Tracing Faculty Privilege(s): Be(com)ing Through Dialogic Cartographic Narratives

Eaton, Paul William; Bustamante, Rebecca M.; Ates, Burcu; Berg, Helen

doi:10.1353/rhe.2019.0102

Cited by 2 publications

(1 citation statement)

References 36 publications

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“…As such, authors urge future sustainability competency research to be codeveloped with scholars from minoritized groups and from the Global South, including scholars from communities and regions most negatively impacted by climate change and other environmental or social injustices. In addition, given that sustainability competency scholarship has largely been developed by faculty with university appointments, future research ought to also include collaborations with scholars, practitioners and activists working outside of academia in the sustainability field (Eaton et al , 2019). Given that authors included data until 2020, future research should also replicate this study with more recent research to continue to explore the developing trajectory of the field.…”

Section: Discussionmentioning

confidence: 99%

Toward diversifying higher education sustainability competency scholarship: findings and implications from a bibliometric analysis

Michel,

Siciliano,

Zint

et al. 2023

IJSHE

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Purpose One of the rapidly growing bodies of literature on sustainability in higher education focuses on the competencies students should master to bring about the necessary transformation toward a sustainable future. Given the influential nature of this particular scholarship on curricula and programs, this study aims to assess its trajectory based on bibliometric analyses. Design/methodology/approach More specifically, authors conducted coauthorship, direct citations of articles and journals and bibliographic coupling analyses to identify the scholars and publications that have shaped the subfield of higher education sustainability competency research. Findings Findings show that despite the growth in higher education sustainability competency scholarship, this important subfield in higher education for sustainable development (HESD) has been a relatively narrow one. Contributing scholars, coauthor publications mainly with each other, cite each other and draw from a shared pool of research primarily by individuals from the Global North. Research limitations/implications Scholars seeking to advance sustainability competency scholarship are encouraged to engage with individuals who can bring more diverse perspective on the knowledge, skills and mindsets higher education students need to master, to ensure that they can transform their communities toward a sustainable future in just ways. Integrating environmental/social justice, traditional knowledge and decolonizing perspectives from academics and sustainability leaders from minoritized groups and the Global South have the potential to result in important, new contributions. Originality/value Although prior scholars have examined HESD, including higher education sustainability education through bibliometric analysis, none have focused on assessing the higher education sustainability competency literature specifically. Given the influence this particular body of scholarship has already had, and will increasingly have, on preparing students for leading a just transition toward sustainability, this finding of this subfield’s limited diversity is important to highlight and address moving forward.

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Section: Discussionmentioning

confidence: 99%