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Abstract
This paper reports some findings from an investigation of educational practice in ten (formal and informal) education for sustainability (EfS) initiatives, to characterise exemplary practice in school and community education for sustainability, considered crucial to Australia’s future. The study focused on rural/regional Australia, specifically New South Wales sites in the Murray-Darling Basin (crucial to Australian agricultural economy, under substantial environmental threat, undergoing significant social and demographic change). The research used and explored new developments in practice theory, aiming to achieve innovative rich characterisations of individual and extra-individual (cultural, discursive, social, material) aspects of practice. The study aimed to derive implications for theory, policy and practice in relation to sustainability and EfS, practice theory, education, and more specifically education for the professions (including the initial education and continuing professional development of educators).
Acknowledgements
We would like to acknowledge and thank all of the wonderful people involved in each of the ten Sustainability sites we investigated, who so generously shared their specialist knowledge and visions for a better future with us.
The authors express their gratitude to William Adlong and Barbara Conlan for advice and assistance in the preparation of this article. We are also grateful to the anonymous reviewers for their suggestions about how our manuscript could be improved. The ‘Sustaining Practice’ project was supported under the Australian Research Council’s Discovery Projects funding scheme (Project Number DP0773951).