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This paper reports some findings from an investigation of educational practice in ten (formal and informal) education for sustainability (EfS) initiatives, to characterise exemplary practice in school and community education for sustainability, considered crucial to Australia’s future. The study focused on rural/regional Australia, specifically New South Wales sites in the Murray-Darling Basin (crucial to Australian agricultural economy, under substantial environmental threat, undergoing significant social and demographic change). The research used and explored new developments in practice theory, aiming to achieve innovative rich characterisations of individual and extra-individual (cultural, discursive, social, material) aspects of practice. The study aimed to derive implications for theory, policy and practice in relation to sustainability and EfS, practice theory, education, and more specifically education for the professions (including the initial education and continuing professional development of educators).
Kemmis et al. (Sat,) studied this question.