EDUC4722

Social & Environmental Education in Early Childhood

2013 S1 2500 Words Maximum Photographic Philosophy Assignment 2 Option 2

DETAILS OF ASSESSMENT Photographic Philosophy: Visual Metaphors for social and environmental education in the early years This assignment draws on your recent Professional Experience and is designed to demonstrate your understanding of the possibilities and issues associated with social and environmental education in early childhood. This assignment is designed to stimulate your thinking about the following questions: What is social and environmental education? Why is it important in the early years? How do children learn about their social and environmental worlds? What aspects of teaching and learning about social and environmental education are most/least difficult for me as an early childhood educator? 2063186 Ster0024 Megan Stern EDUC4722 Social & Environmental Education in Early Childhood Janet Whitten 2400 1

Student ID FAN First name Family name Topic code Topic name Tutorial lecturer Word count

Photographic Philosophy

(I took this photo in 2012 in the Mutitjulu community in the Northern Territory. I lived at Uluru for 4 months and worked with this Indigenous Australian community at the eastern end of Uluru). "The Australian aborigines, reckoned to be among the most primitive of races upon evidence that is far from conclusive, have a region that is well-developed. They worship the Earth Mother, and recognise in their graceful, plaintive stories the prior existence of culture heroes as well limned as any in Valhalla. To an amazing degree they feel the reality of the metaphysical world they have createdthe dreamtime, which is neither a dream nor a period, or if it is a period is one which has no dimension, so that the past and the present exist together Olaf Ruhen.

The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the worlds oldest continuous living cultures. Students will understand that contemporary Aboriginal and Torres Strait Islander communities are strong, resilient, rich and diverse. The knowledge and understanding gained through this priority will enhance the ability of all young people to participate positively in the ongoing development of Australia (ACARA, 2011).

(I took this photo in 2012 of my nephew Charlie and his friends at his fourth birthday, in Gumeracha, South Australia).

Were we to confront our creaturehood squarely, how would we propose to educate? The answer, I think is implied in the root of the word education, educe, which means "to draw out." What needs to be drawn out is our affinity for life. That affinity needs opportunities to grow and flourish, it needs to be validated, it needs to be instructed and disciplined, and it needs to be harnessed to the goal of building humane and sustainable societies. Education that builds on our affinity for life would lead to a kind of awakening of possibilities and potentials that lie dormant and unused in the industrial-utilitarian mind. Therefore the task of education, as Dave Forman stated, is to help us 'open our souls to love this glorious, luxuriant, animated, planet.' The good news is that our own nature will help us in the process if we let it. David Orr.

Sustainability will allow all young Australians to develop the knowledge, skills, values and world views necessary for them to act in ways that contribute to more sustainable patterns of living. It will enable individuals and communities to reflect on ways of interpreting and engaging with the world. The Sustainability priority is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action ACARA, 2011).

(In November 2012 to February 2013 I volunteered to teach English, Art and Physical Education and build resources such as a playground and chicken coops in a rural primary school of Cusco, Peru in South America).

So now you must choose... Are you a child who has not yet become world-weary? Or are you a philosopher who will vow never to become so? To children, the world and everything in it is new, something that gives rise to astonishment. It is not like that for adults. Most adults accept the world as a matter of course. This is precisely where philosophers are a notable exception. A philosopher never gets quite used to the world. To him or her, the world continues to seem a bit unreasonable - bewildering, even enigmatic. Philosophers and small children thus have an important faculty in common. The only thing we require to be good philosophers is the faculty of wonder Jostein Gaarder.

(In November 2010 I travelled to Thailand and volunteered to work with a local grassroot community organisation, in the remote northern region.).

The Asia and Australias engagement with Asia priority provides the opportunity for students to celebrate the social, cultural, political and economic links that connect Australia with Asia. The Asia and Australias engagement with Asia priority has been developed around three key concepts; Asia and its diversity, achievements and contributions of the peoples of Asia and Asia-Australia engagement. These concepts are regarded as fundamental to learning in the priority. Each concept comprises a number of organising ideas that provide a scaffold for developing related knowledge, understanding and skills. These are embedded in each learning area according to the relevance of its content to the organising ideas. An organising idea may draw on content from more than one learning area. Taken as a set, the organising ideas provide a coherent framework for the priority (ACARA, 2011).

