of New York Press, NY, pp.xii + 210.
Within UNESCO's conception of Education for Sustainable Development (ESD), schools should be impl... more Within UNESCO's conception of Education for Sustainable Development (ESD), schools should be implementing approaches to teaching and learning that integrate goals for conservation, social justice, appropriate development and democracy into a vision and a mission of personal and social change. ESD also involves developing the kinds of civic virtues and skills that can empower all citizens and, through them, our social institutions, to play leading roles in the transition to a sustainable future. As such, ESD encompasses a vision for global society that is not only ecologically sustainable but also one that is socially and economically sustainable. This paper traces the history of ESD in Victorian schools and analyses the current sustainability policies and initiatives in terms of their achievement of the educational, environmental, economic and social indicators of ESD. It also problematises the feasibility, and desirability, of any one programme being able to incorporate all aspects of ESD as elaborated by UNESCO.
Chain Reaction, May 1, 1995
Journal of Curriculum Studies, Nov 1, 1991
Australian journal of environmental education, 1999
Australian journal of environmental education, 1991
Although the environment usually is seen as the most characteristic (and most often caricatured) ... more Although the environment usually is seen as the most characteristic (and most often caricatured) green issue, green politics is also concerned with issues of industrial development, peace, racism, social justice, feminism and health — and with the environmental, economic and educational implications of these issues. The 'greening' of society is part of the 'global mind change' (Harman 1988) that many writers and commentators have identified as signalling a paradigm shift towards a more holistic worldview {see, for example. Birch 1990, Capra 1983, Ferguson 1982, Gough 1989, Michael and Anderson 1986). The two books reviewed here explores a number of these issues to varying degrees, particularly with respect to their manifestation in school curricula. They also discuss the purposes of education, relevant content and processes in the curriculum, and changing curriculum paradigms. Gough (1989: 233-4) is critical of certain examples among the plethora of 'green' studies (such as peace studies and environmental education) which 'preach a holistic perspective but still present themselves as separate entities and, worse,... have preserved the teaching practices that go with a fragmented world view' and Hicks (1988) and Grieg, Pike and Selby (1989), add to the discussion of these issues. The contributors to Education for Peace go beyond the topic of peace as such and discuss a number of green issues. As Hicks explains (1988: 8), education for peace involves developing the knowledge, attitudes and skills needed in order to explore concepts of peace; enquire into the obstacles of peace (such as violence and war, inequality, injustice, environmental damage and alienation), resolve conflicts and explore a range of different alternative futures, particularly ways of building a more just and sustainable world society. Thus, peace is seen as an allencompassing term which covers numerous green issues.
Australian journal of environmental education, 1996
Journal of Biological Education, 1992
Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf ... more Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
Routledge eBooks, May 2, 2013
This chapter takes as its starting point the notion of urban sustainability citizenship being con... more This chapter takes as its starting point the notion of urban sustainability citizenship being concerned with achieving an 'economically viable, socially fair and environmentally sustainable society' and focuses on a gender perspective (Thematic Social Forum 2012, p.33). The concept of gender encompasses the roles and responsibilities of men and women that are created in our societies as well as the expectations about the characteristics, aptitudes and behaviours of men and women, where both roles and expectations are learned. In order to achieve gender equality 'women and men need to have equal conditions for realizing their full human rights and for contributing to, and benefiting from, economic, social, cultural and political development' (Chan 2010, p.17). Indeed, gender is one side of a 'wicked triangle' of race, class and gender (Grunell & Saharso in Jarvis et al. 2009, p.9) that needs to be addressed and overcome to fully engage in sustainability citizenship.
Despite efforts over the past 40 plus years, environmental sustainability is still on the margins... more Despite efforts over the past 40 plus years, environmental sustainability is still on the margins of the curriculum in most countries. While there is much evidence that children enjoy learning about and in the environment, many teachers remain reluctant to teach environmental sustainability, and governments frequently marginalise the area. This chapter discusses the need for education for sustainability as part of global citizenship and provides a history of the implementation of environmental sustainability education in schools, with a particular emphasis on Australian and English schools, and the tensions that have been encountered. It also gives some examples of instances where environmental sustainability has been successfully implemented in schools, and concludes with a discussion of some of the challenges for the future. A thread throughout these discussions is the relationship between environmental and science education because these fields have long been seen as related in a schooling context.
Cultural studies of science education, 2019
Secondary students’ resistance to learning science is nothing new but it has been of interest to ... more Secondary students’ resistance to learning science is nothing new but it has been of interest to me since I started my teaching career in the 1970s and academic career in 1990. Although, that such resistance exists is now widely accepted, in 1990 many were in denial – except for some feminist writers, and it was in feminist theory that I found my initial inspiration for researching this resistance. But feminist critique was not enough to explain the resistance and so, inspired by Sandra Harding, I argued that gender, equality, quality and globalization are political issues that are interwoven into the discourses and practices of science education in my writings and teaching. Integral to these arguments is the need to challenge the gendered, classed and racist nature of the knowledge that constitutes school science curricula. This chapter takes the form of an autoethnography that traces the theoretical frameworks I have used, the arguments that I have made, and continue to make, about the oppressions and injustices that science education in schools continues to reproduce, and explains why I am a woman being disruptive.
