Sustainability and engagement: strange bedfellows in the undergraduate textbook

Abstract

Purpose This paper aims to examine the textual coverage of the topic of public engagement in leading English language sustainability textbooks. Design/methodology/approach In this paper, the authors’ findings are based on a content analysis of 12 textbooks published between 2005 and 2015. The authors generated the sample through three sources: a review of the offerings of five major academic publishers, title searches of academic databases and an examination of the syllabi compiled by AASHE. Texts that displayed a high degree of disciplinarity or those that were narrowly focused were rejected. A list of a priori codes was established in which the authors expected to find in the indices of the texts. This resulted in 21 expected a priori codes for which the authors assessed the sample texts to gauge the place of engagement in these materials. Findings The authors find that only two textbooks contained ten or more references to engagement. Overall, very little attention was paid to the ways in which individuals, groups or institutions can engage in action for a sustainable society. The authors argue that substantive changes in the writing of textbooks are necessary to provide students with comprehensive training on why engagement is critical. More diverse writing teams, attention to cultural obstacles and mindfulness of the politics of difference are recommended. Practical implications Practical implications include pedagogical methods aimed at better-informed students knowledgeable of the importance of public engagement in the sustainability transition. Social implications Social implications include a more dynamic socially sustainable educational experience for students, which is aligned with cutting-edge scholarship. Originality/value The authors know of no other research devoted to the analysis of engagement in contemporary sustainability textbooks. The authors hope to encourage writers of sustainability textbooks and their editors to incorporate more robust social science scholarship on pivotal topics such as how social change and action intersects with sustainability. Second, the authors seek to broaden a conversation about the role of public engagement in sustainability-focused textbooks and curricula.

Analysis of Sustainability Activities in Spanish Elementary Education Textbooks

“…In short, it can be concluded that, with such a high proportion of activities at a low cognitive level and mainly focused on aspects, such as environmental problems and recycling, textbooks might be insufficient for a broad treatment of sustainability. This is in line with the reports of other authors [35][36][37][38][39]. Therefore, the work of the teacher is fundamental to make up for possible deficiencies.…”

“…Several researches analyse the treatment given to sustainability by textbooks from different perspectives. Thus, some studies, such as that of Larkins et al [35], analyse several United States (US) textbooks that were published between 2005 and 2015, reporting the little attention paid to the ways in which people, groups, or institutions can participate in the pursuit of a sustainable society as a general idea. On the other hand, Muthukrishnan and Kelley [36] analyse the representations of sustainability in a set of books for children that can be acquired through Amazon, concluding the insufficiency of these books to describe sustainability, representing eco-sustainable practices only in post-consumption scenarios, without describing the effects of consumerism, such as the depletion of natural resources or pollution.…”

Detecting the historical roots of education for sustainable development (ESD): a bibliometric analysis

“…The first peak occurred in 1996, the book “Education for Sustainability” [10] (Huckle and Sterling, 1996) was cited the most (29 citations) in 1996. The book highlights that EfS is a process in which the awareness and attitudes of individuals need to be developed to enable people to effectively develop a sustainable future and to make decisions that combine the social, cultural, economic and environmental aspects of living (Larkins et al , 2018).…”

Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: a literature review

“…5.2.1 Teaching techniques used in engineering, management and other disciplines. Faculty members usually rely on textbooks to teach complex concepts like sustainability to fill the personal intellectual void of not being well versed with the concept (Larkins et al, 2018). A study of the readings assigned by US universities offering introductory sustainable courses by revealed "Green to Gold" and "Capitalism to Crossroads" as readings assigned at the undergraduate level and "Cradle to Cradle" and "Roadmap to Natural Capitalism" at the postgraduate level.…”

“…A study of the readings assigned by US universities offering introductory sustainable courses by revealed "Green to Gold" and "Capitalism to Crossroads" as readings assigned at the undergraduate level and "Cradle to Cradle" and "Roadmap to Natural Capitalism" at the postgraduate level. Larkins et al (2018) observed that only two textbooks contained references on public engagements. Bridges and Wilhelm (2008) suggested articles in journals featuring sustainable marketing practices, websites of known marketing magazines such as Fortune, Forbes and The Wall Street can compensate for the dearth of sustainability material in marketing.…”