Innovative praxis for environmental learning in Canadian faculties of education

Abstract

AbstractThis article explores innovative praxis in Environmental and Sustainability Education (ESE) in four preservice teacher education programmes in Canada. ESE is finding its way into teacher education in a variety of innovative and interdisciplinary ways, as both part of mainstream programmes and in their co-curricular margins. Using a case study approach, each case builds on unique connections to Indigenous education, art education, cultural learning or educational gardening, which supports a variety of differing aspects in relation to ESE. These cases share a common theme of building relationships at the heart of ESE teaching and learning in the mainstream and the margins of the academy. Brought together through a Canadian network of faculty, researchers, policy-makers and community educators that was formed in 2016, these cases demonstrate a deep commitment and imaginative capacity for embedding ESE in Canada’s teacher education systems.