Exploring what university teachers think about educationforsustainability

Dados Bibliográficos

ID4096867
AutoresKerry Shephard (0000-0002-4139-5112, University of Otago, autor correspondente), Mary Furnari (University of Otago)
Ano2013
Volume38
Fascículo10
Páginas1577-1590
Data de publicação2013-12-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoStudies in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0307-5079 • E-ISSN: 1470-174X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2011.644784
OpenAlexW2110364691
IdiomaEN
Citações recebidas20
Referências citadas28

The higher education literature reveals the highly subjective nature of thinking about the roles of higher education and its teachers with respect to ‘education for sustainability’. We used Q methodology to help to clarify and categorise commonly held viewpoints about this complex issue held by teachers in one university in New Zealand. We developed 50 statements about the issue and asked 43 participants to rank them and to record their responses to written questions. Our analysis confirms four significantly and qualitatively different viewpoints, one of which advocates for sustainability and for education for sustainability. The other three viewpoints do not, and each has distinct characteristics that prevent those who own them from using their position within the university to encourage students to act sustainably. Our article interprets these viewpoints and discusses their implications to higher education

Engineering ethics · Environmental education · Gratitude · Higher education · Pedagogy · Political science · Public relations · Sociology · Sustainability · Sustainable development · Viewpoints · Education and Critical Thinking Development · Engineering · Environmental Education and Sustainability · Psychology · Social Psychology · Sustainability in Higher Education