Introduction For decades society and environmental education has been a vital element in the Australian curriculum. The following literature draws on influential documents from the 1990s to current documentation that has an influence on the National Curriculum today. The contemporary Australian Curriculum (ACARA) has an emphasis on History and Geography disciplinary studies. ACARA has renewed cross curriculum priorities that are relevant to the lives of students and address the contemporary issues that they face. There are multiple theoretical frameworks to approach society and environmental education, however, this paper uses a lens of value. Teaching for future goals is the essence of education and this paper explores values of society and environmental education and gives special attention to the three listed priorities of the National Curriculums. The priorities are Aboriginal and Torres Strait Islander histories and cultures, Asia and Australias engagement with Asia and sustainability. The importance of these concepts in early childhood education is outlined and ways in which children make meaning of them are discussed. It is concluded, in order to organise society and environmental content relevantly into a coherent set of experiences related to broader educational goals, an educator must adopt both a culturally relevant and critical teaching pedagogies.

Social and Environmental Education Social and environmental education has changed in context within the Australian curriculum. Although, the foundational nature and purpose of the study has been somewhat consistent the approaches of social and environmental education have shifted over the years. A key challenge in preparing to teach in any curriculum area is the fact that curriculums changes along with the changing culture and society of which they are a part (Gilbert & Hoepper,

2011, p.3). Social and environmental education is a key theme of transformation along with changing political agenda and society, cultural and environmental change. However, the core nature and aims of the social and environmental curriculum should be a resource for students to understand how particular social, cultural, economic and environmental events from throughout history define peoples' life experiences. Knowledge of these events helps students to develop the ability to contribute to our culturally diverse society as reasonable and informed citizens (Department of Education, Training and Employment, 2013).

The major change of contemporary societal and environmental education is the result of the Australian Curriculum, Assessment and Reporting Authority (ACARA). ACARA's work is carried out in collaboration with a wide range of stakeholders, including teachers, principals, governments, State and Territory education authorities, professional education associations, community groups and the general public (ACARA, 2011). The subjects that have generally been programmed as studies of society and environment such as; Australian history, geography, economics, politics, law, Aboriginal and Torres Strait Islander cultures and history, globalisation, civics, citizenship and sociology have been replaced by the subject titles of history and geography (Gilbert & Hoepper, 2011, p.4). The curriculum, developed at a national level, has integrated these processes relevant for societal and environmental education into a framework of Humanities and Social Sciences and largely under the curriculum strands of History and Geography. The literature can lead to adopting different approaches to the curriculum and also how educations systems tend to reflect these approaches in the syllabus and curriculum frameworks they design (Marsh, 2008, p.17). However, the individual educator will need to consider their own values, the purpose of society and environmental education, incorporating and organising disciplines, correct pedagogy, and the knowledge, skills and values of young students today. Gilbert & Hoepper

(2011) state teachers of society and environment face a fascinating prospect, they have a chance to introduce their students to new worlds of knowledge and new ways of thinking with which students can build their futures, preparing to teach in such a broad, complex and dynamic field is a great challenge (pp.7-8).

The Importance of Social and Environment Education in the Early Years Society and environmental education is not only a challenge for educators, being based on a number of important value orientations, it can also be an exciting and challenging learning area for young children. Studies of society and environment involves the study of people as social beings, as they interact with one another, with the natural and social environment, and in various places at a time (Marsh, 2001, p. ix). Society and environmental education in the early years provides a framework for children to develop, through a process of inquiry, knowledge, understanding, skills and values regarding the natural and social world in which they live. A primary purpose is to introduce young children to a world of ideas and experiences which will enhance their self-knowledge and assist them to participate in their world (Queensland School Curriculum Council, 1999, p.1). Marsh (2008) suggests that a system of values influences both the teaching and learning of society and environmental education. He states it is important to understand that values underpin the content we select, they way we teach and learn and what we access (p.15). There is often disagreement around values and each individuals will differ to the next. However, as a community there are shared values and there are values that are forced by law. Students are not free to be openly racist, sexiest or to discriminate against people with disabilities, since these attitudes are prohibited by specific legislation (Marsh, 2008. P.15). However, children must be given the opportunity to understand the reasoning of these values and why they are not negotiable. Society and environmental education is not about indoctrinating or programming thought but supporting

active participation and critical thought around values and issues that come naturally from social and environmental experiences. When children learn about their environmental worlds, education should give them the agency to explore and negotiate concepts and ideals.

