Fostering EfS Connections for Community Wellbeing …
447
De Vreede C, Warner A, Pitter R (2014) Facilitating youth to take sustainability actions: the potential
of peer education. J Environ Educ 45(1):37–56
Denzin NK, Lincoln YS (eds) (1994) Handbook of qualitative research. Sage Publications Inc,
Thousand Oaks, CA
Emery S, Miller K, West V, Nailon D (2015) Supporting children’s cultural wellbeing through arts
based education. Soc Educ 33(3):42–53
Jensen BB, Schnack K (1997) The action competence approach in environmental education. Environ
Educ Res 3(2):163–178
Kuttner PJ (2015) Educating for cultural citizenship: reframing the goals of arts education. Curric
Inq 45(1):69–92
Lincoln YS, González y González EM (2008) The search for emerging decolonizing methodologies in qualitative research: further strategies for liberatory and democratic inquiry. Qual Inq
14(5):784–805
Natalier K (2011) Treat your supervisor right!. The Thesis Whisperer. https://thesiswhisperer.com/
2011/09/22/treat-your-supervisor-right/. Last accessed 26 Apr 2018
Pyhältö K, Keskinen J (2012) Doctoral students’ sense of relational agency in their scholarly communities. Int J High Educ 1(2):136–149
Stratford E, Armstrong D, Jaskolski M (2003) Relational spaces and the geopolitics of community
participation in two Tasmanian local governments: a case for agonistic pluralism? Trans Inst Br
Geogr 28(4):461–472
United Nations (2018) SDG indicators. United Nations, https://unstats.un.org/sdgs/metadata/. Last
accessed 26 Apr 2018
United Nations University (n.d.) Global RCE network education for sustainable development.
United Nations. http://www.rcenetwork.org/portal/. Last accessed 26 Apr 2018
Sherridan Emery is a tutor in the Faculty of Education and a researcher across numerous school
and community-based research collaborations at the University of Tasmania. Her Ph.D. project
explored educators’ perspectives of cultural wellbeing in classroom communities. She is also part
of an Australian Research Council funded project investigating students’ learning and wellbeing in
Northern Tasmanian schools. Sherridan has been commissioned to evaluate a number of wellbeing
programs in Northern Tasmania. Research projects Sherridan has been involved with include Child
Friendly City: Launceston; Investigating the Sustainability Cross Curriculum Priority in Tasmanian Schools; and the Curious Schools Project. Sherridan is a committee member of the Northern
Tasmanian Early Years Group.
Kim Beasy works at the University of Tasmania in the School of Education teaching and researching contemporary issues that underpin questions of equity and sustainability. She recently submitted her Ph.D. which explored interpretations of sustainability across diverse social contexts. Kim’s
research is interdisciplinary and is underpinned by key themes of inclusion and diversity. Kim is
involved with a number of projects including, LGBTIQ+ inclusive teaching practices, wellbeing
indicators for the children of Launceston (Child Friendly City: Launceston), postgraduate experiences and effectiveness of pre-service teacher training in studies of equity and diversity.
Bianca Coleman is an Associate Lecturer in Humanities and Social Sciences Education (Geography) at the University of Tasmania. Bianca has recently completed her doctoral research examining the use of geospatial technologies in geography education. Bianca is also a Professional Experience Leader, supporting pre-service teachers undertaking internships with the Tasmanian Department of Education. Bianca’s on-going research interests are: Education for Sustainability; student
wellbeing; LGBTIQ+ inclusive teaching practices; and geography education.
447
De Vreede C, Warner A, Pitter R (2014) Facilitating youth to take sustainability actions: the potential
of peer education. J Environ Educ 45(1):37–56
Denzin NK, Lincoln YS (eds) (1994) Handbook of qualitative research. Sage Publications Inc,
Thousand Oaks, CA
Emery S, Miller K, West V, Nailon D (2015) Supporting children’s cultural wellbeing through arts
based education. Soc Educ 33(3):42–53
Jensen BB, Schnack K (1997) The action competence approach in environmental education. Environ
Educ Res 3(2):163–178
Kuttner PJ (2015) Educating for cultural citizenship: reframing the goals of arts education. Curric
Inq 45(1):69–92
Lincoln YS, González y González EM (2008) The search for emerging decolonizing methodologies in qualitative research: further strategies for liberatory and democratic inquiry. Qual Inq
14(5):784–805
Natalier K (2011) Treat your supervisor right!. The Thesis Whisperer. https://thesiswhisperer.com/
2011/09/22/treat-your-supervisor-right/. Last accessed 26 Apr 2018
Pyhältö K, Keskinen J (2012) Doctoral students’ sense of relational agency in their scholarly communities. Int J High Educ 1(2):136–149
Stratford E, Armstrong D, Jaskolski M (2003) Relational spaces and the geopolitics of community
participation in two Tasmanian local governments: a case for agonistic pluralism? Trans Inst Br
Geogr 28(4):461–472
United Nations (2018) SDG indicators. United Nations, https://unstats.un.org/sdgs/metadata/. Last
accessed 26 Apr 2018
United Nations University (n.d.) Global RCE network education for sustainable development.
United Nations. http://www.rcenetwork.org/portal/. Last accessed 26 Apr 2018
Sherridan Emery is a tutor in the Faculty of Education and a researcher across numerous school
and community-based research collaborations at the University of Tasmania. Her Ph.D. project
explored educators’ perspectives of cultural wellbeing in classroom communities. She is also part
of an Australian Research Council funded project investigating students’ learning and wellbeing in
Northern Tasmanian schools. Sherridan has been commissioned to evaluate a number of wellbeing
programs in Northern Tasmania. Research projects Sherridan has been involved with include Child
Friendly City: Launceston; Investigating the Sustainability Cross Curriculum Priority in Tasmanian Schools; and the Curious Schools Project. Sherridan is a committee member of the Northern
Tasmanian Early Years Group.
Kim Beasy works at the University of Tasmania in the School of Education teaching and researching contemporary issues that underpin questions of equity and sustainability. She recently submitted her Ph.D. which explored interpretations of sustainability across diverse social contexts. Kim’s
research is interdisciplinary and is underpinned by key themes of inclusion and diversity. Kim is
involved with a number of projects including, LGBTIQ+ inclusive teaching practices, wellbeing
indicators for the children of Launceston (Child Friendly City: Launceston), postgraduate experiences and effectiveness of pre-service teacher training in studies of equity and diversity.
Bianca Coleman is an Associate Lecturer in Humanities and Social Sciences Education (Geography) at the University of Tasmania. Bianca has recently completed her doctoral research examining the use of geospatial technologies in geography education. Bianca is also a Professional Experience Leader, supporting pre-service teachers undertaking internships with the Tasmanian Department of Education. Bianca’s on-going research interests are: Education for Sustainability; student
wellbeing; LGBTIQ+ inclusive teaching practices; and geography education.