Campus sustainability: emerging curricula models in higher education

Campus sustainability: emerging curricula models in higher education Purpose – The purpose of this paper is to build a detailed description of the Global Seminar (GS) curricula model by exploring its on‐the‐ground participatory practices in America, Europe, Africa, Asia, and Australia. Design/methodology/approach – Within a qualitative research design framework, the authors interviewed 20 faculty members from the USA, Mexico, Costa Rica, Italy, Australia, Sweden, Honduras, South Africa, Germany, Austria, and Denmark. They observed 11 class sessions; and analyzed available course documents. Findings – The GS model provides a broader notion of teaching and learning for sustainability that incorporates greening and education for sustainability into curricula. This participatory model proves the emerging shift towards a new paradigm of teaching and learning for sustainability in academia. Originality/value – This paper shows how academia can address sustainability through curricula models that promote a fundamental change to the dominant academic paradigm and challenge the existing understanding of sustainability in higher education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Sustainability in Higher Education Emerald Publishing

Campus sustainability: emerging curricula models in higher education

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Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
1467-6370
D.O.I.
10.1108/14676371111098302
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to build a detailed description of the Global Seminar (GS) curricula model by exploring its on‐the‐ground participatory practices in America, Europe, Africa, Asia, and Australia. Design/methodology/approach – Within a qualitative research design framework, the authors interviewed 20 faculty members from the USA, Mexico, Costa Rica, Italy, Australia, Sweden, Honduras, South Africa, Germany, Austria, and Denmark. They observed 11 class sessions; and analyzed available course documents. Findings – The GS model provides a broader notion of teaching and learning for sustainability that incorporates greening and education for sustainability into curricula. This participatory model proves the emerging shift towards a new paradigm of teaching and learning for sustainability in academia. Originality/value – This paper shows how academia can address sustainability through curricula models that promote a fundamental change to the dominant academic paradigm and challenge the existing understanding of sustainability in higher education.

Journal

International Journal of Sustainability in Higher EducationEmerald Publishing

Published: Jan 11, 2011

Keywords: Sustainable development; Curricula; Higher education

References

  • Capacity building: a course on sustainable development to educate the educators
    Lozano‐García, F.; Gándara, G.; Perrni, O.; Manzano, M.; Hernández, D.; Huisingh, D.

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