Engaging Student Teachers in Sustainable Praxis in Aotearoa/New Zealand

• Authors: Sue Smorti , Madeleine Peters-Algie , Cheryl Rau
• Languages of publication: EN

Abstracts

EN

This paper draws on the narratives of three teaching staff as they collaborate to transform student teachersí thinking and praxis about sustainability through a bicultural perspective that acknowledges indigenous and Western ideologies. It will discuss some of the experiences that the student teachers found to be transformational such as: whakapapa (our connectedness to all things, both living and non-living) and a mini action research project on the ërubbishí generated on their class days. The question the co-researchers pose: How is the [bicultural] conceptual framework visible in our teaching and learning about sustainability? Our findings suggest that student teachers become articulate and passionate about sustainability through engagement in activities that challenge the ëtakenfor- grantedí everyday practices. As confidence and competence increases, student teachers can realise their potential to make significant curriculum changes as they work alongside children and their families to care for planet earth.

Keywords

EN

early childhood; teacher education; M‚ori (indigenous) perspectives; bicultural

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2013
• Volume: 15
• Issue: 1
• Pages: 5-14

Dates

published

2013-06-01

online

2013-07-11

Contributors

author

Sue Smorti

• Te Tari Puna Ora o Aotearoa/New Zealand Childcare Association, PO Box 4284, Manawatu Mail Centre, Palmerston North, 4442. 23 Mihaere Drive, Palmerston North 4414

author

Madeleine Peters-Algie

• Te Tari Puna Ora o Aotearoa/New Zealand Childcare Association, New Zealand

author

Cheryl Rau

• Te Tari Puna Ora o Aotearoa/New Zealand Childcare Association, New Zealand

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Identifiers

DOI

10.2478/jtes-2013-0001