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2 January 2022
Dr Yuli Rahmawati
Faculty of Chemistry Education, Mathematics and Natural Sciences Universitas Negeri
Jakarta Rawamangun Muka Jakarta Timur 13220 INDONESIA
Dear Dr Rahmawati
Thank you for agreeing to examine the accompanying thesis, submitted for the degree of Doctor of Philosophy by Sanja Kuzich. The thesis is entitled: ‘The Paradox of Education for Sustainability [EfS]:
An Interpretive Inquiry Into Teachers’ Engagement with Sustainability Policy Imperatives in a Western Australian Primary School’.
All documents referenced for your action within this letter are enclosed, and completed forms should be returned by email to the undersigned at ROC.GRS@curtin.edu.au.
Examination Report form
• The Advice for Examiners has been enclosed to provide instructions for your completion of the Examination Report form.
• To justify your recommendation, it is requested that you detail the strengths and weaknesses of the thesis in your grounds. It is requested that the recommendation be robust.
Honorarium form and Tax File Number Declaration form
• In accordance with the Australian Vice-Chancellors’ Committee guidelines, the University will pay an honorarium of AUD 487 for the examination of a Doctoral thesis.
• Only Australian examiners should complete the Tax File Number Declaration form as payroll tax will be deducted.
Confidentiality of Examination Report
It is a requirement of the University that the thesis be examined confidentially and independently, such that the thesis and Report for this candidate is not shared to any party other than the specified Curtin Officer. The University will release your anonymised Report only to the candidate under examination, those within the Thesis Committee and delegated authorities to undertake the assessment process.
The Examination Report form seeks your willingness for the release of your identity to the candidate under examination. You should note that under the Freedom of Information Act, your Report and also your identity may be the subject of a Freedom of Information application by any person, including any member of the public and may be released under such an application.
Thank you for undertaking this examination.
Yours sincerely
Catherine Martin
Thesis Examinations Officer
encl: Honorarium form Advice for Examiners
Thesis Examination Report form
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Examiner Name: Dr Yuli Rahmawati Name of Candidate: Sanja Kuzich
Degree: Doctor of Philosophy
Title of Thesis: The Paradox of Education for Sustainability [EfS]: An Interpretive Inquiry Into
Teachers’ Engagement with Sustainability Policy Imperatives in a Western Australian Primary School
1. Recommendation: Please select only one of the recommendations below.
If the thesis requires amendments the student will be given up to 12 months to complete them.
The thesis be classified as PASSED with no requirement for correction other than minor typographical or editorial matters. The Chairperson of the Thesis Committee will require that the candidate correct such errors as pointed out by the Examiner.
i) If you have selected the above recommendation, do you consider the content and presentation of this thesis of sufficient quality to be deserving of a commendation from the Chancellor of the University?
Yes No
The thesis be classified as PASSED after the candidate has made minor textual and/or structural amendments to the satisfaction of the Chairperson of the Thesis Committee as outlined in the Examiner’s Report; or
The thesis be classified as PASSED provided the candidate has revised specific sections of the thesis to the satisfaction of the Chairperson of the Thesis Committee as outlined in the Examiner's Report. The Examiner may specify this category for a thesis which requires substantive revisions that will not change the substantive conclusions of the thesis; or
The thesis be SUBMITTED IN A REVISED FORM FOR RE-EXAMINATION by the original Examiner after further research, rewriting, reorganisation, and/or reconceptualisation. The Examiner may specify this category for a thesis which requires major, substantive amendments. In the report the Examiner shall provide detailed guidance to the candidate to assist revision; or
The thesis be classified as FAILED, without right to resubmit the thesis, on the basis that a significant amount of additional research work and/or major substantive revision will not raise the thesis to an acceptable standard.
2. Do you approve the release of your identity to the candidate? Yes No Any confidential comments not for release to the applicant may be made on a separate page and marked ‘In Confidence’. Please be aware that under the Freedom of Information Act it might not always be possible to prevent disclosure of such information.
Signature of Examiner: Date: September 12, 2019
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Grounds for Recommendation
In assessing the thesis we ask you to please state concisely the grounds on which your recommendation is based, indicating fully the strengths and weaknesses of the thesis and any amendments which may be necessary. Your advice will be used to assist the candidate to improve the thesis content and presentation.
For this reason, detailed comments are appreciated. Additional pages may be attached as required.
For further guidance in writing your report, please refer to Page 1 of the enclosed "Advice for Examiners" sheet.
Please outline your justification for the recommendation provided:
I examined the dissertation within the experiences of conducting research in sustainability and working with Australian schools. In general, I found the thesis well-constructed and concisely written.
