Researching the hidden curriculum: intentional and unintended messages

Energy saving on campus: a comparison of students' attitudes and reported behaviours in the UK and Portugal

“…There is an increasing interest in the relationship between campus sustainability and education (Jones et al, 2010), particularly as evidence grows which indicates that what happens outside the classroom either reinforces, or challenges, what students learn in the formal curriculum (Cotton et al, 2013). If universities conduct their estates management in an unsustainable manner, for instance through poor energy management in buildings, this may negate the effectiveness of efforts to teach about sustainability in general, and energy saving in particular.…”

“…If universities conduct their estates management in an unsustainable manner, for instance through poor energy management in buildings, this may negate the effectiveness of efforts to teach about sustainability in general, and energy saving in particular. On the other hand, a university may be engaging with exceptional energy-saving measures on campus but efforts go unseen by students, or 'mixed messages' may undermine efficacy (Cotton et al, 2013). This tension between campus and curriculum has been used to advocate for a more holistic approach as part of a 'sustainable university' (Sterling et al, 2013), where 'integrative approaches' (Leal Filho et al, 2015) ensure that sustainability permeates all aspects of university business and synergies are created.…”

Educating geographers in an era of the anthropocene: paradoxical natures – paradoxical cultures

“…Controversy, however, arises when dealing with strategic actions and solutions to sustainability challenges since a given position legitimizes a given political agenda (Morgan, 2011). Thus, the geopolitics of education for sustainable development (ESD), environmental education (EE) sustainability in higher education (HESD) or similar acronyms, produce complex dilemmas (Corcoran and Wals, 2004;Sterling et al, 2013). This inevitably tends to frame education as a change agent that socializes students into accepting certain kinds of explanations, values and preanalytic assumptions (Lozano et al, 2013a;Hesselbarth and Schaltegger, 2014).…”

Creating global students: opportunities, challenges and experiences of internationalizing the Geography curriculum in Higher Education

“…However, staff should become aware of the issues and pitfalls of what and how they teach, which may require new ways of thinking and acting for both staff and students. There are planned and unplanned experiences that occur within the formal and informal curricula, but we also need to be aware of the hidden curriculum (Cotton, Winter, & Bailey, 2013;Leask, 2015) particularly when dealing with international students or with geopolitical situations beyond our immediate experience. Thus tutors need to manage their own positionality, and also that of their students, when undertaking intercultural learning (Leask, 2007).…”