Values will differ from each individual but difference can be shared and celebrated. The importance of values has been highlighted by the National Framework for Values Education in Australian Schools (Department of Education, Science and Training, 2005). These values are identified in table 1. The interesting thing about the list of values in table 1 is the extent to which they relate to ideas and issues of society and environmental education (Marsh, 2008, p. 15).

Table 1.

Care and compassion Doing your best Fair go

Care for self and others. Seek to accomplish something worthy and admirable, try hard, pursue excellence. Pursue and protect the common good where all people are treated fairly for a just society.

Freedom

Enjoy all the rights and privileges of Australian citizenship free from unnecessary interference or control, and stand up for the rights of others.

Honesty and trustworthiness Integrity

Be honest, sincere, and seek the truth. Act in accordance with principles of moral and ethical conduct, ensure consistency between words and deeds.

Respect

Treat others with consideration and regard, respect another persons point of view.

Responsibility

Be accountable for ones own actions, resolve differences in constructive, non violent and peaceful ways, contribute to society and to civic life, take care of the environment.

Understanding, tolerance and inclusion

Be aware of others and their cultures, accept diversity within a democratic society, being included and including others.

National Framework for Values Education in Australian Schools (2005), Department, Science and Training, Canberra (cited in Marsh, 2008, p15).

In 2011 the Melbourne Declaration identified three key areas of value that are addressed in the national curriculum for the benefit of both individuals and Australia as a whole. They enable the delivery of learning area content at the same time as developing knowledge, understanding and skills relating to Aboriginal and Torres Strait Islander histories and cultures, Asia and Australias engagement with Asia and Sustainability (ACARA, 2011). By incorporating the three separate curriculum priorities as separate bodies of knowledge in society and educational education, students can engage in conversations and between learning areas and between students, teachers and the wider community.

Aboriginal and Torres Strait Islander Histories and Cultures

The national curriculum states; The Aboriginal and Torres Strait Islander histories and cultures priority provides the opportunity for all young Australians to gain a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures, deep knowledge traditions and holistic world views. This knowledge and understanding will enrich all learners ability to participate positively in the ongoing development of Australia through a deepening knowledge and connection with the worlds oldest continuous living cultures (ACARA, 2011). Society and environmental education can offer children the resources to understand the history of dispossession, oppression and racism that been instrumental in shaping the lives of indigenous Australians and constricting opportunities. Education is essential to remedy this situation, but it depends heavily on the intervention of teachers (Partington, 1998, introduction). Reconciliation education and an inclusive curriculum should begin in early childhood education where a continuum of scaffolding should be built along the school years. A scaffolding learning cycle is applied at all levels and involves educators to work collaboratively in approaching curriculum planning, to sequences of activities in a lesson, and to the interactions between teachers and learners in the classroom. A continuum of scaffolding

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and reflection will ensure an evident change. Mackinlay & Barney (2010) propose through the learning area of society and environmental education students can do the following:

1. Engage with knowledge of Aboriginal and Torres Strait Islander history, culture and identity. 2. Understand the ways in which Aboriginal and Torres Strait Islander history, culture and identity have been constructed throughout colonisation. 3. Understand the ways in which Aboriginal and Torres Strait Islanders are researching back, articulating their own histories, cultures and identities. 4. Engage in dialogue regarding Aboriginal and Torres Strait Islander issues and how these issues fit in the contemporary contexts at individual and whole social movement levels. 5. Engage with introductory skills in critical analysis, and how these can be employed to reveal the power relations implicit in colonial discourse. 6. Engage in an introduction to conceptions of social healing and relational responsibility (p.92).

The politics should be made visible to children and they should be aware of the reconciliation gap not protected from the idea. MacNaughton & Davis (2001) state for those early childhood staff committed to an anti-bias curriculum, these debates challenge us afresh to think about how reconciliation between black and white might be achieved in our work with young children and our role in helping children construct their sense of identity and citizenship(p.84). Through discourse and society and environmental learning educators can access childrens prior knowledge, scaffold upon their understanding and challenge, rather than recreate, the reconciliation gap and colonialism.
Asia and Australias engagement with Asia