I found the research relevant in different contexts, not only in Australia schools, for leading to the practice of EfS. The research focused on primary school teachers’ understanding and interpretation of Efs are relevant to an exploration within different paradoxes. However, the statement of limitations of the study and the novelty of the research in relation to its contribution to scholarship needs to be explained.
The thesis provides a clear understanding of the research within different perspectives in relation to EfS. However, a clear understanding of where is the researcher is positioned within different theoretical perspectives, needs to be explained. I expected Sanya to provide an explanation of the different border crossings between her personal experiences and participants perspectives within an interpretive paradigm, as per the statement in the research methodology section on researcher agency. Sanya provided rigourous data with interesting key finding themes that lead to relevant and insightful data analysis. However, key findings need to be stated using rich descriptions in answering research questions. Finally, whilst the research recommendations and contributions to different stakeholders were explained, the researcher’s critical self-reflection as a future agent was required.
ABSTRACT
This section reveals several problem statements related to the gap between perspectives, policy, and the implementation of EfS. A clear statement of the research focused on the understanding and interpretation of sustainability in primary schools in Western Australia (WA), needs to be clearer. The importance of the study in relation to teachers’ understanding of sustainability needs to be stated clearly to provide the key research focus and contribution. The reason for choosing a particular school for the study is stated, however, in methodology section, the number of participants, how they were selected, and from whom data were obtained needs to be described. Data analysis was succinct and explain through different discourses leading to three key themes. The findings were explained clearly within these three themes followed by a closing statement for the direction for education in WA, and, more specifically for sustainability education in WA schools.
Recommendation 1: In the methodology section, please include a summary of the sample of schools and teachers from whom data were obtained. Also, provide a timeline of the research project.
Recommendation 2:
In the concluding notes, please provide the research project contribution to Efs in Western Australia and other contexts.
CHAPTER 1: INTRODUCTION
Sanya stated that the concept of sustainability has significance to personally. Ahe has historical and philosophical frameworks throughout the thesis parts of 1) education and a sustainable society, 2)
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implementation of sustainability, 3) research aims and questions, 4) methodology, and significance of study, 5) thesis structure. The rational for the study was provided through the history and conceptual framework of education for sustainability. A critical perspective has been integrated through the different frameworks, including education about sustainability, education for sustainability or education as sustainability used as a method of reflection. However, critically analyse in relation to the needs of the school and teaching community in WA is not addressed
A description of Amity Primary School (APS) was included in the introduction. While the teachers involved in the study are mentioned in the methodology chapter, they need to be identified in the introduction. Sanya stated the investigate the interpretations and narratives with the research questions. She employed interpretive study with ethnographic research, and qualitative methods to gather data. However, of the design of the instruments (observations, interviews) or data generations of personal experiences were not described here.
The significance of the study to sustainability issues in relation to schooling and sustainability, curriculum, school, and personal perspectives were addressed. In this context, a contribution to the theoretical references of sustainability need to be addressed and the limitations of the study stated as a baseline for understanding the research.
In addressing the thesis structure, Sanya stated that the literature review was presented in two chapters, however, the differences between the role of literature reviews in Chapter 1 and Chapter 2 need to be explained. Chapter 3 also included literature on sustainability and education, in relation to school and teaching practices
Recommendation 3. The limitations of the conceptualisation and design of the study should be made explicit in Chapter 1, especially in relation to the limitation of policy and program support for Efs for teachers. As this study was conducted in one school, discuss recommendations for the research context that can be made in relation to other schools in WA, or other issues in teachers supports for EfS
CHAPTER 2: CONCEPTUALISATIONS OF SUSTAINABILITY
Chapter 2 portrays the literature review in relation to references that were stated in Chapter 1 where conceptualisations of sustainability, from a range of literature, was provided. Literature on Sustainability vs sustainable development highlighting the variety of different conceptions and conflicting meanings within the historical perspectives, were evident. The most current reference used was from 2016. More current literature needs to be identified. Sanya provided visual and conceptual representations of sustainability within its development which can be used to analyse different perspectives in sustainability. Different diagrams and the eight big ideas of sustainability were explained clearly to help readers understand the different perspectives. This chapter also represented critical reflections of the researcher, as stated in one paragraph at the end of the chapter in relation to four interdependent pillars of environment, economy, politics social. It is, therefore, important for Sanya to add several positioning statements regarding sustainability concepts within the different perspectives. The chapter summary appears to focus on a content list rather than key concepts that contribute significantly throughout the thesis. Clarify the purpose of the chapter.
Recommendation 4. Explore more critical self-reflection to provide understanding of the author’s position from the different perspectives of theoretical references, including in Chapter 3. Create a link between the stated research problems to research novelty.
Recommendation 5. Develop a key concept statement in the chapter summary, not a list of contents.
