Barriers and pathways to creating sustainability education programs

Policy, rhetoric and reality

Bibliographic Data

ID12526596
AuthorsJanet Moore (0009-0008-9727-701X, Simon Fraser University at Harbour Centre, corresponding author)
Year2005
Volume11
Issue5
Pages537-555
Publication date2005-11-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEnvironmental Education Research (JOURNAL)
Journal identifiersISSN: 1350-4622 • E-ISSN: 1469-5871
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13504620500169692
OpenAlexW2072496161
LanguageEN
Citations received28
References cited17

This article outlines an action‐oriented research project regarding the University of British Columbia’s engagement with sustainability. In 1997, the University of British Columbia (UBC) created a sustainability policy that suggests all UBC students should be educated about sustainability. Using data from a series of in‐depth interviews the author outlines a range of institutional barriers that impede the implementation of sustainability education including: the problems of disciplinarity, the competitive environment of the university, misdirected criteria for evaluating students and faculty, and multiple priority‐setting by the administration. The article concludes with recommendations on how to create institutional change and sustainability education programs at the university level

Action (physics · Engineering ethics · Environmental education · Higher education · Pedagogy · Political science · Public relations · Rhetoric · Sociology · Sustainability · Sustainability organizations · Sustainability science · Engineering · Environmental Education and Sustainability · Public Administration · Service-Learning and Community Engagement · Sustainability in Higher Education

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