Utilizing Collaborative Self-Study to Explore Whole-School Approaches to Immersive and Inclusive Pedagogies of Sustainability

• In Event: Imagination, Play, and Creativity as Sustainable Self-Study Practice

Abstract

Whole school approaches (Wals & Mathie, 2022) to sustainability where currents of environmental education (e.g., Sauvé, 2005) are seamlessly integrated with disciplinary subject matter, leadership practices and everyday classroom routines remains elusive in many contexts. We present a case study, based on collaborative self-study, exploring how a Canadian post-secondary institution, Cape Breton University, has enacted inclusive, whole school approaches to sustainability in novel and immersive ways in teacher education. Findings suggest emphasis placed on praxis-oriented, action research and a focus on the incorporation of Mi’kmaw world views such as Two-Eyed Seeing (Etuaptmumk). Next steps include more capacity building for the institution as a whole and greater communication across disciplinary boundaries to further implement whole school approaches to sustainability.

Authors

• Christina Phillips, University of Toronto
  Presenting Author

• Patrick Howard, Cape Breton University
  Presenting Author