Campus Sustainability: Emerging Curricula Models in Higher Education

Autor/inn/en	Savelyeva, Tamara; McKenna, James R.
Titel	Campus Sustainability: Emerging Curricula Models in Higher Education
Quelle	In: International Journal of Sustainability in Higher Education, 12 (2011) 1, S.55-66 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/14676371111098302
Schlagwörter	Foreign Countries; Higher Education; College Faculty; Sustainability; Environmental Education; Curriculum Development; Integrated Curriculum; Qualitative Research; Research Design; Models; Seminars; Global Approach; Africa; Asia; Australia; Austria; Costa Rica; Denmark; Germany; Honduras; Italy; Mexico; South Africa; Sweden; United States + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Qualitative Forschung; Forschungsdesign; Analogiemodell; Seminar; Globales Denken; Afrika; Asien; Australien; Österreich; Dänemark; Deutschland; Italien; Mexiko; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Schweden; USA
Abstract	Purpose: The purpose of this paper is to build a detailed description of the Global Seminar (GS) curricula model by exploring its on-the-ground participatory practices in America, Europe, Africa, Asia, and Australia. Design/methodology/approach: Within a qualitative research design framework, the authors interviewed 20 faculty members from the USA, Mexico, Costa Rica, Italy, Australia, Sweden, Honduras, South Africa, Germany, Austria, and Denmark. They observed 11 class sessions; and analyzed available course documents. Findings: The GS model provides a broader notion of teaching and learning for sustainability that incorporates greening and education for sustainability into curricula. This participatory model proves the emerging shift towards a new paradigm of teaching and learning for sustainability in academia. Originality/value: This paper shows how academia can address sustainability through curricula models that promote a fundamental change to the dominant academic paradigm and challenge the existing understanding of sustainability in higher education. (Contains 1 table and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10