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|Title:||University responsibility in a world of environmental catastrophe: cognitive justice, engagement and an ethic of care in learning|
|Citation:||University engagement and environmental sustainability, 2014 / Inman, P., Robinson, D.L. (ed./s), Ch.1, pp.9-28|
|Publisher:||Manchester University Press|
|Publisher Place:||United Kingdom|
|Series/Report no.:||Universities and Lifelong Learning Series|
|Steve Garlick and Julie Matthews|
|Abstract:||Higher education has provided little leadership and few conceptual tools to assist us to better understand our place, among others, in leading the world towards a more sustainable future. We continue to educate society in ways oblivious to the mounting crisis of unsustainability (Orr 1992). Instead, our universities reinforce human exceptionalism in environmental matters with a diet of managerialism, funding demands, competitive ratings predicated on institutional instrumentalism, and path-dependent curricula based on a ‘knowing about’ pedagogy rather than one that enhances capability in ‘being-for’. This approach has proven spectacularly disastrous in dealing with critical concerns of the planet. This chapter suggests an alternative curriculum to transform our institutions of higher education|
|Keywords:||Alternative curriculum; Higher education; pedagogy|
|Rights:||© Manchester University Press|
|Appears in Collections:||Education publications|
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