Academic and disciplinary modes of identity are arguably the constituent elements of scholarly cultures (Hall 2002;Shulman 2004). Such elements are a crucial 'point of entry' for change projects. Many change projects inherently involve the imposition of constraints and demands for change on academics. This paper seeks to explore the implications of constructed academic identity for change projects with a focus on education for sustainability. How does the personal sense of the role of academic contribute to the cultural challenge we face in seeking to implement change projects (for sustainability) in higher education?Higher education (HE) is under constant and intense scrutiny across the western world. The responsibilities commonly believed to be owned by universities mean that many sectors of society have a view about the activities which should be prioritized by universities and consequently, by individual academics. This has resulted in many change projects in universities which inherently involve imposing constraints and demands on academics for different behaviour. Much of the change sought has been only partially successful, or resisted.Academic and disciplinary modes of identity are arguably the constituent elements of scholarly cultures (Hall 2002;Shulman 2004). This paper seeks to explore the implications of constructed academic identity for change projects, with a focus on education for sustainability (EfS), and research in sustainability in higher education. Through a theorization and critical engagement I seek to explore some learning from change management in HE in the light of recent developments in EfS, utilising models of academic identity and scholarly community as determinant factors. I will consider some of the contradictions within, and blockers to, EfS which emerge from the culture and traditions of universities and of scholarly self-concept. The breadth and complexity of EfS makes it unique in its interface with HE, especially in relation to the urgency of its concerns.The paper will consider the complex relationship of EfS and academia, through an examination of various constructs of academic selfhood, followed by a discussion of the discourse of values and beliefs, which I argue emerges from unresolved tensions in the social construction of academic identity. The role of disciplines in identity formation will be explored, as both blocker and driver to EfS projects. Finally, I offer some points of entry for the process of situating EfS through teaching and learning initiatives and the cultural power of the notion of 'communities of practice'.The definition of the term sustainability which informs this paper and which I bring to the notion of 'education for sustainability' (EfS) and research in sustainability in higher *
Education for sustainability (EfS) is emerging as an urgent imperative and challenge for higher education. But what exactly does it mean to put sustainability into higher education? How do we bring sustainability themes into university curriculum, across the enormous diversity of academic disciplines? This paper describes the experience of teaching a large 'stand-alone' EfS subject which sits within the professional contexts of the large first-year cohort undertaking it. We describe the themes, architecture and approach to sustainability education taken in this course and evaluate the learning and assessment activities offered to students. We conclude with reflections on the student experience and feedback, which suggests that while academics build towards a deeply embedded sustainability ethic in higher education, specialist parallel courses have a valuable role to play in the transition to sustainable futures.
Why is it taking so long to implement curriculum change for Education for Sustainability (EfS)? Despite a wealth of literature and government reporting about the need for EfS, we have seen few moves to include EfS across the curriculum in universities. Importantly, the sort of curriculum change we are seeking represents a complex process in complex organizations. No single factor affects this type of change. Rather there are several interconnecting aspects of organizations, disciplines, individuals, and beliefs. Hence, in discussing curriculum change we identify the roles of: organizational change; institutional strategies; academic development; curriculum development; learning and teaching practice; pedagogy; the campus; graduate attributes; and professional associations. Overall we do not offer a quick solution, rather we identify the need for a systemic approach to recognizing the range of elements that make up the EfS picture, and how they relate to one another. In parallel we recognize the role that the values of disciplines, and the academics themselves, play in influencing all the elements we have discussed. Our proposition is that if we all recognize the issues discussed, and tailor our responses to the situations of the university (and disciplines) we have targeted, then we can facilitate implementation of EfS
Contemporary universities in the developed world face a plethora of increased -and changing -responsibilities. We are the global university, responsible for the production of worker citizens who will be 'prepared' for an extraordinarily diverse set of challenges across all facets of their lives. Much of our research concentration in the academy necessarily requires a plural, diverse approach to developing the appropriate capabilities for our students. Multidisciplinarity is the simple reality of the professional world. Universities have at their disposal sophisticated self-aware multidisciplinary practitioners. Or do they? How is multidisciplinarity perceived and understood in university departments and research teams? What are the tangible measures of successful multi-disciplinary practice? Drawing on a cultural studies framework, this paper will consider the challenges to academic identity and collegiality which reside in the assumed move to multiple ways of knowing in discovery and scholarship. How do we open to, and learn from, each others' disciplinary tools, traditions and epistemologies? How are such collegial approaches -concrete collegialities -embedded in our starting discipline? What are the understandings and limitations we face in seeking to move to a rich meaningful interdisciplinary practice? I will explore these questions in relation to the UN Decade on Education for Sustainability and Sustainable Development.
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