Promoting Learning for Sustainability: Principals' Perceptions of the Role of Outdoor and Environmental Education Centres

Outdoor and Environmental Education Centres provide programs that are designed to address a range of environmental education aims, and contribute broadly to student learning for sustainability. This paper examines the roles such Centres can play, and how they might contribute to the Australian Government’s initiative in relation to sustainable schools. Interviews with the principals of 23 such Centres in Queensland revealed three roles or models under which they operate: the destination model; the expert/advisor model; and the partnership model. Principals’ understandings of these roles are discussed and the factors that support or hinder their implementation are identified. It is concluded that while the provision of programs in the environment is still a vital role of outdoor and environmental education centres, these can also be seen as a point of entry to long-term partnerships with whole school communities.

Outdoor room, C House, Coorparoo, Brisbane

As seen from upper level of house.

Outdoor room, C House, Coorparoo, Brisbane

Looking towards pool deck, Hanging Basket top right.

Outdoor room, C House, Coorparoo, Brisbane

As seen from upper level of house.

Outdoor room, C House, Coorparoo, Brisbane

Looking towards Iwan from within outdoor room.

Outdoor room, Q House, Chelmer, Brisbane

View from front of property through main entrance to double-height outdoor room. Existing house on right.

Outdoor room, Kangaroo Point House, Kangaroo Point, Brisbane

Looking towards section of original house from outdoor room area. Hand-made spotted gum columns on edge of outdoor room on right.

Battened roof to outdoor room, Kangaroo Point House, Kangaroo Point, Brisbane

Timber battened concave roof and supporting structure over outdoor room area.

Outdoor room, Kangaroo Point House, Kangaroo Point, Brisbane

Dining setting, sculptures, timber columns and curved roof in outdoor room

Outdoor room, T House, Sunshine Coast

As seen from mezzanine.

Pavilions and outdoor seating area, Lake Weyba House, Sunshine Coast

As seen from back of bedroom pavilion, looking towards main pavilion. Day bed alcove to bedroom in foreground.

Religious Information Poverty in Australian State Schools

This paper introduces the concept of religious information poverty in Australian state schools from an information science perspective. Information scientists have been theorising about the global information society for some time, along with its increased provision of vital information for the good of the world. Australian state schools see themselves as preparing children for effective participation in the information society, yet Australian children are currently suffering a religious illiteracy that undermines this goal. Some reasons and theories are offered to explain the existence of religious information poverty in state schools, and suggestions for professional stakeholders are offered for its alleviation.