Probing the gap between policy and practice in initial early childhood teacher education in australia in relation to education for sustainability
Julie M. Davis, Juliet Davis, Juliet Davis, Juliet Davis
Abstract
Unsustainable living is a critical challenge for all sectors of society. While many universities promote sustainability by supporting campus resource efficiency and sustainability-focused research, these approaches fail to harness the full power of higher education. We argue that Education for Sustainability (EfS) should be at the heart of higher education’s sustainability commitments. This study examined the anecdotal view that initial early childhood teacher education (IECTE) in universities has been slow to embed EfS. A review was undertaken of 41 university websites, their online program materials for Education faculties/schools/departments, and IECTE materials at program and subject level, together with a deeper investigation of the policy and promotional documents of three selected institutions. We analysed the extent to which university policy reflects enunciated practice when it comes to embedding sustainability into IECTE programs. We believe that elevating EfS in IECTE may encourage greater systems-wide action within the broader early childhood education field, as opposed to the adhoc approaches that currently apply. Such a strategic measure offers the possibility for ECEfS to contribute more effectively to positive intergenerational impacts related to sustainability.