A Grounded Theory of Education for Sustainability in the Postsecondary Classroom

Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: [email protected]; Web site: http://www.press.jhu.edu/journals/subscribe.html

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Grounded Theory; Sustainability; Higher Education; Educational Theories; Teaching Methods; Environmental Education; College Faculty; College Students; Student Attitudes; Teacher Attitudes; Institutional Characteristics; Course Descriptions; School Catalogs; Climate; Web Sites; Liberal Arts; Church Related Colleges; State Universities; Interdisciplinary Approach; Intellectual Disciplines; Information Sources; Mass Media; Guidelines; Context Effect

10.1353/rhe.2019.0026

0162-5748

The movement incorporating sustainability into the academic mission of higher education has grown quickly in the last few decades. At the same time, vast interpretations of sustainability exist as institutions work to incorporate it into the curriculum. Therefore, using interviews with 42 individuals and observations of 67 courses, this study offers a theory of Education for Sustainability (EfS), which provides conceptual development for the path from learning to teaching in EfS. A framework for instructors (a macro-narrative of sustainability), a typology of EfS courses, and implications for practice are discussed.

As Provided

2019

EJ1212771