In this chapter we reconsider the pedagogical challenges facing environmentally committed teachers. In Chapter 1, we outlined the strengths and possibilities immanent in both place-based pedagogy and in pedagogies of responsibility for all teachers keen to acknowledge the necessity and immediacy of global environmental concerns. Chapters 2 through 9 present accounts of practitioner inquiry from the teachers with whom we have worked over the past three years – work that has aimed to support and extend the repertoires of environmental communication available to them and their students as part of PETA’s Special Forever program. Their stories involve both teachers and students in taking risks, building new knowledge about their local places, and extending their literacy capacities across a range of modes and media. We argue that their success has occurred as a result of two main factors:• their commitment to environmental sustainability within and beyond the Murray–Darling Basin• their connection to, and support of, each other as part of a larger professional learning community. This has been achieved in spite of a number of constraints that need to be identified if other teachers are to learn from their work.
|Title of host publication||Literacies in place|
|Subtitle of host publication||teaching environmental communications|
|Editors||Helen Nixon Barbara Comber, Jo-Anne Reid Jo-Anne Reid|
|Place of Publication||Newtown, Sydney|
|Publisher||Primary English Teaching Association|
|Number of pages||13|
|Publication status||Published - Mar 2007|