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dc.contributor.authorHowlett, Cathy
dc.contributor.authorFerreira, Jo-Anne
dc.contributor.authorBlomfield, Jessica
dc.date.accessioned2019-03-08T01:21:15Z
dc.date.available2019-03-08T01:21:15Z
dc.date.issued2016
dc.identifier.issn1467-6370
dc.identifier.doi10.1108/IJSHE-07-2014-0102
dc.identifier.urihttp://hdl.handle.net/10072/100066
dc.description.abstractPurpose: This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach: In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings: Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications: Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications: More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications: Social implications include a more effective and socially just higher education for sustainability Originality/value: The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherEmerald
dc.relation.ispartofpagefrom305
dc.relation.ispartofpageto321
dc.relation.ispartofissue3
dc.relation.ispartofjournalInternational Journal of Sustainability in Higher Education
dc.relation.ispartofvolume17
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchEnvironmental Sciences
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode139999
dc.subject.fieldofresearchcode05
dc.subject.fieldofresearchcode13
dc.titleTeaching sustainable development in higher education: Building critical, reflective thinkers through an interdisciplinary approach
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Sciences, Griffith School of Environment
gro.rights.copyright© 2016 Emerald. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorFerreira, Jo-Anne L.
gro.griffith.authorHowlett, Catherine
gro.griffith.authorBlomfield, Jessica M.


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