Exploring sustainability in literature for the Australian curriculum : an annotated guide

The Australian Curriculum: English (AC:E) is being implemented in Queensland and asks teachers and curriculum designers to incorporate the cross curriculum priority of Sustainability. This paper examines some texts suitable for inclusion in classroom study and suggests some companion texts that may be studied alongside them, including online resources by the ABC and those developed online for the Australian Curriculum. We also suggest some formative and summative assessment possibilities for responding to the selected works in this guide. We have endeavoured to investigate literature that enable students to explore and produce text types across the three AC:E categories: persuasive, imaginative and informative. The selected texts cover traditional novels, novellas, Sci-fi and speculative fiction, non-fiction, documentary, feature film and animation. Some of the texts reviewed here also cover the other cross curriculum priorities including texts by Aboriginal and Torres Strait Islander writers and some which also include Asian representations. We have also indicated which of the AC:E the general capabilities are addressed in each text.

ESD starts where STEM stops : integrating the social sciences into STEM

The Earth and its peoples are facing great challenges. As a species, humans are over-consuming the Earth’s resources and compromising the capacity of both natural and social systems to function in healthy and sustainable ways. Education at all levels and in all contexts, has a key role in helping societies move to more sustainable ways of living. Two areas in need of catch-up in relation to Education for Sustainable Development (ESD) are early childhood education and teacher education. Another area of challenge for ESD is the way it is currently oriented. To date, a great deal of emphasis has been placed on scientific and technological solutions to sustainability issues. This has led to an emphasis on STEM education as education’s main way of addressing sustainability. However, in this paper it is argued that sustainably is primarily a social issue that requires interdisciplinary education approaches. STEM approaches to ESD - emphasising knowledge construction and problem-solving - cannot, on their own, deal effectively with attitudes, values and actions towards more sustainable ways of living. In China and Australia, there are already policies, frameworks, guidelines and initiatives, such as Green Schools and Sustainable Schools that support such forms of ESD. STEM educators need to reach out to social scientists and social educators in order to more fully engage with activist and collaborative educational responses that equip learners with the knowledge, dispositions and capacities to ‘make a difference’.

Empirical approaches in knowledge city research

In the 21st century, it has become apparent that ‘knowledge’ is a major factor of postmodern production (Yigitcanlar et al., 2007). Beyond this, in today’s rapidly globalizing world, knowledge, along with the social and technological settings, is seen as a key to secure economic prosperity and quality of life (Yigitcanlar et al., 2008a). However, limiting the benefits of a ‘knowledge-based development’ to only economic gains—and to a degree to social ones—is quite a narrow sighted view (Yigitcanlar et al., 2008b). Thus, the concept of ‘knowledge-based urban development’ is coined to bring economic prosperity, environmental sustainability, a just socio-spatial order and good governance to cities, and as a result producing a purposefully designed city—i.e., ‘knowledge city’—generating positive environmental and governance outcomes as well as economic and societal ones (Yigitcanlar, 2011; Carrillo et al., 2014).

The development of a carrying capacity assessment model for the Australian socio-environmental context

A key aim of this research was to highlight how society's understanding of constraints to the productive capacity of its resource base is vital to its long-term survival. This was achieved through the development of an online model, the Carrying Capacity Dashboard. The Dashboard was developed to estimate how much land Australian populations require for the production of their food, textiles, timber and liquid fuel. Findings reveal that Australia's estimated carrying capacity is currently over 40 million people but longer-term and more regional analyses suggest a much smaller number. Carrying capacity assessment also indicates that optimal resource security is to be found in balancing both small and large-scale self-sufficiency.

Early childhood education for sustainability : Queensland and Australian perspectives

Introduction Early childhood education for sustainability is an emerging field within education – a synthesis of early childhood education and education for sustainability. As a distinct field of educational inquiry and practice, it is less than 20 years old in Australia. My personal story is one that emerged from a background in primary school teaching where I worked in an Indigenous community teaching Aboriginal children. These experiences made me question the marginalization of Indigenous peoples in Australian society, the colonizing impacts of education, gave me deeper understandings of human-environment interactions, and the effects of poverty and powerlessness on options for Indigenous people both in Australia and elsewhere where peoples and their lands have been exploited. These teaching experiences took me back to university to undertake a degree in environmental studies to help me to better understand the nexus between society, environment and economy. Hence my background in education for sustainability comes as much from the social sciences as from the biological/ecological sciences...

Expanding worlds of early childhood education for sustainability : Looking back, looking forward

This chapter draws together the key themes and perspectives from the chapters and offers a critique of the theoretical reframing - underpinned by children's rights and child agency - that has informed the book. Additionally, the documented research is situated within broader international contexts of ECE research, thus offering insights that can inform the field more generally. This is a forward looking discussion of current research that offers clear directions for ECEfS and future research in this field.

