A whole school approach to sustainability: learning from one school's journey towards sustainable education (SE)

This thesis investigated how one whole-school community in Melbourne, Australia engages with the current paradigm of Sustainable Education (SE). The sustainability education initiatives and frameworks put in place within one independent school were investigated through an in depth case study framed within a whole-school approach towards SE. A vision of a whole school approach based on educating for a sustainable future is presented that can, and did, guide school improvement and reform. Using a qualitative approach, semi-structured interviews were conducted with four senior staff members over twelve months along with observations undertaken within four focus classes: one from each stage of schooling: Early Learning Centre (ELC), Primary Years - Prep to 6, Middle Years - 7 to 9 and Senior Years 10 - 12 in addition to whole school events. Document analysis of a wide range of school related documents along with analysis of local and international literature provided the framework for inquiry. The case study of one school in Melbourne that enacts a whole-school approach provides evidence that engaging with the SE paradigm provides transformative teaching and learning opportunities across all stages of schooling. The findings demonstrate the pivotal role of school vision and ethos as the school's philosophical underpinnings directly led to the development of the whole school sustainability framework and curriculum initiatives set in place towards SE. The importance of having a whole school approach was strongly highlighted that embraced all aspects of a learning community, from governance to the curriculum, making sustainability more than just a way of doing, but a way of being. The findings provided ample evidence for the important connection between SE and an inquiry based approach: such teaching and learning must seek to be transformative through integrated, transdisciplinary, place-based, student-centred, experiential and social learning. School leadership was recognised for creating a unique school vision, culture and curriculum model for teaching and learning centred around living sustainably. The explicit inclusion of the school's educational philosophies into the curriculum and policy documents greatly advanced and continues to maintain the degree of focus on sustainability at a whole school level. Systems theory reveals itself as a guiding and practical channel for deepening the school's praxis, highlighting the importance of moving from systematic to systemic approaches. Thus, this study revealed the intricate nature at work within one school community and the significance of viewing school initiatives from a systems perspective In conclusion, this thesis indicates that necessary steps towards a sustainable future are well underway and continuing to evolve within one educational community and other schools can initiate their own journey towards ecological sustainability and can be encouraged, reassured and guided by the initiatives reported her