Pub Date : 2023-07-04DOI: 10.1080/13562517.2023.2198637
Dennis Koyama, Takehiro Watanabe
ABSTRACT In this Points of Departure, we present four vignettes from our teaching to argue that a dispositional view of ecological literacy is needed for Justice-Based Environmental Sustainability (JBES). Having such a perspective can enable educators to encourage students to learn to develop the habit to critically problematize sustainability (e.g. ‘the sustainability of what values and actions’) and development (e.g. ‘development for and by whom’). From this perspective, people need to develop an inclination to act for the larger planetary good (i.e. praxis) and towards JBES. We also argue that this view of ecological literacy will require teachers to critically engage with their lessons to ensure that lessons are crafted to counter socio-environmental injustices that can lead to JBES action throughout one’s life. Taking a dispositional view, then, means the ecological literacies reside in the learner and its teaching emerges as something akin the education of moral character.
{"title":"Why a dispositional view of ecological literacy is needed","authors":"Dennis Koyama, Takehiro Watanabe","doi":"10.1080/13562517.2023.2198637","DOIUrl":"https://doi.org/10.1080/13562517.2023.2198637","url":null,"abstract":"ABSTRACT\u0000 In this Points of Departure, we present four vignettes from our teaching to argue that a dispositional view of ecological literacy is needed for Justice-Based Environmental Sustainability (JBES). Having such a perspective can enable educators to encourage students to learn to develop the habit to critically problematize sustainability (e.g. ‘the sustainability of what values and actions’) and development (e.g. ‘development for and by whom’). From this perspective, people need to develop an inclination to act for the larger planetary good (i.e. praxis) and towards JBES. We also argue that this view of ecological literacy will require teachers to critically engage with their lessons to ensure that lessons are crafted to counter socio-environmental injustices that can lead to JBES action throughout one’s life. Taking a dispositional view, then, means the ecological literacies reside in the learner and its teaching emerges as something akin the education of moral character.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41294832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/13562517.2023.2197108
I. Kinchin
ABSTRACT The shift towards an ecological university may be the key to achieving greater levels of social justice within higher education. This assumes that we could change the root metaphor of higher education – away from the current industrial model that is infused with neoliberal ideology and towards a more sustainable ecological model. This change involves five key moves that require us to: construct an institutional natural history to understand the network of interactions within the university; to explore the nature of the dominant narratives and move away from a narrative monoculture; to value post-abyssal thinking that includes cultural knowledge as well as academic knowledge; to move away from dependence on heroic leaders towards ecological leadership, and to consider how we can develop sustainable pedagogies that can withstand disturbances to the ecosystem. This paper acknowledges that coordination of these moves presents a considerable challenge to university managers.
{"title":"Five moves towards an ecological university","authors":"I. Kinchin","doi":"10.1080/13562517.2023.2197108","DOIUrl":"https://doi.org/10.1080/13562517.2023.2197108","url":null,"abstract":"ABSTRACT The shift towards an ecological university may be the key to achieving greater levels of social justice within higher education. This assumes that we could change the root metaphor of higher education – away from the current industrial model that is infused with neoliberal ideology and towards a more sustainable ecological model. This change involves five key moves that require us to: construct an institutional natural history to understand the network of interactions within the university; to explore the nature of the dominant narratives and move away from a narrative monoculture; to value post-abyssal thinking that includes cultural knowledge as well as academic knowledge; to move away from dependence on heroic leaders towards ecological leadership, and to consider how we can develop sustainable pedagogies that can withstand disturbances to the ecosystem. This paper acknowledges that coordination of these moves presents a considerable challenge to university managers.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43302634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/13562517.2023.2197109
Jing Lin, Amanda Fiore, E. Sorensen, V. Gomes, Joey Haavik, M. Malik, Shue-kei Joanna Mok, Jordan Scanlon, Emmanuel Wanjala, A. Grigoryeva
ABSTRACT In this article, we directly address five of the six questions presented by Misiaszek & Rodrigues, including the definition of ‘sustainability’ and ‘development’ in higher education teaching, the politics of teaching, and the responsibilities of teachers within the institution of higher education. We argue for contemplative inquiry and storytelling as epistemology and pedagogy for eco-justice education. We introduce a course taught by an author of this paper, to illustrate our position on the possibilities of Justice-Based Ecological Pedagogies (JBES) as presented by Misiaszek & Rodrigues, as well as to frame our own position, and to offer practical, concrete examples of possible epistemologies and course pedagogies and activities grounded in an Anti-Anthropocentric pedagogical frame. We present a brief summary of student writing from this course, which we believe shows them meaningfully engaging with nature as a family member or friend, that is, a biocentric lens of love for nature.
