Dr Monica Green
Position: Senior Lecturer
Study Area: Environmental Sustainability Education
Location: Gippsland Campus, 2S 213
Phone: 5122 6364
Doctor of Philosophy - Monash University - 2011
Master of Applied Science (Social Ecology) - University of Western Sydney - 1998
Master of Education Deakin University - 1994
Bachelor of Education Deakin University - 1992
Diploma of Adventure Leadership - La Trobe University - 1987
Diploma of Teaching (Primary) - Chisholm College - 1981
- Master of Education Studies
- Bachelor of Education (Primary)
- Team Enterprise (EDBED4006)
- Environmental Sustainability Education (EDBED3118)
- Building Strategic Organisational and Community Partnerships (EDMED7070)
Dr Monica Green is a senior lecturer and teacher educator in the School of Education. Monica joined Federation University Australia in 2014 as part of its merger with Monash University (Gippsland). Monica's research interests lie in pedagogies and curriculum associated with climate and place/community-based sustainability education. Her research focus includes outdoor learning, curriculum frameworks for teaching and learning sustainability, transitioning communities and the role of sustainability change agents. Monica is the Chair of the UN’s Regional Centre of Expertise in Education for Sustainable Development (RCE Gippsland), who mobilise education for sustainable development via the Sustainable Development Goals across the Gippsland region. Monica is a selected participant in the 2020-2021 Homeward Bound Women in Leadership for STEMM program. One of Monica’s latest publications can be viewed in Green, M., Plowright, S., & Johnson, N. (2019). Educational researchers and the regional university: Agents of regional-global transformation. Dordrecht: Palgrave.
Areas of expertise
Monica has worked in teacher education for over a decade and is committed to producing graduating teachers who are prepared to work in collaboration with the wider school community and other key educational stakeholders. She has undertaken extensive research projects that examine the impact of school-university partnerships, teaching and learning outdoors, and place pedagogies.
Place- and community-based education for sustainability in primary education
Monica has conducted several studies that examine the significance and impact of place- and community based frameworks for education for sustainability (EfS). Much of her research has been conducted with teachers and children who use local sites such as school grounds, gardens and wetlands as part of sustainability teaching and learning.
Monica has a strong commitment to working with regional communities across Gippsland. Within the School of Education, she has initiated several university-school partnerships that have successfully supported pre-service teachers in their development of sustainability, science and other cross-curriculum disciplines.
- Sustainability community development
- Sustainable/Environmental education
- Place/Community-based education
- Alternative Food Systems
- Creative pedagogies and research methodologies
- University-school partnerships
Current PhD Supervision
Prins, A. 'Learning a landscape: A phenomenology of coastal enskilment pedagogy'
Caldow, J. (2018) 'The transfer of environmental learning between field experiences and school'
Completed masters minor thesis
Wiggins, T. (2020) ‘How do pre-service teachers develop knowledge about sustainability and environmental education in a regional teacher education program?’
MacDonald, C. (2019) ‘Examining Vulnerable Youth: Experience and Impacts of Work-Based Learning’
Melbourne, L. (2019) ‘Beyond Motivation: Factors impacting on the engagement of young people in Vocational Education & Training’
Frost-Camilleri, L. (2018) 'How VCAL teachers interact with core skills and compliance in a VET institute'
King, T (2016) 'The use of Indigenous Flora in Participatory Place-making, Embodied Learning, Place-based Education and Community Development at Eurobodalla Regional Botanic Gardens'
Magree, P. (2014) 'Sustainability and place in early years learning'
De Campo, H. (2013) 'Eat your words: an investigation into food literacy as a means of participation'
Green, M., Plowright, S. & Johnson, N. (2019). Educational researchers and the regional university: Agents of regional-global transformation, Dordrecht: Springer.
Somerville, M., & Green, M. (2015). Children, Place and Sustainability Basingstoke, Hampshire: Palgrave-MacMillan.
Green, M., & McClam, S. (2020). Change agency and collective action in Gippsland: Understanding a region in transition through kitchen table conversations In A. Campbell, M. Duffy, & B. Edmondson (Eds.), Located research: Regional places, transitions and challenges (pp. 223-251). London: Palgrave-MacMillan.
Plowright, S., Green, M., & Johnson, N. (2019). Agents of regional-global transformation: Federation University Gippsland Education (FUGuE) researchers In M. Green, S. Plowright & N. Johnson (Eds.), Educational researchers and the regional university: Agents of regional-global transformation. Chapter 1, (pp.1-22). Dordrecht: Springer.
Green, M. (2019) Frog bogs, turbines and biodiversity: bringing children’s sustainability knowledge to life through hand-made artefacts. In M. Green, S. Plowright & N. Johnson (Eds.) Educational researchers and the regional university: Agents of regional-global transformation. Chapter 9, (pp.153-172),Dordrecht: Springer.
