Sustainable Development and Living through Changing Teacher Education and Teaching in Manitoba Research Report written by Gary Babiuk & Thomas Falkenberg (Co-Principal Investigators) with Frank Deer, Sheila Giesbrecht, Sabena Singh and the Leaders of 7 Individual Research Projects presented to Manitoba Education and Canadian Council on Learning October 2010 © 2010 Authors Figure II-1 (“Métis Holistic Lifelong Learning Model”) is reproduced in this publication with permission by the copyright holder, the Canadian Council on Learning. Any correspondence regarding this report should be sent to Gary Babiuk OR Thomas Falkenberg 230 Education Building University of Manitoba Winnipeg, MB R3T 2N2 Canada E-mail: TABLE OF CONTENTS TABLE OF CONTENTS ……………………………………………………………………. i ACKNOWLEDGEMENTS …………………………………………………………………… ix INSTEAD OF AN EXECUTIVE SUMMARY: A GUIDE THROUGH THE REPORT …………….. xi PART I: DESCRIPTION OF THE RESEARCH PROJECT ………………………………… 1 PART II: BASELINE STUDY ……………………………………………………………. 3 1 Introduction to Part II …………………………………………………………… 3 2 Methodology ……………………………………………………………………… 5 2.1 Research Literature …………………………………………………………. 5 2.2 Individual Interviews ……………………………………………………….. 5 2.3 Focus Group Discussions …………………………………………………... 7 2.4 Research Team Meetings ………………………………………………….... 8 2.5 Documents and Websites …………………………………………………… 8 3 Foundational Ideas ………………………………………………………………. 9 3.1 The Concept of Sustainability ……………………………………………… 9 3.1.1 Sustainability: A Human Problem ………………………………….. 9 3.1.2 Sustainable Development: A Historical and Systematic Perspective ………………………………………………………….. 10 3.1.3 Human Well-Being …………………………………………………. 12 3.1.4 The Socio-Economic Aspect of Sustainability ……………………... 15 3.2 A Systems Approach to Sustainability ……………………………………… 18 3.2.1 Systems Thinking …………………………………………………… 18 3.2.2 The Interconnectedness of the Different Strands of Sustainability ………………………………………………………... 19 3.2.3 Concretizing the Interconnectedness: Complex Adaptive Systems ……………………………………………………………… 20 3.3 Aboriginal Perspectives on Sustainable Living …………………………….. 21 3.3.1 General Environmental Awareness …………………………………. 22 3.3.2 Aboriginal Peoples and Evolving Identities ………………………… 26 3.4 Education for Sustainability ………………………………………………… 28 3.4.1 The Need for Reorienting School Education ……………………….. 28 3.4.2 Ecological Literacy …………………………………………………. 29 iv Table of Contents 4 Teaching and Teacher Development …………………………………………… 31 4.1 Teacher Change: Profesional Development ………………………………. 31 4.1.1 A General View on Teacher Change ………………………………. 31 4.1.2 Individualistic Versus Colaborative Teacher Cultures ……………. 35 4.1.3 Efective Teacher Profesional Development ………………………. 38 4.2 Teacher Change: Pre-Service Teacher Education …………………………… 39 4.2.1 Learning in Pre-Service Teacher Education Programs ……………… 39 4.2.2 Governance of Pre-Service Teacher Education ……………………... 41 4.2.3 Professional Development for Teacher Educators ………………….. 42 4.2.4 Reorienting Pre-Service Teacher Education toward Sustainability … 43 4.3 Educational Systems Change ………………………………………………... 46 4.3.1 Whole-System Reform ……………………………………………... 46 4.3.2 Long-Term View of Educational Change …………………………… 49 4.3.3 Linking School Change and Change in Teacher Education ………… 52 4.4 Holistic Education …………………………………………………………… 53 4.4.1 Systems Thinking ……………………………………………………. 53 4.4.2 Educational Implications of Systems Thinking ……………………... 54 4.4.3 Holistic Approach to Teaching and Learning ……………………….. 55 4.5 Teaching for Sustainability ………………………………………………….. 56 4.5.1 The Integrated and Interdisciplinary Curriculum ……………………. 56 4.5.2 Inquiry-Based Learning ……………………………………………… 58 4.5.3 Student Engagement and Teaching for Sustainability ………………. 59 5 The Manitoba Context …………………………………………………………… 64 5.1 Sustainability Resource Inventory ………………………………………….. 64 5.1.1 The Inventory ……………………………………………………….. 64 5.1.2 Discusion …………………………………………………………. 79 5.2 Education for Sustainability ………………………………………………… 81 5.2.1 Province ……………………………………………………………... 