Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-77c89778f8-7drxs Total loading time: 0 Render date: 2024-07-16T22:29:09.888Z Has data issue: false hasContentIssue false
This chapter is part of a book that is no longer available to purchase from Cambridge Core

Chapter 3 - Leadership for creating cultures of sustainability

from PART 1

Julie M. Davis
By
Megan Gibson
Julie M. Davis
Affiliation:
Queensland University of Technology
Get access

Summary

EDITOR'S NOTE

In this chapter, Megan Gibson discusses the vital role of leadership in creating change for sustainability in an early childhood education and care setting. As the past Director of Campus Kindergarten, a long-day care centre that has had a Sustainable Planet Project for over a decade, she draws on her personal experiences and perspectives and the theoretical underpinnings that helped to shape her work as an innovative leader and a leader of innovation.

Megan discusses the four frames of leadership, organisational culture, professional development and organisational change and their contributions to creating, and shaping the Sustainable Planet Project. She emphasises that the style of educational and organisational leadership plays an essential role in creating a culture of sustainability. There is emphasis on ‘whole settings’ approaches to change and the creation of ‘learning communities’ for sustainable living. The recognition of children as leaders and change agents for sustainability is highlighted.

To our children's children

The glad tomorrow

by Oodgeroo Noonuccal

(formerly Kath Walker, 1970, p. 40)

AN OPPORTUNITY TO LEAD FOR EFS

For close to a decade I had the opportunity to work within the Campus Kindergarten community, a unique place for children, families and teachers. A key interest and focus on the environment during this time led to the development of the Sustainable Planet Project. From its inception at a staff professional development retreat, this project permeated the everyday ‘lifeworld’ (Sergiovanni 2003, p. 16) at the centre.

The Sustainable Planet Project was actively embraced by people from within this early childhood community, and has grown and evolved. […]