In addition, update references that are more current than 2016.
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4 CHAPTER 3: SUSTAINABILITY AND EDUCATION
This chapter explored the relationship between sustainability and education followed by a focus on teachers and schools. Sanya used the three main models of sustainability education; about, for and as sustainability, and identifies EfS as the perspective. In addressing the characteristics of EfS (p.44), I was unable to find a clear explanation from previous paragraphs about the of use of a table in this chapter, especially in relation to the three models. As described by Sterling (2014), Sanya explained the terms, Level 1: Accommodation, Level 2: Reformation, and Level 3: Transformation, in several ways. However, in relation to teacher understanding as the study focus, examples of teacher practice in the classroom, at these levels, needs to be explained. The sustainability mindsets and worldviews have provided the principles that can help analyses the school practices.
An aim of this chapter appears to be another form of literature review for providing the context for sustainability and education. Throughout the explanation of the school and teachers, the importance of teachers’ understanding of sustainability needs to be addressed. The chapter, refers back to different concepts of sustainability in school (the blurring of concepts and boundaries, p. 76), where I tried to reflect on the statement in Chapter 2. The difference between the discussions in these two chapters need clarifying. Sanya explained teachers’ understanding of sustainability in a classroom setting (early childhood, secondary, and primary). I would prefer to the explanation in the order of school stages (early childhood, primary, and secondary) so as to see the differences clearly, even though the focus is at the primary level. At the end of this chapter, Sanya has reflected on different references, which I expected to be expressed throughout the different theoretical references. The explanation of the positioning and relevance of this research is importance, therefore, it needs to be stated in the abstract and introduction, not introduced in this chapter. The addition of these reflections will alse help to portray the novelty of the research.
Recommendation 6. Develop the link between the three models into a school context and teaching practices throughout the chapters. As the roles of the models were stated at the beginning, examples of teaching practices in relation to these models need to be stated in order to understand the different models.
Recommendation 7. Reflect on the importance of the study, especially in relation to teachers’
understanding. Clarify the contribution of the study in different perspectives of EfS, in school and in teaching practices.
CHAPTER 4: RESEARCH METHODOLOGY
This chapter portrays the philosophical framework of the research methodology and design. The diagram on p.95 helps to communicate the link between paradigm, methodology, and qualitative data collections. As the statement of ‘I became “human as instrument”, demonstrating reflexivity by interrogating myself critically’ (p.99), I expected to find this statement at the beginning of the chapters as it is a central characteristic of the study. Each research paradigm has the characteristics of ontology and epistemology which Sanya has clearly explained, However, a clear statement of axiology can be explored in this chapter. School information in relation to the participants, such as 48 teaching staff leading to 12 research participants, needs to be stated at the beginning of the thesis.
In the table 4.2: Relationship between research questions, research method and data analysis methodologies, the position of data generation which has been explained after the table as the researcher’s position, isn’t clear. Is it using narrative inquiry? Please explain how the interview protocol was constructed in relation to the research questions, theme, and pre/emerging coding? A clear explanation of data analysis of each data collection is provided. The term, paradox as a lens, especially as a catalyst for change, needs clarification as to how it was integrated into representing data analysis. Furthermore, please add additional information regarding data interpretation and presentation. Research quality standards have been explained clearly to understand the rich context of the study, namely, crystallisation instead of triangulation. However, please state how the dialogue between participants’ perspectives and the researcher lies within this interpretive research. In the chapter summary, Sanya stated, “I considered the three main research methodologies I used to generate data – interviews, fieldwork observations and documents – and explained how these were
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analysed”, is that methodology or method? Please provide a key conceptual framework for the data analysis.
Recommendation 8. Portray the role of researchers, especially in relation to the three research questions, as stated as data generation. In addition, address how the interview protocol was constructed. I was unable to find the document analysis data code. Data interpretation and presentation needs to be explained in this chapter.
Recommendation 9. As the characteristic of paradigm, the axiology of interpretivism paradigm needs to be explained in addition to relationship ethnographic data participants and the researcher. The paradox as a lens needs deeper explanation, especially as a catalyst for change.
Recommendation 10. Revise the chapter summary, not just as a list of contents but also include key information to be highlighted in this chapter such as the characteristics of an interpretive paradigm, and the key framework of data analysis, etc.
CHAPTER 5: INFRASTRUCTURES IN RELATION TO EFS – POLICY AND PHYSICAL
This chapter shows the results of the policy and physical infrastructures theme. Sanya has developed a narrative across each theme through paradox analysis. I would like to see a description of the key features of a sustainability policy and its physical aspects in a primary school as that is a focus area of the study. I suggest that the data interpretation and presentation is moved to Chapter 4 (methodology) instead of Chapter 5 (results). In addition, an explaination of the relationship of this chapter to answering the research questions needs to be included.