81 5.2.2 Schol Divisions ……………………………………………………. 87 5.2.3 Schools and Classrooms ……………………………………………. 92 5.2.4 Indicators of Progress ………………………………………………. 99 5.2.5 Current Challenges ………………………………………………….. 103 5.3 Professional Development ………………………………………………….. 119 5.3.1 Province …………………………………………………………….. 119 5.3.2 School Divisions and Schools ………………………………………. 121 5.3.3 Indicators of Progress ………………………………………………. 127 5.3.4 Current Challenges ………………………………………………….. 131 5.4 Pre-Service Teacher Education ……………………………………………… 134 5.4.1 Conceptualizing Education for Sustainability ……………………….. 135 5.4.2 Pre-Service Teacher Education Programs …………………………… 137 5.4.3 Challenges …………………………………………………………… 140 5.4.4 Possibilities ………………………………………………………….. 143 Table of Contents v PART III: INDIVIDUAL RESEARCH PROJECTS………………………………………...... 145 1 Introduction to Part III …………………………………………………………... 145 2 Project 1: Graduating Education Students’ Perception of the Newly Required Coursework in Aboriginal Education and Special Education / Diversity ……………………………………………………………… 147 2.1 Introduction ………………………………………………………………….. 147 2.1.1 The Changing “Face” of Diversity in Manitoba …………………….. 148 2.1.2 Preparing Teachers for Diverse Classrooms: A Review of Some Key Terms ……………………………………………………. 150 2.2 Methodology ………………………………………………………………… 152 2.3 Findings ……………………………………………………………………… 153 2.3.1 Teacher Candidates’ Background Data ……………………………… 153 2.3.2 Teacher Candidates’ Prior Experience with Diversity ………………. 155 2.3.3 Required Courses on Aboriginal and Cross-Cultural Education Taken ……………………………………………………... 156 2.3.4 Teacher Candidates’ Perception of Diversity Courses ………………. 157 2.3.5 Teacher Candidates’ Perception of Aboriginal Education Courses ………………………………………………………….…… 163 2.4 Discussion …………………………………………………………………… 168 2.5 Conclusions …………………………………………………………………. 169 3 Project 2: Developing Scientific Literacy through Education for Sustainable Development in a Small School Network (Petites écoles en réseau) …………………………………………………………. 171 3.1 Introduction …………………………………………………………………. 171 3.2 Challenges …………………………………………………………………… 171 3.3 Project Implementation ……………………………………………………… 172 3.4 Concluding Comments ……………………………………………………… 173 4 Project 3: Sustaining Linguistic and Cultural Diversity in K-12 Schools: Immigrant Teachers as Agents of Change …………………………….. 175 4.1 Background …………………………………………………………………. 175 4.2 Methodology ……………………………………………………………….. 175 4.3 Findings …………………………………………………………………….. 176 4.4 Implications for Education for Sustainability ………………………………. 177 5 Project 4: Unite to Change ………………………………………………………. 179 5.1 The Project and the Research Questions ……………………………………. 179 5.2 Implementation of the Project ………………………………….…………… 180 5.3 Observations ………………………………………………………………… 182 5.3.1 Observations Concerning Sustainable Living ………………………. 182 5.3.2 Observations Concerning Teacher Professional Development ……... 182 5.3.3 Observations Concerning Students’ Development …………………. 184 5.4 Questions that Arose During the Project …………………………………… 184 5.5 Where to Go from Here …………………………………………………….. 185 vi Table of Contents 5.6 Final Comments …………………………………………………………….. 185 6 Project 5: Thinking Globally, Acting Locally: Building a Garden in our Community Space …………………………………….……………………….. 187 6.1 The Purpose of the Project …………………………………………………... 187 6.2 Implementation of the Project ……………………………………………….. 187 6.3 Observations …………………………………………………………………. 190 6.3.1 Observations Concerning Sustainable Living ……………………….. 190 6.3.2 Observations Concerning Teacher Professional Development ……… 191 6.3.3 Observations Concerning Students’ Development ………………….. 191 6.4 Questions that Arose During the Project ……………………………………. 192 6.5 Where to Go from Here ……………………………………………………… 192 7 Project 6: Evaluating Cultural Proficiency Model: Impact on Teaching in Manitoba …………………………………………………………….. 193 7.1 The Purpose of the Project …………………………………………………... 193 7.2 Implementation of the Project ………………….……………………………. 