Barriers to learning for sustainability: a teacher perspective - Sustainable Earth Reviews

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Barriers to learning for sustainability: a teacher perspective - Sustainable Earth Reviews
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A commentary in Sustainable Earth Reviews provides a first-hand account from a science teacher of the disconnect between international policy on sustainability education and the lived experiences of a classroom teacher.

], p. 233), with no reports of negative impacts of ESD on student performance. My teacher colleagues and senior leaders in my school have not been exposed to this data.Several students recently approached the head teacher to set up a sustainability club. This is something that the school is extremely willing to support. The Department of Education states that:

It is easy to make assumptions about what the students need to know and understand in order to make informed decisions about sustainability-related issues. However, my preconceptions are based on my education to postgraduate level rather than on the interest and experiences of the students. Listening and talking to a range of students in the sustainability club and in my general science lessons were needed to give me insight into what we are doing well and what needs further development.

The school’s sustainably club provides an excellent opportunity to engage students in problem-solving around unsustainable practices at their school such as the use of disposable plastic utensils and energy inefficiencies. We need to encourage the students to make changes themselves and to experiment with which solutions prove most effective.The students are aware of the need to look beyond their school to investigate the political and societal dimensions of barriers to sustainability.

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