Carving space to learn for sustainable futures

Abstract

This article addresses the pressing need to reimagine education for sustainable futures amidst the socioecological crises of our time. Grounded in the recognition of modernity as profoundly alienating and unsustainable, we argue for an education informed by theory, critical pedagogies and critical sustainability research. Through an example from our own teaching practice, where we focused on pace, place, connections and modes of engagement, we demonstrate how adult educators can draw on theory to deliberately shape teaching. Highlighting the unsustainability of social acceleration, we encourage educators to slow down and carve out a space for profound engagement with sustainability. Drawing on diverse theoretical frameworks, we propose an approach that cultivates a sense of embeddedness in place and connection to oneself, others and the natural world. Finally, we argue that education for sustainable futures necessitates a departure from modernist paradigms, inviting educators to envision transformative pedagogies that foster critical awareness and societal change.