Hostname: page-component-586b7cd67f-dlnhk Total loading time: 0 Render date: 2024-11-30T20:06:37.962Z Has data issue: false hasContentIssue false
  • English
  • Français

Education for Intercultural Understanding in Australian Schools: A Review of its Contribution to Education for a Sustainable Future

Published online by Cambridge University Press:  23 June 2015

Daniella Tilbury  and
Kate Henderson
Daniella Tilbury*
Affiliation:
Macquarie University
Kate Henderson
Affiliation:
Macquarie University
*
†Graduate School of the Environment, Macquarie University, Sydney NSW 2109, Australia. Email: [email protected]
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Education for Intercultural Understanding seeks a better world. Its principal goal is education for change through addressing social issues with an intercultural perspective arising at the local, national and especially international levels. Underpinning this cross-curricular dimension is education for a sustainable future - a core concern of Environmental Education.

This article will review Australia's engagement with international and intercultural education within formal education with a specific focus on its contribution to a sustainable future. It identifies recent influences that have shaped school policy and practice in this area. Lost opportunities are discussed as well as the scope for future developments, in particular within the socially critical fields of Citizenship Education, Futures Education, Global Education and Anti-racism Education as well as Environmental Education and Education for Sustainable Development. This paper is an extract from a recent report commissioned by the UNESCO Asia-Pacific Centre for Education for International Understanding (APCEIU).

Keywords

intercultural understandingschool policysocially critical educationenvironmental educationsustainable futures.
Type
Viewpoint
Information
Australian Journal of Environmental Education , Volume 19 , 2003 , pp. 81 - 95
Copyright
Copyright © Cambridge University Press 2003

