The Paradox of Education for Sustainability (EfS): An Interpretive Inquiry into Teachers’ Engagement with Sustainability Policy Imperatives in a Western Australian Primary School
This ethnographic, interpretive research investigated how teachers at a Western Australian primary school interpreted and engaged with policy initiatives in Education for Sustainability (EfS). Through the dual concepts of affordance and paradox, representations of sustainability in macro and micro s...
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| Format: | Thesis |
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Curtin University
2019
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| Online Access: | http://hdl.handle.net/20.500.11937/77188 |
| _version_ | 1848763822529052672 |
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| author | Kuzich, Sonja |
| author_facet | Kuzich, Sonja |
| author_sort | Kuzich, Sonja |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This ethnographic, interpretive research investigated how teachers at a Western Australian primary school interpreted and engaged with policy initiatives in Education for Sustainability (EfS). Through the dual concepts of affordance and paradox, representations of sustainability in macro and micro sustainability policy discourses were interrogated. Fragmentation and disorientation; dislocation of affordances; and deep inertia were found to be major obstacles that impeded the implementation of EfS. |
| first_indexed | 2025-11-14T11:09:34Z |
| format | Thesis |
| id | curtin-20.500.11937-77188 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:09:34Z |
| publishDate | 2019 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-771882019-12-06T00:40:28Z The Paradox of Education for Sustainability (EfS): An Interpretive Inquiry into Teachers’ Engagement with Sustainability Policy Imperatives in a Western Australian Primary School Kuzich, Sonja This ethnographic, interpretive research investigated how teachers at a Western Australian primary school interpreted and engaged with policy initiatives in Education for Sustainability (EfS). Through the dual concepts of affordance and paradox, representations of sustainability in macro and micro sustainability policy discourses were interrogated. Fragmentation and disorientation; dislocation of affordances; and deep inertia were found to be major obstacles that impeded the implementation of EfS. 2019 Thesis http://hdl.handle.net/20.500.11937/77188 Curtin University fulltext |
| spellingShingle | Kuzich, Sonja The Paradox of Education for Sustainability (EfS): An Interpretive Inquiry into Teachers’ Engagement with Sustainability Policy Imperatives in a Western Australian Primary School |
| title | The Paradox of Education for Sustainability (EfS): An Interpretive Inquiry into Teachers’ Engagement with Sustainability Policy Imperatives in a Western Australian Primary School |
| title_full | The Paradox of Education for Sustainability (EfS): An Interpretive Inquiry into Teachers’ Engagement with Sustainability Policy Imperatives in a Western Australian Primary School |
| title_fullStr | The Paradox of Education for Sustainability (EfS): An Interpretive Inquiry into Teachers’ Engagement with Sustainability Policy Imperatives in a Western Australian Primary School |
| title_full_unstemmed | The Paradox of Education for Sustainability (EfS): An Interpretive Inquiry into Teachers’ Engagement with Sustainability Policy Imperatives in a Western Australian Primary School |
| title_short | The Paradox of Education for Sustainability (EfS): An Interpretive Inquiry into Teachers’ Engagement with Sustainability Policy Imperatives in a Western Australian Primary School |
| title_sort | paradox of education for sustainability (efs): an interpretive inquiry into teachers’ engagement with sustainability policy imperatives in a western australian primary school |
| url | http://hdl.handle.net/20.500.11937/77188 |