Shaping the self to sustain the other: mapping impacts of academic identity in education for sustainability

Abstract

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 *

Meeting the Challenges of ESD Competency – Based Curriculum in a Vocational School Setting

“…Social learning has been designed by the organizations to involve teachers in the processes of changes (Cramer & Loeber, 2007). Still, the research shows that transformative change in the learning process depend upon the willingness of the staff members to engage in such a process (Hegarty, 2008).…”

An action research approach for embedding education for sustainability in a university undergraduate curriculum

“…According to Hegarty (2009, p. 84), change projects at universities that seek to embed cross-cutting agendas such as sustainability have been 'anything but straightforward'. Resistance and only partial success has been seen because these tend to be perceived as imposed agendas, and because research is often considered more important than teaching (Hegarty, 2008). This is due to the different existing 'territories'…”

“…This is due to a strong sense of identify formation, assumptions and beliefs amongst academia, being socially constructed, and in which a status quo and a set of values claimed by certain academics are being reproduced (Hegarty, 2008). A set of academic values and beliefs shape knowledge generation and transfer through education and research (Carr & Kemmis, 2009).…”

“…However it should be noted that little research has been conducted on the approaches to challenge existing academic boundaries and culture, and the role of academic culture and identity in blocking EfS in HE (Hegarty, 2008 . Few are the papers in the literature that discuss or focus on issues to do with academic culture and sustainability (Hegarty, 2008(Hegarty, , 2009.…”

“…Few are the papers in the literature that discuss or focus on issues to do with academic culture and sustainability (Hegarty, 2008(Hegarty, , 2009. No evidence has been found on how academic culture impacts interdisciplinary sustainability projects development.…”