Australian journal of environmental education, Jun 29, 2017
On education, Sep 1, 2018
Applied Environmental Education & Communication, Oct 1, 2005
... Blueprints for greening schools , Melbourne, Victoria: Gould League of Victoria. View all ref... more ... Blueprints for greening schools , Melbourne, Victoria: Gould League of Victoria. View all references; Department of Education Queensland, 19936. Department of Education Queensland. 1993. ... Blueprints for greening schools , Melbourne, Victoria: Gould League of Victoria. ...
Australian journal of environmental education, 1994
Review(s) of: Critical Essays on Education, Modernity, and the Recovery of the Ecological Imperat... more Review(s) of: Critical Essays on Education, Modernity, and the Recovery of the Ecological Imperative, by Bowers, C.A. (1993a), Teachers College Press, New York, pp.x + 221; Review(s) of: Education, Cultural Myths, and the Ecological Crisis: Toward Deep Changes, by Bowers, C.A. (1993b) State University of New York Press, Albany, NY, pp.232; Review(s) of: Ecological Literacy: Education and the Transition to a Postmodern World. Orr, by David W. (1992), Albany, State University of New York Press, NY, pp.xii + 210.
The iTKNe [[information and communications technology] ICT enabled transnational knowledge networ... more The iTKNe [[information and communications technology] ICT enabled transnational knowledge network in education] project (hereafter referred to as Educationlinx.com) commenced as an initiative to facilitate enhanced interaction between domestic teacher education students and international teacher education students in Australian universities. In part this comprised a response to the Bradley Review of Higher Education (2008) [indexed in VOCEDplus at TD/LMR 85.696] which identified room for improvement in domestic students' engagement with international knowledge and Australian higher education's engagement with international students. Educationlinx.com was envisaged as a resource that would respond to both of these needs. This concept received the support of eight Australian universities and drew inspiration from the innovative work undertaken by Professor Michael Singh at the University of Western Sydney, where the Research Orientated School-Engaged Teacher Education program...
Australian Journal of Environmental Education, 2017
Australian journal of environmental education, 1994
Review(s) of: Critical Essays on Education, Modernity, and the Recovery of the Ecological Imperat... more Review(s) of: Critical Essays on Education, Modernity, and the Recovery of the Ecological Imperative, by Bowers, C.A. (1993a), Teachers College Press, New York, pp.x + 221; Review(s) of: Education, Cultural Myths, and the Ecological Crisis: Toward Deep Changes, by Bowers, C.A. (1993b) State University of New York Press, Albany, NY, pp.232; Review(s) of: Ecological Literacy: Education and the Transition to a Postmodern World. Orr, by David W. (1992), Albany, State University of New York Press, NY, pp.xii + 210.
Within UNESCO's conception of Education for Sustainable Development (ESD), schools should be impl... more Within UNESCO's conception of Education for Sustainable Development (ESD), schools should be implementing approaches to teaching and learning that integrate goals for conservation, social justice, appropriate development and democracy into a vision and a mission of personal and social change. ESD also involves developing the kinds of civic virtues and skills that can empower all citizens and, through them, our social institutions, to play leading roles in the transition to a sustainable future. As such, ESD encompasses a vision for global society that is not only ecologically sustainable but also one that is socially and economically sustainable. This paper traces the history of ESD in Victorian schools and analyses the current sustainability policies and initiatives in terms of their achievement of the educational, environmental, economic and social indicators of ESD. It also problematises the feasibility, and desirability, of any one programme being able to incorporate all aspects of ESD as elaborated by UNESCO.
Chain Reaction, May 1, 1995
Journal of Curriculum Studies, Nov 1, 1991
Australian journal of environmental education, 1999
Australian journal of environmental education, 1991
Although the environment usually is seen as the most characteristic (and most often caricatured) ... more Although the environment usually is seen as the most characteristic (and most often caricatured) green issue, green politics is also concerned with issues of industrial development, peace, racism, social justice, feminism and health — and with the environmental, economic and educational implications of these issues. The 'greening' of society is part of the 'global mind change' (Harman 1988) that many writers and commentators have identified as signalling a paradigm shift towards a more holistic worldview {see, for example. Birch 1990, Capra 1983, Ferguson 1982, Gough 1989, Michael and Anderson 1986). The two books reviewed here explores a number of these issues to varying degrees, particularly with respect to their manifestation in school curricula. They also discuss the purposes of education, relevant content and processes in the curriculum, and changing curriculum paradigms. Gough (1989: 233-4) is critical of certain examples among the plethora of 'green' studies (such as peace studies and environmental education) which 'preach a holistic perspective but still present themselves as separate entities and, worse,... have preserved the teaching practices that go with a fragmented world view' and Hicks (1988) and Grieg, Pike and Selby (1989), add to the discussion of these issues. The contributors to Education for Peace go beyond the topic of peace as such and discuss a number of green issues. As Hicks explains (1988: 8), education for peace involves developing the knowledge, attitudes and skills needed in order to explore concepts of peace; enquire into the obstacles of peace (such as violence and war, inequality, injustice, environmental damage and alienation), resolve conflicts and explore a range of different alternative futures, particularly ways of building a more just and sustainable world society. Thus, peace is seen as an allencompassing term which covers numerous green issues.
