Skip to main content
×
Home
    • Aa
    • Aa

Bridges to Global Citizenship: Ecologically Sustainable Futures Utilising Children's Literature in Teacher Education

  • Debbie Bradbery (a1)
Abstract
Abstract

Developing an understanding of the importance of a sustainable future is vital in helping children to become ‘global citizens’. Global citizens are those willing to take responsibility for their own actions, respect and value diversity and see themselves as contributors to a more peaceful and sustainable world. Children's literature — picture and story books in particular — can be used as a powerful tool to help even the youngest citizens become aware of the need to assume responsibility for creating and enjoying a sustainable future through global citizenship. Children's literature can be utilised to help children examine and change personal lifestyles to secure a sustainable future; to identify, investigate, evaluate and undertake appropriate action to maintain, protect and enhance local and global environments; to challenge preconceived ideas, accept change and acknowledge uncertainty and to work cooperatively and in partnerships with others. This article explores and examines ways in which some examples of Australasian children's literature, specifically Storm Boy (Thiele, 1963), Lester and Clyde (Reece, 1991), The Waterhole (Base, 2001), Window (Baker, 1991) and Belonging (Baker, 2004), have been used in a literacy focused preservice teacher education course to assist preservice teachers entering their internship school placements to develop children's understandings of an ecologically sustainable future. It provides further insight into methods for embedding teaching for a sustainable future into pre-service teacher education.

Copyright
Corresponding author
Address for correspondence: Debbie Bradbery, University of Newcastle, University Drive, Callaghan NSW 2308, Australia. Email: debbie.bradbery@newcastle.edu.au
Linked references
Hide All

This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

E. Anderberg , B. Norden , & B. Hansson (2009). Global learning for sustainable development in higher education: Recent trends and a critique. International Journal of Sustainability in Higher Education, 10 (4), 368378.

C. Banbury , R. Stinerock , & S. Subrahmanyan (2012). Sustainable consumption: Introspecting across multiple lived cultures. Journal of Business Research, 65 (4), 497503.

J.A. Banks (2011). Educating citizens in diverse societies. Intercultural Education, 22 (4), 243251.

G. Burke , & A. Cutter-Mackenzie (2010). What's there, what if, what then, and what can we do? An immersive and embodied experience of environment and place through children's literature. Environmental Education Research, 16 (3–4), 311330.

J. Callow (2008). Show me: Principles for assessing students’ visual literacy. The Reading Teacher, 61 (8), 616626.

A. Cutter Mackenzie , P. Payne , & A. Reid (2010). Editorial: Experiencing environment and place through children's literature. Environmental Education Research, 16 (3–4): 253264.

G. Effeney , & J. Davis (2013). Education for sustainability: A case study of pre-service primary teachers’ knowledge and efficacy. Australian Journal of Teacher Education, 38 (5). doi:10.14221/ajte.2013v38n5.4

S. Elliott , & J. Davis (2009). Exploring the resistance: An Australian perspective on educating for sustainability in early childhood. International Journal of Early Childhood, 41 (2), 6577.

J. Ferreira , & L. Ryan (2013). Working the system: A model for system-wide change in pre-service teacher education. Australian Journal of Teacher Education, 37 (12), 2945.

B. Hopwood , M. Mellor , & G. O’Brien (2005). Sustainable development: Mapping different approaches. Sustainable Development, 13 (1), 3852.

J.S. Horton , S. Hadfield-Hill , P. Christensen , & P. Kraftl (2013). Children, young people and sustainability: Introduction to special issue. Local Environment, 18 (3), 249254.

T. Kasser (2010). Cultural values and the well-being of future generations: A cross-national study. Journal of Cross-Cultural Psychology, 42 (2), 206215.

J. Kennelly , N. Taylor , T. Maxwell , & P. Serow (2012). Education for sustainability and pre-service teacher education. Australian Journal of Environmental Education, 28 (1), 5758.

R. Lester , & P. Fairweather (2009). Modelling future conditions in the degraded semi-arid estuary of Australia's largest river using ecosystem states. Estuarine, Coastal and Shelf Science, 85 (1), 111.

T. Lintner (2011). Using ‘exceptional’ children's literature to promote character education in elementary social studies classrooms. Social Studies, 102 (5), 200203.

G. Mackey (2012). To know, to decide, to act: The young child's right to participate in action for the environment. Environmental Education Research, 18 (4), 473484.

A. Reid , P.G. Payne , & A. Cutter-Mackenzie (2010). Openings for researching environment and place in children's literature: Ecologies, potentials, realities and challenges. Environmental Education Research, 16 (3–4), 429461.

D. Selby (2000). A darker shade of green: The importance of ecological thinking in global education and school reform. Theory into Practice, 39 (2), 8896.

L. Simon , & N.E.L. Norton (2011). A mighty river: Intersections of spiritualities and activism in children's and young adult literature. Curriculum Inquiry, 41 (2), 293318.

S.J. Strife (2012). Children's environmental concerns: Expressing Ecophobia. The Journal of Environmental Education, 43 (1), 3754.

M. Summers , A. Childs , & G. Corney (2005). Education for sustainable development in initial teacher training: Issues for interdisciplinary collaboration. Environmental Education Research, 11 (5), 623647.

A.E. Wals , & B. Jickling (2002). ‘Sustainability’ in higher education: From doublethink and newspeak to critical thinking and meaningful learning. International Journal of Sustainability in Higher Education, 3 (3), 221232.

L. Wason-Ellam (2010). Children's literature as a springboard to place-based embodied learning. Environmental Education Research, 16 (3–4), 279294.

C. White (2002). Creating a ‘world of discovery’ by thinking and acting globally in social studies: Ideas from New Zealand. The Social Studies, 93 (6), 262266.

S. Wilson (2012). Drivers and blockers: Embedding education for sustainability (EFS) in primary teacher education. Australian Journal of Environmental Education, 28 (1), 4256.

Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Australian Journal of Environmental Education
  • ISSN: 0814-0626
  • EISSN: 2049-775X
  • URL: /core/journals/australian-journal-of-environmental-education
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Keywords:

Metrics

Full text views

Total number of HTML views: 6
Total number of PDF views: 38 *
Loading metrics...

Abstract views

Total abstract views: 154 *
Loading metrics...

* Views captured on Cambridge Core between September 2016 - 30th April 2017. This data will be updated every 24 hours.