References

Agyeman, J. (2001). Steps to becoming culturally compentent communicators. Human Nature, 6(2), 1–4.Google Scholar
Bliss, S (2002, 11). Global education. Sydney Environmental Education Network Newsletter (SEEN).Google Scholar
Calder, M., & Smith, R. (1993). A better world for all: Development education for the classroom. Books 1 and 2, (2nd ed.). Canberra: AusAID.Google Scholar
Commission on Education of the Universal Forum of Cultures (CEUFC) (2000). The education project – Universal forum of cultures. Barcelona: CEUFC Google Scholar
Curriculum Corporation (2002). Global perspectives: A statement on global education for Australian schools. Carlton: Curriculum Corporation.Google Scholar
Curriculum Corporation (2003). Discovering democracy: Civics and citizenship education. Retrieved January 5, 2003 from http://www.curriculum.edu.au/democracy/aboutdd/rel_sa.htm Google Scholar
Department of Education, Employment and Training, Victoria (DEET) (2001). Guidelines for managing cultural and linguistic diversity in schools. Melbourne: DEET.Google Scholar
Department of Education and Training, NSW (DET) (2001). Environmental education policy for schools. Sydney: Curriculum Support Directorate.Google Scholar
Department of Immigration and Multicultural and Indigenous Affairs (DIMIA) (2003). The evolution of Australia's multicultural policies. Retrieved January 20, 2003, from http://www.immi.gov.au/facts/06evolution.htm Google Scholar
Donohoue-Clyne, I. (1998). Cultural diversity and the curriculum: The Muslim experience in Australia. European Journal of Intercultural Studies, 9(3), 279–289.Google Scholar
Dyer, J. (2002). From “garage sales” to global statements. Deakin University Discussion Paper. Retrieved December, 2002, from http://www.cybertext.net.au/tct2002/disc_paper…/dyer.html Google Scholar
Education Victoria (1998). Investing in the future environmental education for Victoria's schools. Melbourne: Education Victoria.Google Scholar
Environment Australia (EA) (1992). National strategy for ecologically sustainable development. Canberra: Commonwealth of Australia.Google Scholar
Environment Australia (EA) (2000), Environmental education for a sustainable future: National action plan. Canberra: Commonwealth of Australia.Google Scholar
Fien, J. (1993). Education for the environment: Critical curriculum theorising and environmental education. Geelong: Deakin University.Google Scholar
Fien, J. (2001). Education for sustainability: Reorienting Australian schools for a sustainable future, Tela Occasional Paper 7. Fitzroy: Australian Conservation Foundation (ACF).Google Scholar
Fisher, S., & Hicks, D. (1985). The world studies project 8–13: a teacher's handbook. Edinburgh: Oliver & Boyd.Google Scholar
Gerber, R., & Fien, J. (Eds.). (1988). Teaching geography for a better world. Brisbane: Jacaranda Press.Google Scholar
Gough, N. (1988). Futures in Australian education: Tacit, token and taken for granted. Futures, 22(3), 298–310.Google Scholar
Hicks, D., & Holden, C. (1995). Visions of the future: Why we need to teach for tomorrow. Chester: Trentham Books.Google Scholar
Holt, J. (2001). Discovering Democracy in Australia. Prospects, 31(3), 307–318.Google Scholar
Kim, M. (2001). Introducing the Asia-Pacific Centre of Education for International Understanding. SangSaeng, Autumn 2001.Google Scholar
Lee, S. (2001). Towards a new culture of SangSaeng. SangSaeng, 1, 5–7.Google Scholar
National Environmental Education Council (2000). Environmental education for a sustainable future: National action plan. Canberra: Commonwealth Government of Australia.Google Scholar
New South Wales Council on Environmental Education (NSWCEE) (2002). Learning for sustainability: NSW environmental education plan 2002–2005. Sydney: New South Wales Government.Google Scholar
New South Wales Environment Protection Authority (NSW EPA) (1999). Sustainability: A teaching guide. Chatswood: NSW EPA.Google Scholar
NSW Secondary Principals Council (1999). Preferred futures for public secondary education in NSW. Sydney, NSW Secondary Principals Council.Google Scholar
O'Brien, M., & Parry, L. (2002). From national identity to global citizenship: Challenges for citizenship education in Australia. International Journal of Social Education, 17(1), 31–40.Google Scholar
Pike, G., & Selby, D. (1998). Global teacher, global learner. London: Hodder and Stoughton.Google Scholar
Print, M. (1999). Discovering democracy: The confirmation of civics and citizenship education in Australia. International Journal of Social Education, 14(1), 65–79.Google Scholar
Queensland School Curriculum Council Position Paper (QSCC) (2001). Futures Perspective. Brisbane: QSCC.Google Scholar
Racism No Way (2002). Social change online. Retrieved January 9, 2003 from http://www.racismnoway.com.au/index.html Google Scholar
Resource NSW (2002). Sustainable schools project pilot phase 2003. (unpublished).Google Scholar
Slaughter, R. (1999). Futures for the third millennium: Enabling the forward view. Sydney: Prospect.Google Scholar
Stowell, R., & Bentley, L. (Eds.). (1998). New wave geography. Brisbane, Geography Teachers' Association of Victoria and Jacaranda Press.Google Scholar
Thaman, K.H. (2002). Shifting sights: The cultural challenge of sustainability. International Journal of Sustainability in Higher Education, 3(3), 233–242.Google Scholar
Tilbury, D. (1993). Environmental education for sustainability: A grounded theory of change in teacher education. Unpublished PhD thesis, University of Cambridge, England.Google Scholar
Tilbury, D. (1995). Environmental education for sustainability: Defining the new focus of environmental education in the 1990s. Environment Education Research, 1(2), 195–212.CrossRefGoogle Scholar
Tilbury, D. (2002). Active citizenship: Empowering people as cultural agents through geography. In Gerber, R. & Williams, M. (Eds.), Geography, culture and education (pp. 105–113). Netherlands: Kluwer Academic Publishers.Google Scholar
Tilbury, D. (2003, in press). Emerging issues in education for sustainable development. UNESCO Educating for a Sustainable Future: Action, Commitments and Partnership. Invited papers from Summer Place, Johannesburg, 2–3 09 2002. Paris: UNESCO and the South African Ministry of Education.Google Scholar
Tilbury, D., Stevenson, R., Fien, J., & Schrueder, D. (2002). Education and sustainability: Responding to the global challenge. Gland: IUCN.Google Scholar
Tilbury, D., & Henderson, K. (2003). Education for intercultural understanding in Australia. Report to UNESCO Asia-Pacific Centre of Education for International Understanding. Sydney: Macquarie University.Google Scholar
Toh, S.H. (2001). Education for international understanding: Towards a culture of peace. SangSaeng, 1, 8–11.Google Scholar
UNESCO (2002). Education for sustainbility Rio to Johannesbury: Lessons learnt from a decade of commitment. A UNESCO report for international Work Programme on Education, Public Awareness and Sustainability of the United Nations Commission on Sustainable Development (CSD). Paris.Google Scholar
Verma, G. (1997). Inequality and intercultural education In Woodrow, D., Verma, G., Richa-Trinidad, M. & Bagley, C., Intercultural education: Theories, policies and practice. Sydney: Ashgate.Google Scholar
Wiltshire, K., McMeniman, M., & Tolhurst, T. (1994). Shaping the Future. Report of the review of Queensland School Curriculum. Queensland: Government Printer.Google Scholar
Woodrow, D., Verma., G., Richa-Trinidad, M., Bagley, C. (1997) Intercultural Education: Theories, Policies and Practice Sydney: Ashgate.Google Scholar