Ma, H., & Green, M. (2019). From northern China to Hazelwood wetlands: Navigating place and identity through science education. In M. Green, S. Plowright, & N. Johnson (Eds.), Educational researchers and the regional university: agents of regional-global transformation. Chapter 9, (pp.173-190),Dordrecht: Springer.
Dyment, J., & Green, M. (2018). Everyday, Local, Nearby, Healthy Childhoodnature Settings as Sites for Promoting Children's Health and Well-Being. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research (pp. 1155-1180). Singapore: Springer.
Green, M., & Ma, H. (2018). Transforming teacher education science through an Australian university-school partnership In M. Reardon & J. Leonard (Eds.), Making a Positive Impact in Rural Places: Change Agency in the Context of School-University-Community Collaboration in Education (pp. 285-309). Charlotte, USA: Information Age Publishing.
Dyment, J., Bell, A., & Green, M. (2017). Green outdoor environments: Settings for promoting children’s health and well-being In H. Little, S. Elliott, & S. Wyver (Eds.), Outdoor Learning Environments in the Early Years: Spaces for Exploration, Discovery and Risk-taking (pp. 38-58). Sydney: Allen & Unwin.
Refereed journal articles
Ma, H., & Green, M. (2021) The Affordance of Place in Developing Place-Responsive Science Teaching Pedagogy: Reflections from Pre-Service Teachers, Journal of Science Teacher Education
Green, M., & Rayner, M. (2020). School ground pedagogies for enriching children’s outdoor learning, Education 3-13 International Journal of Primary, Elementary and Early Years Education.
Green, M.,& Dyment, J. (2018) Wilding pedagogy in an unexpected landscape: Reflections and possibilities in teacher education, Journal of Outdoor and Environmental Education, Wild Pedagogies Special Issue 21, 277–292
Green, M. (2016). Preparing Pre-service Teachers for Professional Engagement Through Place/Community Pedagogies and Partnerships. Australian Journal of Teacher Education, 41(11), 43-60
Green, M. (2016). ‘If there’s no sustainability our future will get wrecked’: exploring children’s perspectives of sustainability Childhood, Online, 1-17.
Green, M. and Duhn, I. (2015). The force of gardening: investigating children's learning in a food garden (Special Edition: Bringing Food to the Table). Australian Journal of Environmental Education, FirstView Article, 1-14
Green, M, & Somerville, M. (2014). Sustainability education in practice: teacher perspectives on sustainability in primary schools. Environmental Education Research, 21(6), 832-845. doi:10.1080/13504622.2014.923382
Power, K., & Green, M. (2014). Re-framing primary curriculum through concepts of place. Asia-Pacific Journal of Teacher Education, 42(2), 105-118.
Green, M. (2013). Transformational design literacies: children as active place-makers, Children's Geographies, 11(4).
Somerville, M. & Green, M. (2013). Mapping sustainability initiatives across a region: an innovative survey approach. Australian Journal of Environmental Education, 28(2), 65-77
Green, M. (2012). Place, sustainability and literacy: frameworks for teaching and learning, Review of International Geographical Education Online (RIGEO)(2)3
Collins, S., Whyte, S., Green, M., Vella, K., Crinall, S., Dent, Howard, M. (2012). The person in the tree: shared writings from space, place, body. Reconceptualizing Educational Research Methodology, 3(2), 56-70.
Somerville, M. & Green, M. (2011). A pedagogy of 'organised chaos': ecological learning in primary schools, Children, Youth and Environments 20 (1), 14-34
Green, M. (2008) From wilderness to the educational heart: A Tasmanian story of place. Australian Journal of Environmental Education, 24, 35-43
Refereed conference proceedings
Green, M. (2016). Examining children’s sustainability knowledge and perspectives: An Australian case study. Paper presented at the Activate Agitate Advocate, Auckland, New Zealand, (February 9-12).
Plowright, S., Glowrey, C., Green, M., Fletcher, A., Harrison, D., Plunkett, M., Emmett, S. & Johnson, N. (2016) Reimagining and Transforming Identity as Rural Researchers and Educators: A (con)textual Fugue, Paper presented at the Association for Research in Education (AARE) Melbourne
Somerville, M. & Green, M. (2013). Teacher education for sustainability: a participatory action research study. Australian Association for Research in Education (AARE) Regional and Global Cooperation in Educational Research. Sydney, NSW.
Green, M. (2010) Locating myself in the research. Paper presented at Australian Association for Research in Education (AARE) Innovative Research in Education. Canberra
Green, M. (2009) Learning in place: Pedagogical pathways for place making. Paper presented at Australian Association for Research in Education (AARE) Changing Climates: Education for a sustainable future. Brisbane, QLD.
