Educating for Sustainable Worlds PG (9088.3)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Post Graduate Level|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn completion of this unit, students will be able to:
1. Demonstrate understanding of sustainability as a complex and interconnected challenge requiring multiple perspectives and problem-solving strategies;
2. Inquire into different perspectives on sustainability and analyse their ethical and practical implications for professional practice;
3. Effectively communicate their knowledge about global and domestic sustainability policies and programs and their opinions about them; and
4. Demonstrate their capacity to combine professional knowledge and social responsibility through revisioning ways of educating for sustainable human and ecological communities.
Graduate attributes1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - communicate effectively
2. UC graduates are global citizens - think globally about issues in their profession
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
Incompatible unitsRestrictions: This unit is not open to students who have passed 7678 Sustainable Futures PG.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Dr Ann Hill|
GENERAL/BACKGROUND READING LIST
N.B. All compulsory readings will be provided in the unit Canvas site.
Agyeman, J., R. Bullard, and B. Evans (Eds.) (2003) Just Sustainabilities: Development in an Unequal World. Cambridge MA: MIT Press (Library)
Brown, V., Harris, J.A, & Russell, J.Y. (2010) Tackling Wicked Problems: Through the Transdisciplinary Imagination, London & New York: Earthscan. (Library)
Clarke, P. (2011) Education for Sustainability: Becoming Naturally Smart, London: Routledge. (Library)
Davis, J. (Eds.) (2010) Young Children and the Environment: Early Education for Sustainability, Port Melbourne VIC: Cambridge University Press. (Library)
Ehlers, E. & Krafft, T. (Eds.) (2006) Earth Systems Science in the Anthropocene (E-Book), Berlin, New York: Springer. (online)
Gibson, K., Rose, D.B. & Fincher, R. (Eds.) (2015) Manifesto for Living in the Anthropocene (E-Book) New York: Punctum Books (Library and online)
Grey, D., Camino, E., & Colucci-Gray, L. (Eds.) (2011) Science, Society and Sustainability: Education and Empowerment for an Uncertain World, London: Routledge.
Oxford R. L. & Jing Lin, R.L.O (Eds.) (2012) Transformative Eco-Education for Human and Planetary Survival, Charlotte, NC: Information Age Publishers (Library)
Jones, P., Selby, D., & Stirling, S. (Eds.) (2010) Perspectives and Practices Across Higher Education, London, Stirling,VA: Earthscan. (Library)
Kulnieks, A., Longboat, D.R., and Young, K. (Eds.) (2013) Contemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place. Rotterdam, Boston and Taipei: Sense Publishers. (Library)
Lewis, W. (2012) Radical Human Ecology: Intercultural and Indigenous Approaches, (E-Book) Farnham: Ashgate Publishing. (Online)
Littledyke, M., Taylor, N. & Eames, C. (2009) Education for Sustainability in the Primary Curriculum: A Guide for Teachers, South Yarra, VIC: PalgraveMacmillan. (Library)
Martusewicz, R., Edmundson, J., & Lupinacci, J. (2011) Ecojustice Education: Towards Diverse, Democratic and Sustainable Communities. New York: Routledge (Library)
Robertson, M. (Ed.) (2007) Sustainable Futures: Teaching and Learning, A Case Study Approach, Camberwell, Vic: ACER Press (Library)
Somerville, M. & Greene, M. (2015) Children, Place and Sustainability, South Yarra, VIC: PalgraveMacmillan (Library)
Steffen, W. et al (2009) Australia's Biodiversity and Climate Change, Collingwood VIC: CSIRO. (Library)
Taylor, A. (2013) Reconfiguring the Natures of Childhood. London: Routledge (Library).
Submission of assessment items
Extensions & Late submissions
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
Special assessment requirements
An aggregate of 50% is needed to pass this unit
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
This unit requires ongoing commitment to student learning and professional engagement. Indicative hours are as follows:
Workshops: 20 hours
Private study/research: 30 hours
Workplace learning: 50 hours
Assessment tasks: 50 hours
Inclusion and engagement
Engagement with mini-lectures and online activities is required pre, during and post the Intensive in order to prepare for the assessment tasks and to demonstrate that you have achieved the learning outcomes.
Required IT skills
Ability to operate proficiently and independently in the LearnOnline Canvas environment
Work placement, internships or practicums
The theoretical foundations of this unit are interdisciplinary. They draw from earth systems science, environmental philosophy and non-western philosophies. The unit is also research led. The unit convener (and guest speakers where applicable) are active researchers. Unit content is based upon their research.