How do we equip learners with the values, knowledge, skills, and motivation to help achieve economic, social and ecological well-being? How can universities make a major contribution towards a more sustainable future? Amid rising expectations on HE from professional associations, funders, policy makers, and undergraduates, and increasing interest amongst academics and senior management, a growing number of higher education institutions are taking the lead in embracing sustainability. This response does not only include greening the campus but also transforming curricula and teaching and learning.

This book explains why this is necessary and - crucially - how to do it. Bringing together the experience of the HEFCE funded Centre for Sustainable Futures (CSF) at the University of Plymouth and the Higher Education Academy's Education for Sustainable Development Project, the book distills out the curriculum contributions of a wide range of disciplinary areas to sustainability. The first part of the book provides background on the current status of sustainability within higher education, including chapters discussing interdisciplinarity, international perspectives and pedagogy. The second part features 13 chapter case studies from teachers and lecturers in diverse disciplines, describing what has worked, how and why - and what hasn't. Whilst the book is organised by traditional disciplines, the authors and editors emphasise transferable lessons and interdisciplinarity so that readers can learn from examples outside their own area to embed sustainability within their own curricula and teaching. Subject areas covered include: geography, environmental and Earth Sciences, nursing/health, law, dance, drama, music, engineering, media and cultural studies, art and design, theology, social work, economics, languages, education, business and built environment.

About the Author

Paula Jones is a Research Assistant at the Centre for Sustainable Futures at the University of Plymouth, UK.

David Selby is Foundling Director of Sustainability Frontiers, an international non-governmental organization concerned with global, sustainability and climate change education; he is also Adjunct Professor in the Faculty of Education, Mount St. Vincent University, Halifax, Nova Scotia, Canada.

Stephen Sterling is Professor of Sustainability Education at the Centre for Sustainable Futures, University of Plymouth, and Senior Advisor to the Higher Education Academy ESD Project, UK.

Reviews

'At a time when universities are struggling to introduce sustainability literacy across the curriculum, this is a most timely book that provides much needed, practical insights into how this can be done.' Professor Patricia Broadfoot, CBE, Chair UUK/Guild HE Sustainability Task Group

'Higher education has a critically important role in orienting teaching and learning towards ensuring a sustainable future for all, and producing graduates who can make a positive difference. Yet, to date, substantial challenges remain with regard to rethinking and renewing curricula and pedagogies in many universities. This book addresses this problem - and opportunity - and in turn, challenges, guides and inspires its readers. We are very happy to commend it as a significant and timely contribution to the UN Decade of Education for Sustainable Development.' UN Decade of Education for Sustainable Development Secretariat, UNESCO

'The book provides practical material for those who want to go beyond the traditional disiciplinary boundaries to integrate new content, methods and to link with other disciplines.' GreenTeacher.org

'This book opens up the minds of the educationalists and policy makers in the West on the concept of sustainable development' Dr Vaidehi Nathan, Organiser Weekly

'Sustainability Education...is a well researched and written book, with commendable aims.' EsCalate

'Sustainability Education is a terrific book, which should be in the personal library of every university President and Senior Administration.' Dr. Karen Hurley, Sessional Instructor, School of Environmental Studies, University of Victoria, Canada

'The book offers some good insights [...] A total of 28 authors have reviewed, and critically and creatively reflected on sustainability-related curricula, teaching and learning in their discipline, in response to a given set of questions dealing with the status quo of sustainability education in their disciple, obstacles and constraints and how they have been dealt with, and the potential for innovation. The result is a fairly broad perspective on the subject.' Manjusha Misra in the International Journal of Environmental Studies

Book Information
ISBN 9781844078783
Author Stephen Sterling
Format Paperback
Page Count 384
Imprint Earthscan Ltd
Publisher Taylor & Francis Ltd
Weight(grams) 710g