Green, M. (2008) Food gardens: Cultivating a Pedagogy of Place. Paper presented at the Australian Association for Research in Education (AARE) Impacts: Proving or improving? Fremantle, WA.
Green, M. (2020) United Nations “ESD Action in COVID-19 Era: Experiences of RCEs of Asia Pacific Region” as Chair of RCE Gippsland (Regional Centre of Expertise in Education for Sustainable Development). Webinar, May 2020.
Green, M. (2019) Regional Centre of Expertise in Education for Sustainable Development (RCE): Mobilising Sustainability across the Region. Invited Speaker. Soroptimist Group, Traralgon.
Green, M.(2018) Outdoor learning for Sustainability: The Scandinavian experience. Invited Speaker, EDTalks, Sale.
Green, M. (2016) Curriculum through wetlands, St Paul’s Anglican School, Executive Board. Invited Speaker.
Green, M. (2015) Project Wild Thing (Place & Education). Invited speaker, Latrobe City, Traralgon
Green, M. & Sargent, M. (2014) Wetlands for sustainability. Keynote speaker, Love Your Lagoon Conference. University of Western Sydney, Campbelltown
Green, M. (2013) Place pedagogies in teacher education. Guest Lecturer, Faculty of Education, University of Tasmania, Hobart
Green, M. (2012) Place-based education for sustainability. Keynote speaker, Environmental Education Toolbox Conference, Sale
Green, M. (2012) Wetlands for teaching and learning. Invited speaker, Heart Morass Proposed Education Precinct workshop, Sale
Green, M. (2012/2011/2010/2009) Place based sustainability: gardens, food and children. Guest Lecturer, Melbourne University (Master of Urban Horticulture), Burnley
McKinnon, J., Green, M., Ferguson, J., Sutton, B., & White, P. (2020) From the Ashes, in Eingana (the Journal of Environment Education Victoria).
McKinnon, J., Green, M., & White, P. (2020) Outside the Classroom: Education in the time of lockdown in Eingana (the Journal of Environment Education Victoria).
Dyment, J. & Green, M. (2019) Digging Deep: Uncovering the potential of outdoor Play for girls. InAlliance, Alliance of Girls’ Schools Australasia. Volume 61, pp. 95-98.
Duffy, M., & Green, M. (2017). An Evaluation of the Suicide Safer Schools Project. A report for ERMHA, Life! Central and Suicide Safer Communities. Federation University Australia
Green, M. & Caldow, J. (2016) Lessons from the field: Pre-service teacher perceptions of teaching and learning in local settings, School of Education, Federation University Australia.
Green, M. & Somerville, M. (2013). Place-based Education for Sustainability in Gippsland Schools: A report for participating schools and the wider school communities in Australia about the implementation of place-based sustainability curriculum
Green, M., Somerville, M., & Potts, M. (2012). Mapping education for sustainability initiatives in regional Gippsland schools and communities: Project Report to the Gippsland Climate Change Network, the Gippsland Education for Sustainability Network (RCE Gippsland) and Gippsland regional Catholic and Government schools on the findings of a study of education for sustainability initiatives in regional Gippsland.
2020-2021 Selected participant in Homeward Bound STEMM Women in Leadership
2020 Australia Awards for University Teaching (Nominee): For a sustained commitment to creative and innovative teaching excellence, leadership and scholarship in teacher education (Federation University)
2018 Australia Awards for University Teaching (Nominee): For a sustained commitment to creative and innovative teaching excellence, leadership and scholarship in teacher education (FedUni)
2017 Vice Chancellor’s Teaching Excellence Award: For a sustained commitment to creative and innovative teaching excellence, leadership and scholarship in teacher education (FedUni)
2016 Office of Learning and Teaching Citation for Outstanding Contributions to Student Learning: For outstanding innovation and leadership that promotes place-based community pedagogies and partnerships as part of high quality teaching and learning for pre-service teachers
2016 EJ Barker Award: Sustainability in Scandinavia Study Tour (FedUni)
2015 Dean’s Award: Faculty of Education and Arts (FedUni)
2015 Vice Chancellor Teaching Citation Award: For outstanding and sustained leadership that promotes teaching and learning for pre-service teachers through place-based community pedagogies and partnerships (FedUni)
2012-10 Recipient Monash University Graduate Research Scholarship
2010 Best Research Poster, Faculty of Education, Monash University HDR Award
2009 Best Research Poster, Faculty of Education, Monash University HDR Award
2008 Winner Outstanding Contribution, Student Poster Award, Gippsland Assoc. for Postgraduate Students
- Climate Change Education Network (CCEN)
- Australian Association for Research in Education (AARE)
- Environmental Education Victoria (EEV Formerly Victorian Environmental Edn Association)
- Australian Association of Environmental Education (AAEE)
- United Nations Regional Centre of Expertise for Sustainable Development (RCE Gippsland)
- Australian Teacher Education Association (ATEA)