Monica Green

Bio: Monica Green is an academic researcher from Federation University Australia. The author has contributed to research in topics: Place-based education & Curriculum. The author has an hindex of 11, co-authored 34 publications receiving 323 citations. Previous affiliations of Monica Green include University of Queensland & Charles Darwin University.

Sustainability education: researching practice in primary schools

Abstract: Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education into their teaching practice can offer important insights into how these perceived problems can be overcome. The paper is based on data from the third year of a longitudinal study about teacher education and teacher professional learning for sustainability in primary education. The third year of the study investigated teachers’ understandings of sustainability and how sustainability education is manifested in eight rural and regional primary schools in Victoria, Australia. Data included photographs of school grounds and sustainability projects, audio recordings of focus groups with teachers and principals, and field notes of meetings with school staff. Sustainabil...

Transformational design literacies: children as active place-makers

Abstract: Innovative curriculum frameworks that support children as active researchers and designers in everyday learning contexts remain unprioritized in school settings. Design literacies challenge and expand existing curriculum structures at a time when state and national curriculum privilege literacy and numeracy testing. Drawing on a broader ethnographic study that examined children's inhabitation of school food gardens through pedagogies of food production, ecology and design in three Australian primary schools [Green, M. 2011. “Place Matters: Pedagogies of Food, Ecology and Design.” Unpublished PhD, Monash University Churchill Victoria], this paper focuses on the design literacies or ‘design-centered pedagogy’ [McLaren, S. 2008. “Learning for Engagement: Lose the Ring-Fencing.” Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland] that supported children's engagement with everyday learning in one sch...

A Pedagogy of “Organized Chaos”: Ecological Learning in Primary Schools

Abstract: Abstract:In this paper we theorize an “enabling place pedagogy” drawn from the findings of two studies of exceptional place-based teaching and learning initiatives in primary schools in low socio-economic communities in rural and regional Australia. In each case the place-based teaching and learning involved the whole school community and was extended to the communities outside of the school. Children across all grade levels participated in the programs, which were enacted in varying degrees across the curriculum. We propose the notion of “organized chaos” as a way to understand the extraordinary nature of the pedagogical encounters offered by the two leading teachers. Through a pedagogy of organized chaos, infinite connections are made possible, opening the way for alternative learner subjectivities, especially for children who are different and those who do not achieve well in conventional classroom teaching. We argue that through a pedagogy of organized chaos in diverse outdoor learning environments, deep ecological learning takes place that enables different ways of being in and knowing the world.

Understanding Indigenous Australians’ experiences of cancer care: stakeholders’ views on what to measure and how to measure it

Abstract: Disparities in cancer outcomes amongst Indigenous Australians reflect a pattern of reduced access to and engagement with health services. A growing emphasis on patient-centred care has increased efforts to measure patient experiences, but it is unclear whether existing approaches: a) assess the most critical aspects of care that shape the experiences of Indigenous people with cancer; and b) facilitate the engagement and participation of Indigenous people with the measurement of care experiences. Two rounds of semi-structured interviews and focus groups were used to elicit stakeholders’ views on priorities for measuring the cancer care experiences of Indigenous cancer patients and on the acceptability of various methods for capturing such information. Participants included Indigenous people affected by cancer (n = 17), health professionals (n = 28) and individuals in both groups (n = 7). Recruitment occurred through a national web-based network and through four cancer services in urban and regional areas in three jurisdictions across Australia. Several aspects of cancer care were identified as critical in shaping Indigenous patients’ experiences. Key themes included: feeling safe in the system; importance of Indigenous staff; barriers to care; the role of family and friends; effective communication and education; and coordination of care and transition between services. Those participants affected by carers’ wellbeing and palliative care strongly advocated for the importance of these topics. Participants expressed support for a face-to-face interview with a trusted person as the most appropriate means of collecting cancer care experience information. While existing experience measurement tools would partially capture some important aspects of care, other critical areas would likely be missed. Appropriate tools and approaches, developed by and with Indigenous people, are urgently needed to determine the extent to which health services are meeting the needs of Indigenous people with cancer, and to identify areas for action to improve these services.

Sense of place in environmental education

Abstract: Although environmental education research has embraced the idea of sense of place, it has rarely taken into account environmental psychology-based sense of place literature whose theory and empirical studies can enhance related studies in the education context. This article contributes to research on sense of place in environmental education from an environmental psychology perspective. We review the components of sense of place, including place attachment and place meanings. Then we explore the logic and evidence suggesting a relationship between place attachment, place meanings, pro-environmental behavior, and factors influencing sense of place. Finally, based on this literature we propose that in general environmental education can influence sense of place through a combination of direct place experiences and instruction.