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    Assessing the suitability of sustainability frameworks for embedding sustainability in higher education curricula: pragmatism versus transformation

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    Publication date
    2021
    Author
    Druckman, A.
    Mair, Simon
    Keyword
    Education for sustainability
    Sustainability framework
    Curriculum
    Sustainable Development Goals
    Three Pillars Approach
    Capitals Approach
    Rights
    This article is © (2021) Emerald Group Publishing and permission has been granted for this version to appear here: https://bradscholars.brad.ac.uk. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.
    Peer-Reviewed
    Yes
    Open Access status
    Green
    
    Metadata
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    Abstract
    Purpose. This viewpoint paper addresses the use of sustainability frameworks in embedding education for sustainability into the curriculum of Higher Education Institutions (HEIs). We focus on the paradox that sustainability frameworks must facilitate transformation of existing structures whilst also being well-enough aligned with current conditions to be readily adopted by today’s HEIs. Design/methodology/approach. We propose a set of four criteria for assessing the suitability of sustainability frameworks for use across the curriculum: Relevance to Current Curricula; Language; Institutional Fit; and Concept of the Future. Using these criteria, we assess how various frameworks align with the current (unsustainable) state of affairs, and their transformative potential. The frameworks assessed are: the Sustainable Development Goals (SDGs); the Three Pillars Framework; and the Capitals Approach. Findings. We find that each of the frameworks has strengths and weaknesses: the SDGs and the Capitals Approach perform well on alignment, but less well on transformation. Conversely, the Three Pillars Framework perform well on transformation and less well on alignment. By applying the criteria set out in this paper, we hope those working to embed sustainability into the curricula of HEIs will be better equipped to navigate the tensions presented by sustainability transitions. Originality. Using a novel set of criteria for assessing sustainability frameworks, this paper provides guidance that was previously lacking to education for sustainability professionals who are attempting to embed sustainability into the curriculum at HEIs.
    URI
    http://hdl.handle.net/10454/18378
    Version
    Accepted manuscript
    Citation
    Druckman A and Mair S (2021) Assessing the suitability of sustainability frameworks for embedding sustainability in higher education curricula: pragmatism versus transformation. International Journal of Sustainability in Higher Education. Accepted for publication.
    Link to publisher’s version
    https://www.emerald.com/insight/publication/issn/1467-6370
    Type
    Article
    Collections
    Management and Law Publications

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