Whilst education for sustainable development in Australia tends to be positioned within environmental sciences, there appears to be a universal lack of success in developing a consistent and coherent programme in teacher education (Gough, 2016). Sustainable development as defined by global policy statements can often suggest relevance to developing countries, through global intent statements such as quality education for all, eradication of poverty, or gender equity. Evidence and success of implementation of programs in these mainly non -Western countries are notable, as these programs are contextualised in the local environments and cultures. Recent and broader definitions of Education for Sustainability invite a re-orientation towards critical thinking and transformative practices, opening up spaces for different worldviews, social justice, ethics and values for sustainable living. Teacher education for all levels of schooling plays a vital role in the achieving Education for Sustainable Development goals.
This paper discusses experiences of three Aboriginal and Torres Strait Islander pre-service teachers at an Australian university (from early childhood, primary and secondary programs) in embedding Indigenous knowledges during teaching practicum. Blending a case study approach with decolonising research methodology, this case study illustrates how foregrounding Indigenous knowledges through a holistic framework into the curriculum can inspire students’ critical thinking through Science, English Literacy and Dance. We argue that enabling and empowering teachers to blend both Western scientific knowledges with Indigenous knowledge systems through curricula and pedagogies allows future citizens to study and value their local contexts, acknowledge cultural meaning of places and spaces, and to accept responsibility to restore environmental and social justice. The challenge remains with teacher education providers and the broader policy stakeholders to recognise the imperative of the same.
Reference
Gough, A. (2016). Teacher education for sustainable development: past, present and future. In W. Filho & P. Pace (eds.). Teaching education for sustainable development at the university level. Geneva: Springer.
