Teetering on the Brink

Selby, David; Kagawa, Fumiyo

doi:10.1177/1541344618782441

Cited by 26 publications

(7 citation statements)

References 31 publications

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“…Henderson (2019) argues cogently for teaching climate change and other scientific topics through a pedagogical lens that explicitly acknowledges that social, political and economic "power matters." Others working in the field of climate change education are turning increasingly to models of "transgressive" and "transformative" pedagogy and learning (Busch, Henderson and Stevenson 2018;Peters and Wals 2016;Selby and Kagawa 2018). It takes only a glance at what are now becoming daily headlines of growing environmental -not to mention political and economic -crises worldwide to be given a sharp reminder of just why the work of radically shifting direction in STEM education, and all other types of education, is today so vitally important.…”

Section: Discussionmentioning

confidence: 99%

The oil industry in our schools: from Petro Pete to science capital in the age of climate crisis

Tannock

2020

Environmental Education Research

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Fossil fuel corporations play a significant role in promoting their interests in schools and other educational institutions, a practice that has recently been labelled as 'petro-pedagogy.' But this role goes beyond the production of the pro-petroleum and anti-science corporate propaganda that tends to attract the most critical attention. In this article, I present a case study of the involvement of BP, one of the world's largest fossil fuel corporations, in primary and secondary education in the United Kingdom. As practiced by BP, petro-pedagogy constitutes a core part of a corporate education reform network that, for the past decade, has focused on promoting a neoliberal model of STEM education in schools around the world. This model, based on corporate and capitalist interests, poses a significant threat to our collective efforts to tackle the global climate crisis.

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Section: Discussionmentioning

confidence: 99%

The oil industry in our schools: from Petro Pete to science capital in the age of climate crisis

Tannock

2020

Environmental Education Research

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“…Although TL has been used extensively as a background theory in ESD [40], there are still some issues with this relationship [41]. First, in ESD, the definition of transformation is often ambiguous because any change can qualify as transformation.…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Teaching and Learning Approaches: Curriculum Framework for Sustainability Literacy for Technical and Vocational Teacher Training Programmes in Malaysia

2023

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Given the impact of unsustainable practices, work, and living patterns, it has become increasingly important to raise global citizens as stewards of the earth’s life support system. Thus, developing sustainability literacy has become very crucial. A sustainability-literate professional can make sound decisions and act in environmentally friendly, socially acceptable, and economically viable ways. Technical and vocational education and training (TVET) arguably has the potential to educate workers, graduates, and citizens alike in developing sustainability literacy since it is regarded in many nations as the supplier of skilled labour. TVET teacher training programmes in Malaysia have been vastly proficient in developing vocationally competent teachers and workers. Still, there remains uncertainty regarding the extent to which these vocational teaching professionals have been trained to develop sustainability competencies and literacies. The implication is that, when technical and vocational teachers responsible for training workers do not possess the requisite competencies to engage in sustainability education, the potential for TVET to become a viable tool for ESD diminishes. Given this backdrop, this study was undertaken to propose a curriculum framework for sustainability literacy for technical and vocational teacher training programmes. Using a modified Delphi method (MDM) consisting of 15 expert participants from Asian-Pacific countries, four important curricular elements for sustainability literacy were identified and defined. These include the learning outcomes for sustainability literacy, teaching competencies for sustainability literacy, pedagogical approaches to foster effective teaching and learning for sustainability, as well as ESD integration strategies. The specific indicators within this curriculum framework were also defined. The paper concludes with vivid implications for practice within TVET teacher training programmes in realising Goal 4 of the United Nations Sustainable Development Goals (SDGs).

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“…Not surprisingly, there remains a persistent critique -from within and without -of the neoliberal commitments of universities in the (re)production of knowledge, of reductionist ways of thinking, and production of conformist consumers (e.g., Olssen and Peters, 2005;Saunders, 2010;Olssen, 2016;Busch, 2017;Connell, 2019). Sharp critiques have thus been leveraged against the complicit outcomes of teaching and research, followed by growing calls for subversive and transgressive learning (e.g., Lotz-Sisitka et al, 2015;Macintyre et al, 2018;Selby and Kagawa, 2018). Despite a long-standing acknowledgment of the need to give students more agency in their own education, few universities have gone far beyond giving lip service to this ideal (e.g., Astin, 1999Astin, /1984Manning et al, 2013) 8 .…”

Section: The Non-conformist Universitymentioning

confidence: 99%

If It Is Life We Want: A Prayer for the Future (of the) University

Moser¹,

Fazey²

2021

Front. Sustain.

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Universities are one potentially important place – albeit not the only one – to initiate the next generation into becoming the adult humans needed to navigate the difficult future of the Anthropocene. The University of the future will fail this mission, if it only prepared young people in the technical expertise required to manage accelerating climate crises and the breakdown of Earth's life support and interlocking human systems. The depth and extent of transformation that awaits society requires people skilled in coping emotionally and in effectively engaging the plethora of challenges ahead with agility, creativity, resolve, vision, and integrity. It requires universities themselves to transform into institutions of human development that cease to participate, pardon and propagate patterns of exploitation and, instead, become singularly dedicated to restoring and regenerating the conditions for life. This paper articulates a vision of a radically different future “University.” Building on others' calls for transformation-supporting education, we frame universities' role in the larger arc of inner and outer human and societal development. We spell out some of the implications and needs such a shift would entail. The paper is written in the spirit of the future University that we envision: not just from our analytical thinking brain, but drawing also on our imaginative/intuitive, emotional, and sensing/embodied ways of knowing. As such, it breaks with conventional academic writing and opens up wider possibilities for and commitment to life-affirming and restorative action.

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Teetering on the Brink

Cited by 26 publications

References 31 publications

The oil industry in our schools: from Petro Pete to science capital in the age of climate crisis

The oil industry in our schools: from Petro Pete to science capital in the age of climate crisis

Teaching and Learning Approaches: Curriculum Framework for Sustainability Literacy for Technical and Vocational Teacher Training Programmes in Malaysia

If It Is Life We Want: A Prayer for the Future (of the) University

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