The national curriculum states; The Asia and Australias engagement with Asia priority provides the opportunity for students to celebrate the social, cultural, political and economic links that connect Australia with Asia. The Asia and Australias engagement with Asia priority has been developed around three key concepts; Asia and its diversity, achievements and contributions of the peoples of Asia and Asia-Australia engagement. These concepts are regarded as fundamental to learning in the priority. Each concept comprises a number of organising ideas that provide a scaffold for developing related knowledge, understanding and skills (ACARA, 2011). 11

Asia can be defined in geographical terms and it can also be described in terms of cultural, religious, historical and language boundaries and commonalities. Early childhood society and environmental education can build the foundations for understandings around Australias extensive engagement with Asia in social, cultural, political, and economic spheres. Using visual art to disrupt the dominant whiteness in the classroom and puzzles, games and story books of Asian history and culture will expose young children to cultural diversity. Marsh (2008) suggests role play as an important technique for exploring multicultural issues (p.423). A particular form of role play is socio-drama that can be used to help both students and teachers to explore cultural concepts and solve problems together.

The Ways in Which Children Learn About Their Environmental Worlds Curriculum frameworks have shifted society and environmental education from rote learning of facts and dates to inquiry and critical approaches to our social and environmental worlds. Students are encouraged to think deeply about their own society and environment and about the wider world and their analyses may vary significantly to their peers. Gilbert & Hoepper (2011) state; The changing world of which our students are part increases the need for this approach. Challenges including climate change and global poverty demand solutions that are unlikely to come from conventional thinking. Rather, those challenges present an urgent invitation to people to identify the deep-seated causes of the crises and to propose solutions based on fresh ideas, assumptions and values (p.60). Early childhood education can begin the foundation for this learning with environmental education and experiences. Environmental education in the early years is conducted by exploring the natural environment such as plants, trees, mud, sand, water, rocks and having a connection to nature. However, these studies are difficult to relate to childrens contemporary experiences, given the pace of the last two decades where children are living in textual, visual, virtual and highly digitised worlds (Zevenbergen, 2007). Although, the literature is limited, 12

the Early Years Learning Framework (EYLF) reflects the importance of environmental learning as an aspect of practice and as a subcategory of Learning Outcome Two: Children are connected with and contribute to their world (EYLF, 2009). The framework states they foster an appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education (DEEWR, 2009, p. 16). Cutter- Mackenzie (2011) notes the EYLF document draws from contemporary literature emphasising environmental education, however, does not reflect sustainability. A recent policy document by UNESCO (2008) is indicative of this stance, suggesting that early childhood education for sustainability is much more than environmental education. It should be broader than simply taking children outdoors to discover the beauty of nature and speaking about the natural environment (cited Cutter- Mackenzie, 2011, p. 53).

Sustainability

The national curriculum states; The Sustainability priority provides the opportunity for students to develop an appreciation of the necessity of acting for a more sustainable future and so address the ongoing capacity of Earth to maintain all life and meet the needs of the present without compromising the needs of future generations. The Sustainability priority is futures-oriented and calls on students to act sustainably as individuals and to participate in collective endeavours that are shared across local, regional and global communities. It emphasises the interdependence of environmental, social, cultural and economic systems (ACARA, 2011). It is in the early childhood years that the foundations are made for the development of environmentally responsible adults and therefore a better world. By setting up environments for open ended play in and acting as a facilitator in the childrens play, discussion and knowledge of sustainability can develop. Elliott & Davis (2004) declared that early childhood educators have a powerful window of opportunity to play an active and significant role in assisting young children to understand sustainability issues, concepts and practices

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(p.4). Through directed play children can explore existent and complex concepts of sustainability and build the foundations for lifelong learning.

The Aspects of Teaching and Learning of Social and Environment Education that are the Most and Least Difficult For Me As An Educator I understand delivering a successful society and environmental education will be a great challenge as an educator. The most difficult aspect is to access both local and global

perspectives and use culturally relevant content for all individual students. The focus is on the study of people as social beings, and the way they interact with each other within society and culture and the environment. To be an informed and committed educator and in a culturally diverse society I must use a cultural relevant pedagogy and consider the systems of beliefs, values, customs, and histories of all students and reflect them in the curriculum. Gay (2010) states culturally relevant teaching is a pedagogy that recognises the diverse cultural characteristics of students from different ethnic backgrounds and adjusts teaching methods to account for this diversity (p.39). Using childrens personal and cultural knowledge as part of the curriculum is essential for this approach of pedagogy.

