Higher Education and the Challenge of Sustainability
Problematics, Promise and Practice. CERC Studies in Comparative Education
Sustainability challenges universities around the world to rethink their missions and to re-structure their courses, research programs, and life on campus. Graduates are increasingly exposed to notions of sustainability, which are emotionally, politically, ethically, and scientifically charged. They must be able to deal with conflicting norms and values, uncertain outcomes and futures, and a changing knowledge base. At the same time they will need to be able to contextualize knowledge in an increasingly globalized society. This book provides a variety of valuable theoretical and practical resources for students, teachers, researchers, and administrators who seek to integrate sustainability in higher education. Sustainability is not only explored as both an outcome and a process of learning, but as a catalyst for educational change and institutional innovation. The book raises the various problematics related to this inchoate field and provides an intellectual history and critical assessment of the prospects for institutionalizing sustainability in higher education.
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What Reviewers Are Saying
'This collection, by leading practitioners, critics, and researchers, is a valuable educational tool. It has the potential to advance significantly the movement towards education for sustainability.' Hans van Ginkel, President, International Association of Universities and Rector of the United Nations University, Tokyo, Japan 'This is a valuable book; it makes a significant and unique contribution to the burgeoning field of sustainable development. It is a fresh breeze with its stories of real academics working to make a difference in their courses, faculties, and universities.' Dr. Karen Malone, Associate Professor, Royal Melbourne Institute of Technology and Australian Director of UNESCO's Growing Up in Cities Project 'Issues of sustainability pose a Copernican level challenge to educators and educational institutions everywhere. Professors Corcoran and Wals have assembled an exemplary group of scholars and change agents to survey the field and the results are both useful and exciting. Strongly recommended for educators, administrators, and all interested in the transition to a world better than that in prospect.' David W. Orr, Professor and Chair of the Environmental Studies, Oberlin College, USA