Transformative approaches to sustainability

How to live sustainably is a topic of local, national and international importance. The Australian National Curriculum (ACARA, 2011) identifies sustainability as a cross-disciplinary strand, obligating teachers to build sustainability into their pedagogical practices. In early childhood education, the Early Years Learning Framework (2009) and more recently, the National Quality Framework (2011) provide impetus for early childhood education for sustainably (ECEfS). This article discusses ECEfS, but first, it addresses climate change putting this into a sustainability perspective.

Science of winning soccer : emergent pattern-forming dynamics in association football

Quantitative analysis is increasingly being used in team sports to better understand performance in these stylized, delineated, complex social systems. Here we provide a first step toward understanding the pattern-forming dynamics that emerge from collective offensive and defensive behavior in team sports. We propose a novel method of analysis that captures how teams occupy sub-areas of the field as the ball changes location. We used the method to analyze a game of association football (soccer) based upon a hypothesis that local player numerical dominance is key to defensive stability and offensive opportunity. We found that the teams consistently allocated more players than their opponents in sub-areas of play closer to their own goal. This is consistent with a predominantly defensive strategy intended to prevent yielding even a single goal. We also find differences between the two teams' strategies: while both adopted the same distribution of defensive, midfield, and attacking players (a 4:3:3 system of play), one team was significantly more effective both in maintaining defensive and offensive numerical dominance for defensive stability and offensive opportunity. That team indeed won the match with an advantage of one goal (2 to 1) but the analysis shows the advantage in play was more pervasive than the single goal victory would indicate. Our focus on the local dynamics of team collective behavior is distinct from the traditional focus on individual player capability. It supports a broader view in which specific player abilities contribute within the context of the dynamics of multiplayer team coordination and coaching strategy. By applying this complex system analysis to association football, we can understand how players' and teams' strategies result in successful and unsuccessful relationships between teammates and opponents in the area of play.

The science behind the “stain”

It has been almost fi ve years since I fi rst published the article entitled “Much Ado About Staining” in Review of Optometry, which explored what we really knew in 2006 about the relationship between “corneal staining” and contact lens multipurpose solutions (MPS). This was published just prior to the controversial “staining grid.” While the Grid showed MPS-associated hyperfl uorescence under the slitlamp at two hours, it did not explain the “what” or “why” behind it; even so, many proponents of the Grid continue to suggest that it shows us which solution/lens combinations are “biocompatible” and which are not. New evidence suggests that the preservative-associated transient hyperfl uorescence (or PATH) observed at two hours after lens insertion is a benign phenomenon due to an interaction between fl uorescein, MPS preservatives, and corneal cell membranes. The misinterpretation of PATH as “real” corneal staining, like that observed in pathological conditions, may be due in part to the fact that there is not a lot of teaching regarding the true properties of fl uorescein and what is actually occurring when we see either PATH or corneal staining. To discuss the science of fl uorescein, corneal staining, and PATH, I have asked some of the preeminent research experts in the study of fl uorescence spectroscopy and corneal staining from around the world to share their new research and personal opinions on these topics...

The science of compliance

A survey conducted in Australia and the Asian region of the way in which contact lens wearers use and maintain their lenses reveals disturbingly low levels of compliance with recommended practice. Key problem areas are identified, and a plea is made for practitioners to help reverse this trend.

Scepticism and trust: two counterpoint essentials in science education for complex socio-scientific issues

In this response to Tom G. K. Bryce and Stephen P. Day’s (Cult Stud Sci Educ. doi:10.1007/s11422-013-9500-0, 2013) original article, I share with them their interest in the teaching of climate change in school science, but I widen it to include other contemporary complex socio-scientific issues that also need to be discussed. I use an alternative view of the relationship between science, technology and society, supported by evidence from both science and society, to suggest science-informed citizens as a more realistic outcome image of school science than the authors’ one of mini-scientists. The intellectual independence of students Bryce and Day assume, and intend for school science, is countered with an active intellectual dependence. It is only in relation to emerging and uncertain scientific contexts that students should be taught about scepticism, but they also need to learn when, and why to trust science as an antidote to the expressions of doubting it. Some suggestions for pedagogies that could lead to these new learnings are made. The very recent fifth report of the IPCC answers many of their concerns about climate change.

Patterns of social capital associated with transit oriented development

In policy circles, transit oriented development (TOD) is believed to enhance social capital, however empirical evidence of this relationship is lacking. This research compares levels of social capital between TOD vs. non-TOD areas in Brisbane, Australia. Using a Two Step cluster analysis technique, three types of neighbourhood groupings were identified based on net employment density, net residential density, land use diversity, intersection density, and public transport accessibility: TODs, transit adjacent development (TADs) and traditional suburbs. Two dimensions of social capital were measured (trust and reciprocity, connections with neighbours) based on factor analysis of eight items representing elements of social capital. Multivariate regression analyses were conducted to identify links between the distributions of the dimensions of social capital on areas defined as TODs, TADs, and traditional suburbs controlling for socio-demographics and environmental factors. Results show that individuals living in TODs had a significantly higher level of trust and reciprocity and connections with neighbours compared with residents of TADs. It appears that TODs may foster the development of social sustainability.