The aspect of delivering a successful society and environmental education that will come with more ease is adopting a critically pedagogy. Drawing upon the literature, the concept of caring is a critical element of cultural relevant pedagogy and the foundation for critical pedagogy. I care about the influence I can have on my students futures, their values, education, their environment, community and their role in that community. I believe a teacher affects eternity, as an educator it is impossible to know where the influence stops. I will be consistently be critically reflecting and transforming my practice to reach all individuals. Howard (2003) states critical teacher reflection is essential to culturally relevant pedagogy because it can ultimately measure teachers levels of concern and care for their students 14

(p.199). An educators willingness to critically reflect on self values, knowledge, self identity and practice towards socio-cultural diversity can disclose and prompt true concern and commitment of academic success and emotional well-being of their students. The very nature of education is built on revisiting curriculum, pedagogy and assessment to meet the needs of ever changing communities and societies. Reflection is a process tied into these actions and even the most seasoned teachers who use culturally relevant forms of teaching are prone to mistakes, lapses in judgement, or other forms of missteps(Howard, 2003, p.200). Critical pedagogy is a never-ending process of learner and teacher growth, varying between the educator and students; this is what I look forward to.

Conclusion In conclusion society and environmental education is an umbrella body of disciplines, theoretical frameworks, and complex concepts. Educators should access the relevant tools and resources for their students to explore through enquiry. Educators should beware of their own values and bias and be conscious of them when choosing an approach to a society and environmental educational model. Values influence the content we select and this paper has drawn upon three significant values that ACARA has selected as key curriculum priorities. Curriculum theorists advocate different theoretical concepts and approaches. However, individual teachers must select an approach that is relevant for the community, school and individual students involved. Students must be active participants in their learning to negotiate values and understandings. Learning through the arts, discourse, discussion, physical involvement and interactions in natural and social environments offers children agency to build their own knowledge and skills for life-long learning. If an educator adopts a critical pedagogy and reflects upon practice then they too can learn on a continuum in the challenging area of society and environmental education.

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Reference List

ACARA, Australian Curriculum, Assessment and Reporting Authority, The Australian Curriculum: Diversity, Retrieved on 3rd June 2013 from http://www.australiancurriculum.edu.au ACARA, Australian Curriculum, Assessment and Reporting Authority, The Australian Curriculum: Priorities, Retrieved on 14th June 2013 from http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, Being and Becoming. The Early Years Learning Framework for Australia. Canberra, ACT: Commonwealth of Australia. (Department of Education, Training and Employment, (DETE) (2013) Education Queensland. Accessed June 15th 2013 from http://education.qld.gov.au/corporate/ Elliott, S., & Davis, J. (2004). Mudpies and daisy chains: Connecting young children and nature. Every Child, Vol.10, No.4. Gay, G. (2010). Culturally Responsive Teaching, 2nd Ed. New York, New York: Teachers College Press. Gilbert and B. Hoepper (Eds) (2011) Teaching society and environment 4th edition, South Melbourne: Cengage. Howard, T,(2003). Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection, Theory Into Practice, Vol.42, No.3, p.195-202. Mackinlay, E. & Barney, K. (2010). Transformative learning in first year Indigenous Australian studies: Posing problems, asking questions and achieving change. A Practice Report. The International Journal of the First Year in Higher Education, Vol.1, No.1, 91-99. MacNaughton, G. & Davis, K. (2001). Beyond othering: Rethinking approaches to teaching young Anglo-Australian children about indigenous Australians. Contemporary Issues in Early Childhood, Vol. 2, No.1, 83-93. Marsh, C, (2001). Studies of Society and Enviroment, Exploring the Teaching Possibilities, 3rd Edition, Pearson Education Australia, NSW. Marsh, C, (2008). Studies of Society and Enviroment, Exploring the Teaching Possibilities, 5th Edition, Pearson Education Australia, NSW.

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Partington, G. (1998), Perspectives on Aboriginal and Torres Strait Islanders Education, Social Science Press, Katoomba NSW. Queensland School Curriculum Council, (1999), Draft studies of Society and Environment years 1-10 syllabus. Brisbane, Queensland School Curriculum Council. United Nations Educational, Scientific and Cultural Organisation (UNESCO) (2008). The contribution of early childhood education to a sustainable society. Paris: UNESCO. Zevenbergen, R. (2007) Digital natives come to preschool: Implications for early childhood practice. Contemporary Issues in Early Childhood, Vol. 8 No.1, 1929.

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