Sustainability education is currently in the process of being embedded as a cross-curricula priority in the Australian curriculum. During recent national consultations with the educational community, tensions emerged over the kind of language which was most likely to serve children′s wellbeing and bring a better world. In this paper I explore these tensions and put forward social, environmental and broader educational reasons why eco-centric language is preferable to techno-centric language as sustainability is integrated into the broader curriculum.
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