Education for sustainable development: current discourses and practices and their relevance to technology education

Filho, Walter Leal; Manolas, Evangelos; Pace, Paul J.

doi:10.1007/s10798-008-9079-z

Cited by 36 publications

(16 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As mentioned in the introduction, ESD in higher education is approached thought campus operation, institutional policies, integration sustainable development in curricula, staff training, research on sustainable development, and assessment and reporting (Disterheft & et al, 2015;Leal, Manolas, & Pace, 2009;Lozano R., 2006). Altought this research was focused in the curricula, as part of the exploratory phase the exploration in campus environmental management, policies and statements was made to have an idea about the institutional awarenes.…”

Section: Discussionmentioning

confidence: 99%

“…Although the process of integrating sustainable development in universities' activities has included operational issues as well as teaching and learning (Leal Filho, Manolas, & Pace, 2009), the former has been, to some extent, more emphasised and developed in practice (Lozano, 2006). However, in recent years the operational element of sustainable development has been accentuated because of financial support for environmental aspects (Barber, Wilson, & Venkatachalam, 2014), especially in North America.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Education for Sustainable Development: An Exploratory Survey of a Sample of Latin American Higher Education Institutions

Hernandez

Vargas

Paucar‐Caceres

2017

World Sustainability Series

View full text Add to dashboard Cite

Education for sustainable development (ESD) is defined as the knowledge and skills 'needed to work and live in a way that safeguards environmental, social and economic wellbeing, both in the present and for future generations'. Skills for sustainable development include critical thinking, creative thinking, systems thinking and leadership. Over the last decades, there has been efforts across the world to embed ESD into the curriculum. In European Union (EU) countries, some higher education have made efforts to align education strategies with international and national ESD frameworks. A cursory review of the literature seems to indicate that dissemination and implementation of the international ESD frameworks in Latin America has been slow and sporadic. Although there are some signs to implement ESD into curricula of countries such as Brazil and Colombia, these practices have not been substantial or have not permeated higher education sustainable development strategies. This paper aims to explore the developments of ESD in Latin America. As a first step to explore these developments, it intends to survey and map the current ESD processes in eight higher education institutions of four Latin American Countries: Chile, Colombia, Mexico and Peru. The paper also aims to compare ESD developments with some leading EU higher education institutions in ESD with the view to develop a dialogue between the two regions. These will lead to strategies in which ESD processes can be adopted/adapted with benefits in both directions; it will also create, foster and develop mechanisms that will ensure a sustainable culture of ESD in higher education in both regions. Results of the exploratory survey of a sample of higher education institutions in Latin America are reported

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Education for Sustainable Development: An Exploratory Survey of a Sample of Latin American Higher Education Institutions

Hernandez

Vargas

Paucar‐Caceres

2017

World Sustainability Series

View full text Add to dashboard Cite

show abstract

“…Although the literature revealed progress has been made toward making EfS more important to the strategic goals and initiatives for colleges and universities, progress toward pedagogical changes in higher education are only emerging (Calder & Clugston, 2003;Jickling, 2003;Leal Filho, et al, 2008;Orr, 2004;Orr, 2010;Orr, 2011;Peters, 2008;Sterling, 2004). This may be partly due to the absence of an agreed-upon framework for introducing EfS into curricula (Gerbilsky et al, 2005), or into CTE curriculum, which was the focus of this study.…”

Section: Conclusion and Significance Of The Researchmentioning

confidence: 99%

Career and Technical Education for Sustainability: A Multiple Case Study of Innovative Community College Programs

Gregson¹,

Ruppel²

2017

Journal of Research in Technical Careers

View full text Add to dashboard Cite

This multiple case study explored Career and Technical Education (CTE) programs that were identified as having a focus on sustainability. Using the Association for the Advancement of Sustainability in Higher Education, Sustainability Tracking, Assessment, and Rating System (AASHE STARS) as a conceptual framework, the researchers interpreted whether the social, economic, and environmental concepts of sustainability were included in these programs' curriculum. Findings suggested that several factors impacted program curriculum: (1) attentiveness to industry trends; (2) sustainability as an institutional core value; (3) geographic location of urban versus rural; (4) program maturity; and (5) advisory committee influence. Findings also suggested a unifying definition for sustainability was lacking among these programs though participants demonstrated understanding of some common sustainability concepts.

show abstract

“…(2) But at the same time, the educational programs they offer to students do not appear to be keeping pace. (Camino, Barbiero, & Marchetti, 2009;Littledyke, 2008), but is also common in technology and engineering fields as well (Carew & Mitchell, 2006Leal Filho, Manolas, & Pace, 2009;Reid et al, 2010). While SE has been integrated into other subjects, there is a recurring tendency to teach about sustainability within the confines of the traditional STEM disciplines, as they are seen as the "natural" place to talk about such issues (Gruenewald, 2004;Mueller, 2009;Vaughter et al, 2013).…”

Section: Current Institutional Practice In Sustainability Educationmentioning

confidence: 99%

‘Not for everyone, but kind of amazing’: institutional friction and the nature of sustainability education

Henderson

2014

Environmental Education Research

View full text Add to dashboard Cite

SynopsisSustainability has become a popular normative social and ecological goal to address conditions of unsustainability. Such terms are often definitionally and contextually vague, warranting research into forms of sustainability education as they actually exist in practice. This study ethnographically explored the theory and practice of sustainability education in an institutionalized setting, including its varied ecological, educational and infrastructural implications. It reports on a three-year institutional ethnography of an elite private school in the northeastern United States. The purpose of the research was to investigate the rootedness, emergence and subsequent embodiment of sustainability education infrastructure, including the physical and ideational construction of a 'living building' on the school's campus.Rooted in a critical realist philosophical approach toward nature, and using ecosystem complexity theory, ecological communication dynamics and political ecology as theoretical lenses, and phronetic case and abductive gestalt analyses as analytic tools, I detailed how the institution engaged in elite-driven change with social, cultural, political and material implications in their immediate and surrounding community. For example, the case study of an animal slaughter experience revealed how specific institutional frictions played out in the school's change process. By tracing particular frictions through the institutional change process, I illuminated the unique cultural and socio-material dimensions present as the institution shiftedoften controversially -to develop and accommodate the nascent sustainability education infrastructure.The emergent conception of sustainability education manifested as the downshifting of social, political and ecological responsibility to the local level and represented a larger trend in the neo-liberalization of environmentalism. I also showed how sustainability education represented a privileged, progressive, upper-class ecochic sensibility in this school and discussed implications relative to conditions of Green Capitalism and Late Industrialism. I observed the eco-chic phenomenon in the artisanal nature of food production, in mindfulness educational activities, in marketing green lifestyles to prospective parents and in the implementation and mystification of efficient green building technologies. Overall, I found that sustainability education involved a classed expectation of a virtuous future life, and this was

show abstract

Education for sustainable development: current discourses and practices and their relevance to technology education

Cited by 36 publications

References 9 publications

Education for Sustainable Development: An Exploratory Survey of a Sample of Latin American Higher Education Institutions

Education for Sustainable Development: An Exploratory Survey of a Sample of Latin American Higher Education Institutions

Career and Technical Education for Sustainability: A Multiple Case Study of Innovative Community College Programs

‘Not for everyone, but kind of amazing’: institutional friction and the nature of sustainability education

Contact Info

Product

Resources

About