Teaching and learning requires course coordinators to draw upon a wide range of skills to encourage critical thinking and deep learning. While the delivery of courses in marine environment and management is usually advantaged by the availability of fun teaching tools and case studies, such as boats, and the marine environment itself, delivering courses on social sustainability can seem dry by comparison. Despite the fact that the subject social sustainability inherently involves people and the excitement of politics, it is harder to give students 'real life' experience in this context. This paper, based on action research principles, reflects on the development of curriculum for a course called Developing Social Sustainability, at the Australian Maritime College, Tasmania, Australia. It highlights how the adoption of a critical pedagogical approach helped not only to enliven the notion of sustainability but encouraged a process of learning for rather than about sustainability. © Common Ground, Melissa Nursey-Bray, All Rights Reserved.

Item Type:	Refereed Article
Research Division:	Education
Research Group:	Curriculum and Pedagogy
Research Field:	Curriculum and Pedagogy Theory and Development
Objective Division:	Education and Training
Objective Group:	Curriculum
Objective Field:	Syllabus and Curriculum Development
UTAS Author:	Nursey-Bray, MJ (Ms Melissa Nursey-Bray)
ID Code:	56868
Year Published:	2009
Deposited By:	NC Marine Conservation and Resource Sustainability
Deposited On:	2009-06-02
Last Modified:	2010-04-23
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