193 7.3 Observations Concerning Teacher Professional Development ……………… 194 7.4 Questions that Arose During the Project ……………………………….……. 196 7.5 Where to Go from Here ……………………………….……………………... 196 8 Project 7: Integration of Cultural Diversity within the Classroom Program ……………………………………………………………………………. 197 8.1 The Purpose of the Project …………………………………………………… 197 8.2 Implementation of the Project ……………………..…………………………. 198 8.3 Observations ………………………………………………………………….. 199 8.3.1 Observations Concerning Sustainable Living ………………………… 199 8.3.2 Observations Concerning Teacher Professional Development ………. 199 8.3.3 Observations Concerning Students’ Development …………………… 200 8.4 Questions that Arose During the Project …………………………………….. 200 8.5 Where to Go from Here ……………………………………………………… 200 8.6 Other Comments …………………………………………………………….. 200 PART IV: RECOMMENDATIONS ………………………………………………………… 203 1 Introduction to Part IV ……………………………………………………………. 203 2 Recommendation to the Government (Manitoba Education) …………………. 205 2.1 Recommendations Concerning Education for Sustainability ……………….. 205 2.2 Recommendations Concerning Professional Development …………………. 212 2.3 Recommendations Concerning Pre-Service Teacher Education …………….. 212 3 Recommendation to School Divisions ……………………………………………. 215 3.1 Recommendations Concerning Education for Sustainability ………………... 215 3.2 Recommendations Concerning Professional Development …………………. 218 Table of Contents vii 4 Recommendation to School-Based Educators ………………………………….. 221 4.1 Recommendations Concerning Education for Sustainability ……………….. 221 4.2 Recommendations Concerning Professional Development …………………. 223 5 Recommendation to Faculties of Education ……………………………………. 225 5.1 Recommendations Concerning Education for Sustainability ……………….. 225 5.2 Recommendations Concerning Professional Development for Teacher Educators …………………………………………………………… 228 REFERENCES …………………………………………………………………………….. 230 ACKNOWLEDGEMENTS This project was made possible through the vision of Heather Hunter from Manitoba Education, who gave us the room for conceptualizing and enacting this research project and who helped securing the financial support for it. We are also indebted to the two funders of the research study, Manitoba Education (www.edu.gov.mb.ca) and the Canadian Council on Learning (www.ccl-cca.ca). Without their financial support, this study would not have happened. We also like to thank the Canadian Council on Learning for its permission to reproduce Figure II-1 (Métis Holistic Lifelong Learning Model) in this report. We also like to express our appreciation to the many participants in the research study, who generously gave us some of their precious time to be interviewed. Likewise, we do want to thank our colleagues from the field and the academy who were part of this research as leaders of the seven projects that were part of this larger research study. Their reports are part of this Research Report. (For a list of the project leaders see their reports in Part III.) The discussions with them in our Larger Group meetings, their reports of their projects, and their understanding of and insights into education for sustainability have helped us greatly in shaping of our own views and perspectives. We also want to recognize the contributions to this project by Anne MacDiarmid and Carolee Buckler. Anne is the Sustainable Development Consultant and Carolee is the Sustainable Development Coordinator with Manitoba Education. Both have contributed to this report and have shared their expertise with us and the other project teams in our project meetings. We also want to acknowledge the help that we received with transcribing, managing the finances, and web searching by Daniela Smith-Fernandez, Sylvia Lapointe, and Jennifer Watt. Last but not least, we want to thank our research collaborators and report co-writers: Frank Deer, Sheila Giesbrecht, and Sabena Singh. Their contributions to this project and this report are very much appreciated. October 2010 Gary and Thomas