{"title":"Contemplative, holistic eco-justice pedagogies in higher education: from anthropocentrism to fostering deep love and respect for nature","authors":"Jing Lin, Amanda Fiore, E. Sorensen, V. Gomes, Joey Haavik, M. Malik, Shue-kei Joanna Mok, Jordan Scanlon, Emmanuel Wanjala, A. Grigoryeva","doi":"10.1080/13562517.2023.2197109","DOIUrl":"https://doi.org/10.1080/13562517.2023.2197109","url":null,"abstract":"ABSTRACT In this article, we directly address five of the six questions presented by Misiaszek & Rodrigues, including the definition of ‘sustainability’ and ‘development’ in higher education teaching, the politics of teaching, and the responsibilities of teachers within the institution of higher education. We argue for contemplative inquiry and storytelling as epistemology and pedagogy for eco-justice education. We introduce a course taught by an author of this paper, to illustrate our position on the possibilities of Justice-Based Ecological Pedagogies (JBES) as presented by Misiaszek & Rodrigues, as well as to frame our own position, and to offer practical, concrete examples of possible epistemologies and course pedagogies and activities grounded in an Anti-Anthropocentric pedagogical frame. We present a brief summary of student writing from this course, which we believe shows them meaningfully engaging with nature as a family member or friend, that is, a biocentric lens of love for nature.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48814924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/13562517.2023.2197111
Haven Bills, Sonja Klinsky
ABSTRACT University-level sustainability education aims to reduce future harm to people and the planet, however, this goal is challenged by the tight relationships between Western academia and settler colonialism (SC). As a process that is predicated upon Indigenous erasure and harmful land relations, SC is antithetical to sustainability goals. This raises questions about how those responsible for providing education in this space respond to these challenges: are they reinscribing or resisting SC? How are these processes occurring? Through interviews at Arizona State University’s School of Sustainability, we analyse how educators are grappling with reproductions of SC while attempting Justice-Based Environmental Sustainability (JBES) education. We find primary barriers to achieving JBES and challenging SC exist individually (anxiety and discomfort) and systemically (university understandings of land, progress, and power). Using resilience as a frame of analysis points to the importance of interventions designed at the interplay of the individual and the system broadly.
{"title":"The resilience of settler colonialism in higher education: a case study of a western sustainability department","authors":"Haven Bills, Sonja Klinsky","doi":"10.1080/13562517.2023.2197111","DOIUrl":"https://doi.org/10.1080/13562517.2023.2197111","url":null,"abstract":"ABSTRACT University-level sustainability education aims to reduce future harm to people and the planet, however, this goal is challenged by the tight relationships between Western academia and settler colonialism (SC). As a process that is predicated upon Indigenous erasure and harmful land relations, SC is antithetical to sustainability goals. This raises questions about how those responsible for providing education in this space respond to these challenges: are they reinscribing or resisting SC? How are these processes occurring? Through interviews at Arizona State University’s School of Sustainability, we analyse how educators are grappling with reproductions of SC while attempting Justice-Based Environmental Sustainability (JBES) education. We find primary barriers to achieving JBES and challenging SC exist individually (anxiety and discomfort) and systemically (university understandings of land, progress, and power). Using resilience as a frame of analysis points to the importance of interventions designed at the interplay of the individual and the system broadly.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43082271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/13562517.2023.2198639
Sandra Ajaps
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.
{"title":"Deconstructing the constraints of justice-based environmental sustainability in higher education","authors":"Sandra Ajaps","doi":"10.1080/13562517.2023.2198639","DOIUrl":"https://doi.org/10.1080/13562517.2023.2198639","url":null,"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.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41819539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/13562517.2023.2193666
Jeremy Jimenez, Peter Kabachnik
ABSTRACT This Point for Departure highlights why higher education institutions (HEIs) should integrate Indigenous perspectives in their course offerings, campus management, and scholarly production. Much of HEI's sustainability focus today disproportionately focuses on climate change, which we argue is because its purported solutions actually serve to reinforce, business-as-usual industrial growth. The alternative paradigm to long-term sustainability we propose that HEIs should work to implement is to restructure their curriculum and pedagogy to incorporate what we refer to as Indigenous sustainabilities. In short, we call for academics to integrate Indigenous perspectives and place-based knowledges into their courses, research agenda, and service work in lieu of, or at least in addition to, the current Education for Sustainable Development (ESD) paradigms that often narrowly focus on how HEI are reducing their carbon emissions via so-called ‘clean’ energy, at the expense of addressing other equally, if not more, concerning threats to a healthy biosphere.
