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With the establishment of field studies centres (FSC) within the NSW Department of Education used as an archetype for an analysis of bureaucratic reasoning (Weber, 1912), this chapter chronicles FSC evolution from initial vision to practical implementation. It explores the foundational roles of FSCs and the Gould League of NSW in shaping environmental education (EE). The first FSCs, Muogamarra and Wirrimbirra, led a growing demand and repurposing of non-viable primary schools into FSCs—Thalgarrah, Bournda, Awabakal, Wambangalang and Dorroughby. Early conferences resonate into the future—promotion and publicity, policy issues for the operation of the centres, and EE as a subject and its placement within the curriculum. Early challenges in distinguishing FSC-specific student outcomes from broader educational achievements and the one-teacher model and limitations in capacity are discussed. Bureaucratic pressures, including threats of closure and administrative changes are addressed. By the late 1970s, three additional FSCs—Royal National Park, Longneck Lagoon, and Brewongle—were established before an embargo for guideline development. Fostering strong relationships and an ecocentric worldview are central themes. A critique and snapshot of FSCs/EE at the close of the 1970s is developed. FSCs’ enduring importance in building environmental consciousness through innovative and adaptive educational practices is underscored.

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From Vision to Reality: Establishing EECs in New South Wales

  • 章节

  • 发表日期：

    2025年

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  • Anne Marie Ross

摘要

With the establishment of field studies centres (FSC) within the NSW Department of Education used as an archetype for an analysis of bureaucratic reasoning (Weber, 1912), this chapter chronicles FSC evolution from initial vision to practical implementation. It explores the foundational roles of FSCs and the Gould League of NSW in shaping environmental education (EE). The first FSCs, Muogamarra and Wirrimbirra, led a growing demand and repurposing of non-viable primary schools into FSCs—Thalgarrah, Bournda, Awabakal, Wambangalang and Dorroughby. Early conferences resonate into the future—promotion and publicity, policy issues for the operation of the centres, and EE as a subject and its placement within the curriculum. Early challenges in distinguishing FSC-specific student outcomes from broader educational achievements and the one-teacher model and limitations in capacity are discussed. Bureaucratic pressures, including threats of closure and administrative changes are addressed. By the late 1970s, three additional FSCs—Royal National Park, Longneck Lagoon, and Brewongle—were established before an embargo for guideline development. Fostering strong relationships and an ecocentric worldview are central themes. A critique and snapshot of FSCs/EE at the close of the 1970s is developed. FSCs’ enduring importance in building environmental consciousness through innovative and adaptive educational practices is underscored.