Academic identity and “education for sustainable development”
A grounded theory
Dados Bibliográficos
| ID | 22166701 |
|---|---|
| Autores | Kerry Shephard (0000-0002-4139-5112, University of Otago, autor correspondente) |
| Ano | 2023 |
| Volume | 8 |
| Data de publicação | 2023-08-30 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Frontiers in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Editora | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2023.1257119 |
| OpenAlex | W4386329649 |
| Idioma | EN |
| Citações recebidas | 3 |
| Referências citadas | 33 |
The research described in this article set out to explore the nature of higher education institutions’ commitment to teaching for social, environmental and economic justice in the context of the SDGs and to develop a theory of this phenomenon to support further research. The research used grounded theory methodology and took place over a two-month period in 2023. Cases were collected in four universities in New Zealand, India and Sweden and included interviews with individuals, participation in group activities including a higher education policy meeting, seminars and workshops, unplanned informal conversations, institutional policy documents and media analyses in the public domain. Cases were converted to concepts using a constant comparative approach and selective coding reduced 46 concepts to three broad and overlapping interpretations of the data collected, focusing on academic identity, the affective (values-based) character of learning for social, environmental and economic justice, and the imagined, or judged, rather than measured, portrayal of the outcomes or consequences of the efforts of this cultural group in teaching contexts. The grounded theory that derives from these three broad interpretations suggests that reluctance to measure, monitor, assess, evaluate, or research some teaching outcomes is inherent to academic identity as a form of identity protection, and that this protection is essential to preserve the established and preferred identity of academics
Economic Justice · Geography · Grounded theory · Higher education · Pedagogy · Political science · Public relations · Qualitative research · Social group · Social identity theory · Social science · Sociology · Higher Education Governance and Development · Law · Psychology · Service-Learning and Community Engagement · Social Psychology · Sustainability in Higher Education
Basics of qualitative research
A Comparison of the Theory of Planned Behavior and the Theory of Reasoned Action
Higher education for sustainability
Narratives of practice and the construction of identity in teaching
The field of cultural production
Educating the educators to be a driving force in higher education towards sustainable development
Evaluation of integration of sustainable development in higher education in Sweden
“Teaching, my passion; publishing, my pain”
“There is a hell and heaven difference among faculties who are from quota and those who are non-quota”
Seeking learning outcomes appropriate for ‘education for sustainable development’ and for higher education
Fourth-Generation Evaluation
Green cities and ivory towers
Key competencies in sustainability in higher education—toward an agreed-upon reference framework
Key competencies in sustainability
Shaping the self to sustain the other
Future-oriented higher education
Competitive accountability and the dispossession of academic identity
Kindness in pedagogical practice and academic life
Climate‐Science Communication and the Measurement Problem
A General Inductive Approach for Analyzing Qualitative Evaluation Data
Exploring what university teachers think about educationforsustainability
| Obras citantes distintas | 3 |
|---|---|
| Citações por ano | 1,5 |
| Intervalo de citações | 2024 - 2026 (3) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 3 |