Revolutions and second-best solutions: education for sustainable development in higher education

被引：100
作者：
Cotton, Debby [1 ]
Bailey, Ian [2 ]
Warren, Martyn [2 ]
Bissell, Susie [3 ]
机构：
[1] Univ Plymouth, EDaLT, Plymouth PL4 8AA, Devon, England
[2] Univ Plymouth, Sch Geog, Plymouth PL4 8AA, Devon, England
[3] Univ Plymouth, HEA Subject Ctr Geog Earth & Environm Sci GEES, Plymouth PL4 8AA, Devon, England
来源：
STUDIES IN HIGHER EDUCATION | 2009年 / 34卷 / 07期
关键词：
D O I：
10.1080/03075070802641552
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Despite widespread policy support for education for sustainable development in higher education, and a strong academic literature arguing for a radical rethink of curriculum, pedagogy and institutional culture, progress towards the educational reforms advocated remains limited. Based on in-depth interviews with lecturers at a case-study university, this article explores reasons for the slow pace of change, in particular how constraining variables (such as class size, patchy managerial support, perceived irrelevance to some disciplines, and conflict with prevalent higher education pedagogies) inhibit the widespread use of the holistic, interdisciplinary, transformative learning approaches advocated by theorists. Coping strategies employed by lecturers to bring education for sustainable development into their teaching practices are investigated and reviewed in the context of the 'theory of the second best'. We conclude with a plea for greater recognition in the literature of the merits of such 'second-best' approaches in higher education.
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收藏
页码：719 / 733
页数：15
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