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Keywords = Talloires Declaration

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15 pages, 227 KiB  
Article
Education for Sustainable Development: Emerging Themes from Adopters of a Declaration
by Ambika Zutshi, Andrew Creed and Brian L. Connelly
Sustainability 2019, 11(1), 156; https://doi.org/10.3390/su11010156 - 29 Dec 2018
Cited by 17 | Viewed by 4156
Abstract
Universities that sign the Talloires Declaration signify their commitment to education for sustainable development. This research explores whether the signification is a strategic desire to be seen to be doing the right thing, or a genuine commitment to enhancing sustainability and helping the [...] Read more.
Universities that sign the Talloires Declaration signify their commitment to education for sustainable development. This research explores whether the signification is a strategic desire to be seen to be doing the right thing, or a genuine commitment to enhancing sustainability and helping the environment. This semi-structured interview research involves communication with the sustainability managers in the majority of Talloires signified universities in Australia. Since Australia has a comparably high rate of commitment to the Talloires Declaration, the findings represent rich and deep insight into reasons and motivations that can inform the adoption process around the world. Applying institutional theory and related concepts of structuration, isomorphism, and signaling, the findings are analyzed to reveal the range of environmental initiatives and the underlying explanation of themes. Current strategies and future directions for universities are indicated. Findings are that higher education is a key mechanism in business and society for finding and harnessing knowledge-based solutions. The challenge is that institutionalization has created resistance to change through coercive, normative, and mimetic isomorphism, along with rhetoric. Structuration factors should be considered in the context of making positive changes for sustainability in the university sector. Full article
(This article belongs to the Section Sustainable Education and Approaches)
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16 pages, 1111 KiB  
Article
Sustainability in Teaching: An Evaluation of University Teachers and Students
by Rosa María Brito, Columba Rodríguez and José Luis Aparicio
Sustainability 2018, 10(2), 439; https://doi.org/10.3390/su10020439 - 8 Feb 2018
Cited by 60 | Viewed by 6714
Abstract
Since the 1970s, interest in caring for the environment has gained traction and the environmental education movement has gained momentum. The Talloires Declaration was the first document to incorporate sustainable development into higher education. After that, higher education institutions assumed the social responsibility [...] Read more.
Since the 1970s, interest in caring for the environment has gained traction and the environmental education movement has gained momentum. The Talloires Declaration was the first document to incorporate sustainable development into higher education. After that, higher education institutions assumed the social responsibility of training human resources with a sustainable vision. This study aimed to contribute to the design of indicators that could be used to evaluate the efficacy of the sustainability taught at the Universidad Autónoma de Guerrero (Autonomous University of Guerrero) in Mexico. We administered a survey to 63 teachers and 511 students from four academic units in high schools, and undergraduate and postgraduate programs. The answers were analyzed using the F-test and the variable descriptions. For the environmental, social and economic indicators, the satisfaction levels of teachers and students were more positive in graduate and undergraduate programs than in the high school. To determine the efficacy of the teaching function in terms of sustainable education, as well as to fulfill the commitments acquired to achieve sustainability, institutional processes need to be strengthened. Full article
(This article belongs to the Section Sustainable Education and Approaches)
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16 pages, 467 KiB  
Article
From Talloires to Turin: A Critical Discourse Analysis of Declarations for Sustainability in Higher Education
by Paul Sylvestre, Rebecca McNeil and Tarah Wright
Sustainability 2013, 5(4), 1356-1371; https://doi.org/10.3390/su5041356 - 25 Mar 2013
Cited by 31 | Viewed by 9133
Abstract
Declarations for sustainability in higher education are often seen as a set of guiding principles that aid institutions of higher learning to incorporate the concept of sustainability into their various institutional dimensions. As the Decade of Education for Sustainable Development draws to a [...] Read more.
Declarations for sustainability in higher education are often seen as a set of guiding principles that aid institutions of higher learning to incorporate the concept of sustainability into their various institutional dimensions. As the Decade of Education for Sustainable Development draws to a close and in the shadow of the 20th anniversary of the Earth Summit in Rio de Janeiro, it seems appropriate to re-evaluate how these declarations have changed over the past two decades. In this study, we apply critical discourse analysis to examine how sustainability and the university are socio-politically constructed within these documents. Our analysis uncovers evidence of ideological assumptions and structures that are potentially misaligned with notions of sustainability often discussed in the Sustainability in Higher Education (SHE) literature. It is not the purpose of this study to provide a definitive reading of the documents, but rather to ply a novel critical lens to help elucidate how some taken-for-granted assumptions present in the declarations may work against their stated goals. Full article
(This article belongs to the Special Issue Sustainability in Education: a Critical Reappraisal of Practice and Purpose)
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