{"title":"Indigenizing environmental sustainability curriculum and pedagogy: confronting our global ecological crisis via Indigenous sustainabilities","authors":"Jeremy Jimenez, Peter Kabachnik","doi":"10.1080/13562517.2023.2193666","DOIUrl":"https://doi.org/10.1080/13562517.2023.2193666","url":null,"abstract":"ABSTRACT This Point for Departure highlights why higher education institutions (HEIs) should integrate Indigenous perspectives in their course offerings, campus management, and scholarly production. Much of HEI's sustainability focus today disproportionately focuses on climate change, which we argue is because its purported solutions actually serve to reinforce, business-as-usual industrial growth. The alternative paradigm to long-term sustainability we propose that HEIs should work to implement is to restructure their curriculum and pedagogy to incorporate what we refer to as Indigenous sustainabilities. In short, we call for academics to integrate Indigenous perspectives and place-based knowledges into their courses, research agenda, and service work in lieu of, or at least in addition to, the current Education for Sustainable Development (ESD) paradigms that often narrowly focus on how HEI are reducing their carbon emissions via so-called ‘clean’ energy, at the expense of addressing other equally, if not more, concerning threats to a healthy biosphere.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45756651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/13562517.2023.2197110
Nuria Cuenca-Soto, L. F. Martínez-Muñoz, Ó. Chiva-Bartoll, M. L. Santos-Pastor
ABSTRACT Education for environmental and social sustainability in Higher Education requires a new approach that encompasses both care for nature and social inclusion. Ecopedagogy offers a critical framework within which to provide specific teaching and learning initiatives. In particular, this article aims to explore the effects of a critical (eco)feminist approach implemented through a critical feminist service-learning program. We use a qualitative study with an ethnographic-interpretative approach. The results show an increase in awareness and sensitivity towards environmental education and social justice in the students’ understanding, attitude, and commitment to sustainability. Institutional limitations were also detected, leading to a reduction in the opportunities for achieving optimal results that would create a global meaning and a real application of the teachings for sustainability and social justice.
{"title":"Environmental sustainability and social justice in Higher Education: a critical (eco)feminist service-learning approach in sports sciences","authors":"Nuria Cuenca-Soto, L. F. Martínez-Muñoz, Ó. Chiva-Bartoll, M. L. Santos-Pastor","doi":"10.1080/13562517.2023.2197110","DOIUrl":"https://doi.org/10.1080/13562517.2023.2197110","url":null,"abstract":"ABSTRACT Education for environmental and social sustainability in Higher Education requires a new approach that encompasses both care for nature and social inclusion. Ecopedagogy offers a critical framework within which to provide specific teaching and learning initiatives. In particular, this article aims to explore the effects of a critical (eco)feminist approach implemented through a critical feminist service-learning program. We use a qualitative study with an ethnographic-interpretative approach. The results show an increase in awareness and sensitivity towards environmental education and social justice in the students’ understanding, attitude, and commitment to sustainability. Institutional limitations were also detected, leading to a reduction in the opportunities for achieving optimal results that would create a global meaning and a real application of the teachings for sustainability and social justice.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41997751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/13562517.2023.2193667
Sharon Stein, V. Andreotti, Cash Ahenakew, Rene Suša, Will Valley, Ninawa Huni Kui, Mateus Tremembé, Lisa Taylor, Dino Siwek, Camilla Cardoso, Carolina Azul Duque, Shyrlene Oliveira da Silva Huni Kui, Bill Calhoun, Shawn van Sluys, Sarah Amsler, Dani D’Emilia, Dani Pigeau, Bruno Andreotti, E. Bowness, Angela Mcintyre
ABSTRACT Many pedagogies that seek to address the climate and nature emergency (CNE) promise hope and solutions for an idealized future. In this article, we suggest these pedagogies are rooted in the same modern/colonial system that created the CNE and other ‘wicked’ socio-ecological challenges in the first place, and thus they are not well-suited for preparing students to navigate these challenges. We also ask what kind of climate education could invite students to interrupt the reproduction of colonial futures, and deepen their sense of social and ecological responsibility in the present. As one possible response to this question, we offer an outline for climate education otherwise, which seeks to prepare students with the stamina and the intellectual, affective, and relational capacities that could enable more justice-oriented coordinated responses to current and coming challenges.
