School Strike 4 Climate: The Intersection of Education for Sustainable Development, Education for Global Citizenship and the Australian Curriculum

Autor/inn/en	Menzie-Ballantyne, Karena; Ham, Miriam
Titel	School Strike 4 Climate: The Intersection of Education for Sustainable Development, Education for Global Citizenship and the Australian Curriculum
Quelle	In: Australian Journal of Environmental Education, 38 (2021) 1, S.85-95 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Menzie-Ballantyne, Karena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2021.14
Schlagwörter	Climate; Sustainable Development; National Curriculum; Environmental Education; Citizenship; Foreign Countries; Activism; Concept Formation; Literacy; Numeracy; Global Approach; Interdisciplinary Approach; Teaching Methods; Inquiry; Active Learning; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Klima; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Staatsbürgerschaft; Ausland; Aktivismus; Politischer Protest; Concept learning; Begriffsbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Globales Denken; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Schülerverhalten; Australien
Abstract	In June 2020, an Australian Curriculum (AC) review was announced, particularly regarding content crowding in primary years, flexibility and deep understanding of core concepts. The language of the announcement highlighted again the 'competing-priorities' discourse that suggests a disjuncture between focusing on fundamental knowledge and skills of literacy and numeracy and providing opportunities to develop broader conceptual understandings and skills inherent in the pedagogies of education for global citizenship (EGC) and education for sustainable development (ESD). By contrast, the School Strike 4 Climate rallies exemplified students' integration of knowledge, skills, values and attitudes from a variety of disciplines and broader learning experiences embedded within the AC with the cross-curriculum priorities, particularly sustainability, and the general capabilities. This article claims that the School Strike 4 Climate rallies highlight the interconnection between EGC and ESD and the AC. It will argue that the inquiry-based, pedagogical approaches of EGC and ESD are powerful integrators offering teachers the opportunity to take cross-disciplinary approaches to planning, connecting multiple learning areas from the AC with real-world projects and issues. It is suggested that, far from crowding the curriculum, such integration frees up space and offers opportunities for the deep conceptual understanding the curriculum review seeks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01