Authors: Sarah Holdsworth; Kathryn Hegarty
Addresses: School of Property Construction and Project Management, RMIT University, GPO. Box 2476, Melbourne VIC 3001, Australia ' School of Global, Urban and Social Studies, RMIT University, GPO. Box 2476, Melbourne VIC 3001, Australia
Abstract: Sustainability education has been advocated as an alternative to traditional approaches in the delivery of education in a university context. Scholars in higher education are aware that a whole-of-sector recalibration is required if we are to facilitate a deep and transformative learning experience for graduates. In order to further theorise this recalibration, there needs to be greater understanding and application of praxis - as integration of guiding ethos, pedagogy, approaches to learning and teaching and curriculum development. This paper explores how sustainability education is conceptualised and delivered within higher education contexts. It challenges some constraints which presently obstruct broad diffusion of sustainability education. It offers some theorisations of the processes by which praxis may enable a grounded and practical recalibration. It aims to identify the skills and capabilities required for the delivery of a sustainability educational praxis. It concludes with a discussion of sustainability education across pedagogy, learning and teaching and curriculum.
Keywords: sustainability education; higher education; praxis; pedagogy; learning and teaching; curriculum development; universities; sustainable development.
International Journal of Innovation and Sustainable Development, 2015 Vol.9 No.3/4, pp.205 - 226
Available online: 21 Sep 2015Full-text access for editors Access for subscribers Purchase this article Comment on this article