Sanya portrayed six paradoxes in relation to the policy theme. Paradox 1 refers to programs funding and agency support of EfS. This is an important issue as it happened in different contexts of sustainability implementation in the school. Data on document analysis, which I consider an important data source to explain and justify the funding program, needs to be provided. Paradox 2, relating to the Australian Curriculum, also revealed problems for and with teachers as they are required to undergo a paradigm shift in understanding the curriculum, not only because the policy mandates they must teach it. Schubert’s (1986) curriculum images can help researchers understand these challenges. Paradox 3 is relevant to the understanding and interpretation of EfS within the policy documents. I agree with the claim that this paradox, that sustainability belongs to particular learning area, leads to a lack of engagement in EfS by schools and teachers. I agree with the Paradox 4 finding that represents EfS as limited within the environmental aspect. In different contexts, sustainability is primarily equated with environmental concerns which can influence a teacher’s view of sustainability.
Paradox 5 portrays the effects of global change and individual actions (micro level) which is relevant to a common occurrence that most effort and action was primarily localised to the school. Paradox 6 stated that EfS is focused on pedagogy versus accountability. In many places the competition between teachers focuses on important areas such as assessment rather than on sustainability, since that is how teachers are assessed. The picture at the end of the chapter, showing the mapping of paragraph six, highlights the key aspects.
In the infrastructure theme, Sanya portrayed two paradoxes (Paradox 7 and 8); tangible structures and the affordance of sustainability infrastructure. Even though more focus was placed on environmental sustainability, the school has conducted excellent programs such as worm farms, a compost heap, chicken coops, etc. that help to remind teachers of the values of sustainability. The school is a good example of the innovative aspects of a material environment. It happened everywhere in relation to a lack of maintenance. Several pictures were provided.
Recommendation 11. Provide the characteristics of a primary school level in this context and how Amity PS represents them to the school members. Provide the values of the three models of Education; about, for, and as, in these results.
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Recommendation 12. Provide a statement in relation to the research questions to this chapter. Move the data interpretation and presentation to Chapter 4 (methodology) rather than in chapter 5 (results)
CHAPTER 6: INFRASTRUCTURES IN RELATION TO EFS – PEDAGOGICAL AND PEOPLE This chapter portrays the infrastructure of pedagogy and people themes. In the pedagogy theme,Sanya provided two paradoxes; school staff interest and engagement (paradox 9) and PCK of sustainability (paradox 10). PCK of teachers has a positive impact on student outcomes and interesting findings on experiences in an educational setting provide an impact on their engagement, compared to personal experiences outside the educational settings. I agree that professional learning is important, especially PCK of sustainability, however, consider teacher identity in this context.
Especially, focus on a paradigm that challenges commonly held ways of thinking and acting to view sustainability in a new light. The summary of key findings provides excellent substantial features of the results, which wasn’t as clear in other chapters. In the People (human) infrastructure theme, one paradox (paradox 11) was explained in relation to school culture. All staff, teaching, non-teaching and administrative, are integral to this endeavor of sharing and ownership of EfS. Adam’s story and his empowerment influenced the school culture, especially in cross-curricula thinking. I agree that the sharing and ownership is an important aspect of sustaining the values of empowerment.
Recommendation 13. Check the key findings in relation to the research questions. Recommendation to add personal and professional identity in relation to empowerment.
CHAPTER 7: DISCUSSION AND CONCLUSIONS
This chapter commences with a re-presentation of the 11 paradoxes and their relation to the research questions. It is an excellent discussion with a range of theoretical perspectives provided. The key themes are relevant and are clearly described. I enjoyed reading the discussions. In relation to the research questions, please provides key findings as stated in the discussions. The first research questions could relate to the three models of education; about, for,and as sustainability. Rather than a list of points for the second research question, consider providing key findings among different perspectives. Responses to all research aims and recommendations are excellent; clarifying different assumption and presentations to different stakeholders within EfS. Critical self-reflection at the end should provide the big pictures of your future agency.
Recommendation 14. Provide more explanations to the research questions with key findings and a range of different references. Please add the model, as stated at the beginning of the thesis. Describe the position of the researchers through critical self-reflection.
I found this thesis to be of practical significance to the Australia education system in relation to EfS.
The study was conducted carefully and the data analysed rigorously. The addition of rich descriptions in answering research questions would add to its veracity. There are minor weakness displayed throughout the thesis that need to be addressed in order for the thesis to be judged as satisfactory. If the weaknesses I have identified are addressed, then I would judge this thesis to have reached a satisfactory standard.