Type
Chapter
Information
Young Children and the Environment
Early Education for Sustainability
 , pp. 76 - 103
Publisher: Cambridge University Press
Print publication year: 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Burns, M. (1978). Leadership. New York: Harper & Row.Google Scholar
Campus, Kindergarten (2004). Prospectus. Brisbane.Google Scholar
Carter, M. & Curtis, D. (1998). The Visionary Director: A Handbook for Dreaming, Organizing, Improvising in your Center. St Paul, MN: Redleaf Press.Google Scholar
Dahlberg, G., Moss, P. & Pence, A. (1999). Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives. London: Routledge Falmer.Google Scholar
Davis, J., Rowntree, N., Gibson, M., Pratt, R. & Eglington, A. (2005). Creating a culture of sustainability: From project to integrated education for sustainability at Campus Kindergarten. In Filho, W. L. (Ed.), Handbook of Sustainability Research (pp. 563–94). Germany: Peter Lang Publishing.Google Scholar
Ebbeck, M. & Waniganayake, M. (2003). Early Childhood Professionals: Leading Today and Tomorrow. Sydney: Maclennan and Petty.Google Scholar
Ehrich, L. (1997). Principals' Experience of Professional Development and Their Response to Teachers' Professional Development: A Phenomonological Study. Unpublished thesis, Queensland University of Technology.Google Scholar
Fullan, M. (1999). Change Forces: The Sequel. London: Falmer Press.Google Scholar
Fullan, M. (2001). The New Meaning of Educational Change. New York: Teachers College Press.Google Scholar
Fullan, M. (2003). The Moral Imperative of School Leadership. California: Ontario Principals' Council/Corwin Press.Google Scholar
Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books.Google Scholar
Gardner, H. (2006). Multiple Intelligences: New Horizons. New York: Basic Books.Google Scholar
Harris, A. (2002). Distributed Leadership in Schools: Leading or Misleading. Birmingham, UK: Belmas Conferences and Seminars.Google Scholar
Helgesen, S. (1995). The Female Advantage: Women's Ways of Leadership. New York: Double Day.Google Scholar
Jorde Bloom, P. (1991) Child care centers as organisations: A social systems perspective, Child & Youth Care Forum, 20(5), pp. 313–33.CrossRefGoogle Scholar
Jorde Bloom, P. (2003). Leadership in Action: How Effective Directors get Things Done. Lake Forest, Ill.: New Horizons.Google Scholar
Larson, R. L. (1999). Changing Schools from the Inside Out. Lancaster, PA: Technomic Publishing.Google Scholar
Limerick, D., Cunnington, B. & Crowther, R. (2002). Managing the New Organisation: Collaboration and Sustainability in the Post-Corporate World. Crows Nest, NSW: Allen & Unwin.Google Scholar
Locke, E. (2003). Leadership: Starting at the top. In Pearce, C. & Conger, J. (Eds), Shared Leadership: Reframing the Hows and Whys of Leadership (pp. 271–84). Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Malaguzzi, L. (1998). History, ideas and basic philosophy: An interview with Lella Gandini. In Edwards, C., Gandini, L. & Forman, G. (Eds), The Hundred Languages of Children: The Reggio Emilia Approach – Advanced Reflections. Greenwich: Ablex Publishing Corporation.Google Scholar
Owens, R. G. (2004). Organisational Behavior in Education: Adaptive Leadership and School Reform. Boston: Pearson Education Inc.Google Scholar
Pearce, C. & Conger, J. (Eds). (2003). Shared Leadership: Reframing the Hows and Whys of Leadership. Thousand Oaks, CA: Sage.Google Scholar
,Queensland Government (2003). Child Care Regulation 2003. Retrieved 17 November 2006, from www.legislation.qld.gov.au/LEGISLTN/CURRENT/C/ChildCareR03.pdf.
Rinaldi, C. (2006). In Dialogue with Reggio Emilia: Listening, Researching and Learning. Oxfordshire: Routedge Falmer.CrossRefGoogle Scholar
Rodd, J. (2006). Leadership in Early Childhood: The Pathway to Professionalism. Sydney, NSW: Allen & Unwin.Google Scholar
Schein, E. (1992). Organisational Culture and Leadership. San Francisco: Jossey-Bass.Google Scholar
Schein, E. (2003). The learning manager as culture manager. In Business Leadership: A Jossey-Bass Reader (pp. 437–60). San Francisco: Jossey-Bass.Google Scholar
Schein, E. (2005a). Intergroup problems in organizations. In French, W. L., Bell, C. H. & Zawacki, R. A.. (Eds), Organizational Development and Transformation: Managing Effective Change (pp. 119–24). New York: McGraw-Hill.Google Scholar
Schein, E. (2005). Organizational culture. In French, W. L., Bell, C. H. & Zawacki, R. A.. (Eds), Organizational Development and Transformation: Managing Effective Change. (pp. 125–39). New York: McGraw-Hill.Google Scholar
Senge, P. M. (1990). The Fifth Discipline: The Art and Practice of the Learning Organisation. Sydney, NSW: Random House.Google Scholar
Sergiovanni, T. J. (1994). Building Community in Schools. San Francisco: Jossey-Bass Publishers.Google Scholar
Sergiovanni, T. J. (1998). Leadership as pedagogy, capital development and school effectiveness, International Journal of Leadership in Education 1(1), 37–46.CrossRefGoogle Scholar
Sergiovanni, T. J. (2000). The Lifeworld of Leadership: Creating Culture, Community, and Personal Meaning in our Schools. San Francisco: Jossey-Bass Publishers.Google Scholar
Sergiovanni, T. J. (2003). The lifeworld at the center: Values and action in educational leadership. In Bennett, N., Crawford, M. & Cartwright, M. (Eds), Effective Educational Leadership (pp. 14–24). London: Open University Press in association with Paul Chapman Publishing.Google Scholar
Sinclair, A. (2007). Leadership for the Disillusioned. NSW: Allen & Unwin.Google Scholar
Stacey, R. (2000). Strategic Management and Organisational Dynamics: The Challenge of Complexity. Harlow, UK: Pearson Education.Google Scholar
Vygotsky, L. (1993). The collected works of L. S. Vygotsky. Volume 2: The Fundamentals of Defectology (Abnormal Psychology and Learning Disabilities) (R. W. Rieber & A. S. Carton, Eds of English translation). NY: Plenum Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×