ABSTRACT
The invitation to respond to this theme enables me to reflect on my country’s efforts in grappling with the implications of the UN Decade of Education for Sustainable Development. It is a personal perspective within the contexts of the Australian society and its environment. It reflects my experiences as the President of the Australian Association for Environmental Education (AAEE) and work with government as a member of the Minister’s advisory body, the National Environmental Education Council (NEEC) over a 2-and-half-year period leading up to the Decade. During this time I worked as a teacher educator, which helped me to further engage with the theories and practices of learning and teaching, focusing me to re-think and re-vision what and how education and learning for sustainability may evolve. Combined, these roles have helped me to explore and examine the intricacies of Education for Sustainability. 1
