Higher education for times of climate crisis – critical awareness, purpose and community

Phelan, Liam; Lumb, Matt

doi:10.1080/09620214.2020.1854828

Cited by 7 publications

(2 citation statements)

References 26 publications

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“…Today, there is a range of pertinent equity and social justice issues that impact community college students, staff, and faculty as well as the communities for which these institutions are meant to serve. These issues include: immigration and the unique barriers facing undocumented students (Muñoz, 2018; Negrón‐Gonzales, 2017; Nienhusser, 2014; Tapia‐Fuselier, 2019, 2020); racism, racist nativism, White supremacy, and anti‐Blackness (Cuellar & Johnson‐Ahorlu, 2016; Pérez Huber, 2011; White & Dache, 2020); the cost of postsecondary education and the subsequent student loan debt crisis (Charles et al., 2016; Luna‐Torres et al., 2018); sustainability and climate change (Harbout & Bower, 2020; Phelan & Lumb, 2021); inadequate labor policies (Berry;, 2005; Wagoner, 2019); homophobia and transphobia (Garvey et al., 2015; Zamani‐Gallaher, 2017); gun violence and community safety (Beggan, 2019; Dahl et al., 2016); and voter suppression and other democratic crises (Harbour & Smith, 2016; Mathews, 2016; McNaughtan & Brown, 2020). The list goes on.…”

Section: Introductionmentioning

confidence: 99%

Meeting the moment: Inside‐outside strategies as a critical element to contemporary transformative leadership

Tapia-Fuselier

2023

New Drctns Community Coll

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Considering the range of social justice issues at the forefront of 21st Century American life, and the ways in which these issues manifest on community college campuses, leaders must examine their responsibility to confront inequities and promote change. Transformative leadership is a style of leading that explicitly acknowledges inequities within and outside of an institution, embraces collective action, and imagines possibilities for change. In this chapter, I connect the concept of transformative leadership to the historical and contemporary legacy of activism. This connection leads me to propose inside‐outside strategies as a necessary element to the practice of transformative leadership in order to meet the current sociopolitical moment.

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Section: Introductionmentioning

confidence: 99%

Meeting the moment: Inside‐outside strategies as a critical element to contemporary transformative leadership

Tapia-Fuselier

2023

New Drctns Community Coll

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“…These range from the 1977 Tbilisi declaration [UNEP (United Nations Environment Programme), 1978], through UNESCO and other international organisations of the United Nations at international scale, and countless other initiatives at national and subnational scale. The broad field continues to be a fertile site of productive scholarly research and publication for broader audiences (Holdsworth and Thomas, 2020;Thomashow, 2020;Phelan and Lumb, 2021). In this paper, we document the process of crafting national disciplinary learning and teaching standards for university programs in environment and sustainability in Australia (Phelan et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Collaboratively crafting learning standards for tertiary education for environment and sustainability

McBain,

Phelan,

Ferguson

et al. 2023

IJSHE

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Purpose The aim of this paper is to outline the collaborative approach used to craft national learning standards for tertiary programs in the field of environment and sustainability in Australia. The field of environment and sustainability is broad and constituted by diverse stakeholders. As such, articulating a common set of learning standards presents challenges. Design/methodology/approach The authors developed and used a staged collaborative curriculum design methodology to engage more than 250 stakeholders in tertiary environmental education, including discipline scholars, students, professional associations and employers and other environmental educators. The approach was adaptive, to ensure underrepresented stakeholders’ perspectives were welcomed and recognised. The project was commissioned by the Australian Council of Environmental Deans and Directors (ACEDD) and funded by the Federal Government’s Office for Learning and Teaching. Findings The collaborative approach developed and used for this work facilitated an inclusive process that valued diversity of perspectives, rather than marginalise diversity in favour of a perspective representing a minimum level of agreement. This is reflected in the standards themselves, and is evidenced by participant feedback, piloting of the standards and their subsequent application at multiple universities. Achieving this required careful planning and facilitation, to ensure a democratisation of the stakeholder consultation process, and to build consensus in support of the standards. Endorsement by ACEDD formalised the standards’ status. Originality/value Collaborative curriculum design offered the opportunity to foster a shared sense of common purpose amongst diverse environmental education stakeholders. This approach to curriculum design is intensive and generative but uncommon and may be usefully adapted and applied in other contexts. The authors note one subsequent instance where the approach has been further developed and applied in transforming a generalist science program, suggesting the methodology used in this case may be applied across other contexts, albeit with appropriate adjustments: the authors offer it here in the spirit of supporting others in their own complex curriculum design challenges.

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Children and Sustainability

Dunkley

2022

The Palgrave Handbook of Global Sustainability

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Higher education for times of climate crisis – critical awareness, purpose and community

Cited by 7 publications

References 26 publications

Meeting the moment: Inside‐outside strategies as a critical element to contemporary transformative leadership

Meeting the moment: Inside‐outside strategies as a critical element to contemporary transformative leadership

Collaboratively crafting learning standards for tertiary education for environment and sustainability

Children and Sustainability

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