Deconstructing the constraints of justice-based environmental sustainability in higher education

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Teaching in Higher Education Pub Date : 2023-07-04 DOI:10.1080/13562517.2023.2198639

Sandra Ajaps

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引用次数: 10

Abstract

ABSTRACT The omission of epistemologies from the Global South inhibits holistic pedagogical approaches for effective sustainability teaching and learning. Employing the theoretical lens of ecology of knowledges, the structures and dynamics that frame and constrain sustainability education in higher education were critiqued. Six constraints of environmental sustainability pedagogies were also deconstructed: epistemic inequity, globalisation, neoliberalism, pedagogical incompatibility, anthropocentrism, and social inequity. Consequently, ideas for justice-based environmental sustainability were proffered, especially for eco-justice and epistemic justice. The need for sustainability education to be relevant, relatable, critical, holistic, inclusive, and transformational was also argued. Keycontributions of this paper are a compilation of constraints on sustainability pedagogies, demonstration of the relationship between the usually isolated constraints around teaching and learning about sustainability in higher education, and the application of the theory of the ecology of knowledges to the deconstruction of these constraints. These contributions have implications for achieving justice-based sustainability in higher education.

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解构高等教育中基于正义的环境可持续性约束

全球南方的认识论缺失阻碍了有效的可持续性教学的整体教学方法。运用知识生态学的理论视角，对高等教育可持续发展教育的结构和动力进行了批判。环境可持续性教育学的六个制约因素也被解构：认识不平等、全球化、新自由主义、教育不相容、人类中心主义和社会不平等。因此，人们提出了基于正义的环境可持续性思想，特别是生态正义和认识正义。可持续发展教育需要具有相关性、相关性、批判性、整体性、包容性和变革性。本文的主要贡献是对可持续性教育学的约束进行了汇编，展示了高等教育中关于可持续性的教学中通常孤立的约束之间的关系，以及应用知识生态学理论来解构这些约束。这些贡献对实现高等教育中基于正义的可持续性具有影响。

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来源期刊

Teaching in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

7.70%

发文量

期刊介绍： Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.