This thesis contends that conservative academic culture and the predominance of
science-based courses can block the inclusion of green education into tertiary
curricula. In the study, I used a participatory action research approach, embedded in a
critical research paradigm, in order to work with interested students and community
groups as well as academia at the University of Canberra. During the research period,
I aimed to further develop green education on the campus, while observing responses
of academia, students and environmentally related community groups. Data were
analysed using an analytical model linking education with social change.
The thesis addresses the following questions: how do students demonstrate their
interest in environmental sustainability; why are formal studies within an institution
unable to respond to student interest; what characterises the gap between formal
university studies and non-formal environmental education in relevant community
groups; what is green education, how is it put into practice, and does it bridge the gap
between formal studies and community-based environmental education.
The study found that the environmental science-based course at the university was
focussed on the transmission of knowledge rather than the teaching of contemporary
problem solving in the form of green education. The formal environmental education
of the university setting varied greatly in terms of purpose, culture, values and
philosophy from the environmental education of the community, which was
compatible with the theory of green education. Communication between academia
and community groups was minimal. The study also demonstrates that following
student activities, green education has now been implemented in many universities
around the globe, resulting in a breakdown of the barrier between formal and nonformal
education sectors. Students have set-up and maintained links with the green
education practiced by community groups, and have then brought ideas of green
education into universities. Recommendations are made for green education at the
University of Canberra.
| Identifer | oai:union.ndltd.org:ADTP/219166 |
| Date | January 2000 |
| Creators | Nilsson, Anna, n/a |
| Publisher | University of Canberra. Professional & Community Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Anna Nilsson |
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