Education for sustainability, critical reflection and transformative learning: professors' experiences in Brazilian administration courses

Brunnquell, Claudine; Brunstein, Janette; Jaime, Pedro

doi:10.1504/ijisd.2015.071858

Cited by 16 publications

(16 citation statements)

References 16 publications

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“…Examples include situations in which learners reflect on their participation in a particular individual or group activity (Wahr et al, 2013;Chao, 2017) that involved a form of assessment of their performance and understanding (Quinn and Sinclair, 2016;Piasentin and Roberts, 2017). Finally, reflection on premise is the deepest level of reflection and occurs when learners assess the assumptions that underlie their thoughts, beliefs, attitudes, actions and behaviours in the context of higher education (Brunnquell et al, 2015), teacher education (Feriver et al, 2016), resource and environmental management (Sims, 2012) and intercultural exchange (Ritz, 2011;Young and Karme, 2015). 4.2.1.4 Discourse.…”

Section: Critical Reflectionmentioning

confidence: 99%

Transformative learning in the field of sustainability: a systematic literature review (1999-2019)

Aboytes

Barth

2020

IJSHE

131

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Purpose This study aims to investigate how transformative learning has been conceptualised and operationalised in education for sustainable development (ESD) and sustainability learning and to collect evidence on how to support transformative learning in formal and non-formal environments. Design/methodology/approach The authors conducted a systematic literature review to provide a structured and replicable search and analysis of the relevant literature to produce a bibliometric overview that combines a quantitative description of the body of literature and qualitative analysis of the learning processes, outcomes and conditions. Findings The convergence between transformative learning and sustainability has become an emerging field of inquiry, despite the superficial use of transformative learning theory in many studies. By examining the learning process, outcomes and conditions in the core sample of studies, this study demonstrates that transformative learning theory – if carefully studied – can contribute to the design and implementation of educational interventions and assessments of learning towards sustainability. Furthermore, the sustainability context provides an empirical grounding that highlights the fact that social learning, the role of experience and the development of sustainability competencies are inherently part of transformative learning. Originality/value To date, few attempts have been made to better understand how transformative learning theory has been used in sustainability learning and ESD research. This systematic review allows for a better comprehension of how concepts and mechanisms elucidated in transformative learning theory are operationalised in sustainability learning and ESD research and serves as a source of inspiration for those researchers and practitioners who aims to make sustainability education, teaching and learning more transformative.

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Section: Critical Reflectionmentioning

confidence: 99%

Transformative learning in the field of sustainability: a systematic literature review (1999-2019)

Aboytes

Barth

2020

IJSHE

131

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“…Entre o total de 42 IESs ranqueadas pelo RUF, o número de universidades públicas no Brasil que oferecem alguma disciplina que inclua a temática ainda deixa a desejar diante das 101 atuantes, mesmo mediante recomendações do MEC. No caso da primeira amostra, os resultados revelam que apenas pouco mais da metade dos cursos de Administração em universidades brasileiras reconhecidas por sua qualidade em vários aspectos (55%, considerando mesmo as 14 que não disponibilizaram as ementas) estão, de alguma maneira, preocupadas e comprometidas com a educação para sustentabilidade, ao menos no primeiro passo para sua concretização (BRUNNQUELL; BRUNSTEIN;JAIME, 2015).…”

Section: Discussionunclassified

“…Ainda que os desafios envolvam as variadas dimensões do processo educacional e seus desdobramentos e assumindo que a inserção de disciplinas nas grades curriculares é insuficiente para uma implementação holística e consistente da sustentabilidade nas IESs, é preciso enfatizar que incorporar a sustentabilidade no currículo acadêmico é um dos primeiros sinais concretos de que a IES está comprometida com a sustentabilidade (BRUNNQUELL; BRUNSTEIN;JAIME, 2015). Diante dessas constatações, é razoável supor que deficiências ou insuficiências, neste primeiro passo, podem ocasionar incapacidades e, até mesmo, impedir progressos da IES nesse sentido.…”

Section: A Temática Da Sustentabi-lidade No Ensino Superior Em Administraçãounclassified

“…Práticas associadas à educação para a sustentabilidade (EpS) também fazem parte do quadro de instituições orientadas para a sustentabilidade. Estas envolvem práticas de ensino e aprendizagem (BUTT; MORE; AVERY, 2014), cursos e programas voltados ao ensino da sustentabilidade propostos para educar os professores a respeito do tema (LOZANO et al, 2015).…”

Section: Introductionunclassified

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Sustentabilidade Nos Cursos De Administração No Brasil

Galleli

Freitas-Martins

Teles

2021

regea

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Este artigo tem por objetivos: i) identificar o panorama da inserção da temática da sustentabilidade nos cursos de Administração das universidades públicas brasileiras; e ii) comparar esse panorama com as IES participantes do Principles for Responsible Management Education (PRME) no Brasil. Para tanto, foram mapeadas as grades curriculares dos cursos simultaneamente presentes nas universidades públicas mais bem classificadas no Ranking Universitário Folha (RUF) no ano de 2019. Entre os principais resultados, está a baixa proeminência da temática da sustentabilidade nos currículos em uma das regiões do país, a presença considerável de disciplinas optativas que abordam o tema, mas não garantem a formação do estudante, assim como a proeminência de temas relacionados à gestão ambiental. As evidências desta pesquisa permitem inferir que a educação para a sustentabilidade, via inserção curricular, nos cursos de graduação em Administração, nas melhores universidades do país, ainda está em seus estágios iniciais. O artigo também apresenta implicações teóricas, práticas e sociais, além de sugestões para pesquisas futuras.

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“…In spite of the numerous efforts towards sustainability education (Galea, 2004(Galea, , 2007Kearins & Springett, 2003;Rauflet, 2013;Wankel & Stoner, 2009), several authors keep calling attention to the fact that education for sustainability in the area of management demands a paradigmatic change, which requires rethinking the role of companies in the world and forms of management (Bevan, 2014;Brunnquell, Brunstein, & Jaime, 2015;Springett, 2005). Changing paradigms in management means breaking with technical and pure functionalism, thus proposing a discussion of values for sustainability.…”

Section: Education For Sustainability In the Management Fieldmentioning

confidence: 99%

Sustainability in Management Education: Contributions from Critical Reflection and Transformative Learning

Brunnquell¹,

Brunstein²

2018

MUJ

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This theoretical paper discusses how the assumptions of critical reflection (CR) and transforming learning (TL) can help develop reflexive professionals in sustainability within management. The central argument is that a purely pragmatic and technical conception in the teaching and learning of sustainability does not sufficiently contribute to the development of professional managers with strong sustainability principles and standards. Therefore, it is important to employ CR and TL because they provide elements that contribute to advancement from the current teaching and learning approach, an approach based on problem solving, to another approach based on problem-posing. The reflections presented in this paper may provide elements that can help teachers, educators, university deans, and coordinators of management courses to rethink the way in which business schools, which are often the drivers for professional managers in metropolitan areas, are addressing sustainability education.

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Education for sustainability, critical reflection and transformative learning: professors' experiences in Brazilian administration courses

Cited by 16 publications

References 16 publications

Transformative learning in the field of sustainability: a systematic literature review (1999-2019)

Transformative learning in the field of sustainability: a systematic literature review (1999-2019)

Sustentabilidade Nos Cursos De Administração No Brasil

Sustainability in Management Education: Contributions from Critical Reflection and Transformative Learning

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