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Alternative Communications about Sustainability Education
Faculty of Education, Mount Saint Vincent University, Halifax, Nova Scotia B3M 2J6, Canada
Received: 5 July 2013; in revised form: 2 August 2013 / Accepted: 12 August 2013 / Published: 19 August 2013
Abstract: In preparation for the UN Decade of Education for Sustainable Development, UNESCO communicated its conceptualization of education for sustainable development (ESD). This paper does not assume that UNESCO was ineffective in communicating its approach to ESD; rather, the premise is that UNESCO’s actual message was not well received by everyone, with some pushing back with alternative communications of their own. This paper identifies and profiles seven vanguard theoretical and pedagogical approaches to the problem of unsustainability, including, but not limited to: sustainable contraction, unlearning unsustainability, a 3D-heuristic, an integrative, place-based approach, and a Gaia-informed, ecological approach. It concludes with a discussion of seven overarching alternative messages for communicating about sustainability including: refocused education; complexity, chaos and living systems; Gaia and ecology; paradigm shifts for uncertainty; knowledge integration; existentialism; and fear and hope. Intellectual and pedagogical discourse can be kindled and stimulated by drawing on alternative communications about the normative concept of sustainability.
Keywords: education for sustainable development; sustainable contraction; alternative ESD pedagogies; curriculum for sustainability; UNDESD; communicating about sustainability; complexity theory; chaos theory; living systems theory; post-normal science
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Cite This Article
MDPI and ACS Style
McGregor, S.L.T. Alternative Communications about Sustainability Education. Sustainability 2013, 5, 3562-3580.
McGregor SLT. Alternative Communications about Sustainability Education. Sustainability. 2013; 5(8):3562-3580.
McGregor, Sue L.T. 2013. "Alternative Communications about Sustainability Education." Sustainability 5, no. 8: 3562-3580.