{"title":"Beyond colonial futurities in climate education","authors":"Sharon Stein, V. Andreotti, Cash Ahenakew, Rene Suša, Will Valley, Ninawa Huni Kui, Mateus Tremembé, Lisa Taylor, Dino Siwek, Camilla Cardoso, Carolina Azul Duque, Shyrlene Oliveira da Silva Huni Kui, Bill Calhoun, Shawn van Sluys, Sarah Amsler, Dani D’Emilia, Dani Pigeau, Bruno Andreotti, E. Bowness, Angela Mcintyre","doi":"10.1080/13562517.2023.2193667","DOIUrl":"https://doi.org/10.1080/13562517.2023.2193667","url":null,"abstract":"ABSTRACT\u0000 Many pedagogies that seek to address the climate and nature emergency (CNE) promise hope and solutions for an idealized future. In this article, we suggest these pedagogies are rooted in the same modern/colonial system that created the CNE and other ‘wicked’ socio-ecological challenges in the first place, and thus they are not well-suited for preparing students to navigate these challenges. We also ask what kind of climate education could invite students to interrupt the reproduction of colonial futures, and deepen their sense of social and ecological responsibility in the present. As one possible response to this question, we offer an outline for climate education otherwise, which seeks to prepare students with the stamina and the intellectual, affective, and relational capacities that could enable more justice-oriented coordinated responses to current and coming challenges.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43010063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/13562517.2023.2210078
Mariona Espinet, German Llerena, Laísa M. Freire dos Santos, S. L. Ramos de Robles, Mariona Massip
ABSTRACT Non-hegemonic perspectives on sustainability are grounded in environmental sustainability based on justice. We argue about the potential of co-operatives for learning framed through degrowth epistemological visions promoting pedagogical changes in Higher Education. The context is a public university in Catalonia (Spain) implementing an innovative teaching methodology merging service learning and co-operatives for learning in an Environmental Sciences degree. The research question was: What are the experiences of undergraduate students participating in co-operatives for learning about environmental education? Data collection used focus group interviews and individual reflective narratives. Based on the construct of dialectical tensions, we identify three breaking points for the transition to teaching justice-based environmental sustainability using co-operatives for learning: (a) decommodification of work (tradition/innovation; theory/practice); (b) reconstruction of relationships with ‘the other’ (individual/collective); and (c) with nature (capitalism/degrowth). We conclude that students’ environmental praxis is promoted when addressing new perspectives of development and sustainability in university teaching.
{"title":"Co-operatives for learning in higher education: experiences of undergraduate students from environmental sciences","authors":"Mariona Espinet, German Llerena, Laísa M. Freire dos Santos, S. L. Ramos de Robles, Mariona Massip","doi":"10.1080/13562517.2023.2210078","DOIUrl":"https://doi.org/10.1080/13562517.2023.2210078","url":null,"abstract":"ABSTRACT\u0000 Non-hegemonic perspectives on sustainability are grounded in environmental sustainability based on justice. We argue about the potential of co-operatives for learning framed through degrowth epistemological visions promoting pedagogical changes in Higher Education. The context is a public university in Catalonia (Spain) implementing an innovative teaching methodology merging service learning and co-operatives for learning in an Environmental Sciences degree. The research question was: What are the experiences of undergraduate students participating in co-operatives for learning about environmental education? Data collection used focus group interviews and individual reflective narratives. Based on the construct of dialectical tensions, we identify three breaking points for the transition to teaching justice-based environmental sustainability using co-operatives for learning: (a) decommodification of work (tradition/innovation; theory/practice); (b) reconstruction of relationships with ‘the other’ (individual/collective); and (c) with nature (capitalism/degrowth). We conclude that students’ environmental praxis is promoted when addressing new perspectives of development and sustainability in university teaching.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43165311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-28DOI: 10.1080/13562517.2023.2212605
Stacie Gray
{"title":"Representation within the sport management curricula: exploring educators’ decision making-process","authors":"Stacie Gray","doi":"10.1080/13562517.2023.2212605","DOIUrl":"https://doi.org/10.1080/13562517.2023.2212605","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44197847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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