Conceptions of the sustainability-pedagogy relationship: should sustainability issues be introduced in higher education curricula?

Baughan, P.D. (2014). Conceptions of the sustainability-pedagogy relationship: should sustainability issues be introduced in higher education curricula?. The International Journal of Pedagogy and Curriculum, 20(4), pp. 53-63.

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Abstract

This paper considers whether sustainability issues can and should be included in higher education curricula. The notion of sustainability-informed curricula has already been examined in a range of published studies, but the present study focuses on views and perspectives of two specific staff groups, under-represented in earlier research, these being professional service staff with roles in sustainability, and educational development staff. Consequently, and following a fuller contextualisation of the relevant issues and debates, this article summarises two small-scale empirical studies undertaken by the author, implemented at two higher education institutions, each study seeking to make a contribution to addressing this gap. The findings suggest that professional staff with sustainability roles view that there are many benefits to be gained through the development of more sustainability-infused curricula, whilst educational developers have more cautious views about such issues. Drawing on these findings, it will be argued that there is a strong rationale for promoting more sustainability informed curricula, but that there are challenges involved too. As a result, it is important to collect the views of particular staff groups who have expertise in these areas, if and when considering curriculum change of this type.

Item Type: Article
Subjects: L Education > LB Theory and practice of education
Divisions: Learning Development Centre
URI: http://openaccess.city.ac.uk/id/eprint/14814

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