Australian journal of environmental education, 1996
Journal of Biological Education, 1992
Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf ... more Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
Post-Qualitative Research and Innovative Methodologies , 2020
Some environmental education research considers gendered subjectivities, but the concept of gende... more Some environmental education research considers gendered subjectivities, but the concept of gender has, in many cases, been taken up unproblematically along with the concept of environmental subjectivity, if addressed at all. Gender has been considered a simple binary (female vs. male) and as one of several variables that are engaged as factors affecting environmental education programs and individual environmental attitudes and behaviours. Using examples from feminist and queer environmental education research this chapter discusses how more conceptually complex engagements of concepts can challenge hegemonic norms and provide new conceptual and analytic tools when addressing gender in environmental education research.
The Palgrave Handbook of Global Citizenship and Education, 2018
This chapter is essential reading for understanding the origins and evolution of the much debated... more This chapter is essential reading for understanding the origins and evolution of the much debated and misunderstood concept 'sustainable development'. It argues that achieving sustainable development requires balancing of economic, environmental and social goals, highlights the lack of international consensus and commitment on these issues, and asserts that global citizenship education is critical for achieving sustainable development, noting that both areas struggle to find a place in the school curriculum. It concludes by arguing that the increasing global inequalities require governments to take a stronger role in promoting education for sustainable development and global citizenship, and achieving Sustainable Development Goals.
Green Schools Globally, 2020
This chapter discusses the impact of the various green school programs on education for sustainab... more This chapter discusses the impact of the various green school programs on education for sustainable development in the countries included in this volume and how this impact needs to be problematised in terms of measurable and unmeasurable outcomes. It also discusses the challenges and opportunities experienced by the various green school programs and the possibilities of a green future for schools.
Green Schools Globally, 2020
The Hong Kong Green School Award (HKGSA) is a school award scheme hosted by the Environmental Cam... more The Hong Kong Green School Award (HKGSA) is a school award scheme hosted by the Environmental Campaign Committee (ECC) to encourage schools to promote environmental awareness and for students to develop an environmentally-friendly lifestyle. Since its inception in 2000, the HKGSA has undergone several phases of development. Between 2000 to 2008 it took the form of a competition with 3 winning schools and 10 merit schools After an initial review in 2005, it was decided to change the 8th HKGSA from a competition format to a benchmarking process. The successfully accredited schools were given the title of
Green School once they fulfilled certain requirements. Another major reform took place in the 12th HKGSA in 2013 to allow flexibility for schools to satisfy the requirements in phases by completing the accreditation to attain the gold award over a period of 3 years, the introduction of facilitators to act as mentors and the enforcing
of a maximum validity period for the accreditation. This structure mirrored the sustainable schools program in Victoria, Australia. HKGSA has become a well-received accreditation scheme which can also act as a driving force to promote education for sustainable development in the school sector which in 2020 will be subsumed under the Hong Kong Awards for Environmental Excellence (HKAEE). This chapter describes the development of this initiative in Hong Kong, its framework, implementation, impact and future.
Green Schools Globally: , 2020
This chapter introduces the edited collection of stories of green school movements around the wor... more This chapter introduces the edited collection of stories of green school movements around the world and the impacts they have had on the development of environmental education and education for sustainable development in their respective countries.
Transnational education and curriculum studies: International perspectives, 2021
For around 50 years-since the first United Nation Conference on the Human Environment held in Sto... more For around 50 years-since the first United Nation Conference on the Human Environment held in Stockholm in 1972, and before that in the 1970 IUCN definition of environmental education and the 1970 US Environmental Education Act-education has been seen as having a key role in achieving environmental protection targets. Indeed, for many years environmental education was seen by many as being more about nature conservation education than education for "the environment in its totality-natural and built, technological and social (economic, political, technological, cultural-historical, moral, aesthetic)", as stated so clearly in the 1977 Tbilisi Declaration. More recent manifestations of policy agenda that bring together environment and development demonstrate concerns with a social dimension, such as The Future We Want, the report of the 2012 United Nations Conference on Sustainable Development, and the subsequent Sustainable Development Goals (SDGs) reflect a diminishing of concerns about environmental protection and a rise in concerns about social issues (ending poverty is the first SDG goal). Few will deny that environmental protection cannot be achieved while people are going hungry and living in poverty, but the changes in the arguments warrant interrogation. This chapter critically examines the evolution of the fields known as environmental/ sustainability education over the past 50 years in terms of their changing conceptualizations and prioritization in a variety of international contexts. It also discusses the curriculum and disciplinary tensions and the political interventions that have changed the shape of the field during this period.