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World Trends in Education for Sustainable Development

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Walter Leal Filho

It is widely acknowledged that sustainable development is a long-term goal, which both individuals and institutions (and countries!) need to pursue. This important theme is characterized by an intrinsic complexity, since it encompasses ecological or environmental considerations on the one hand, and economic matters, social influences and political frameworks on the other. This makes provisions in respect of education for sustainable development a particularly challenging task, but one which is feasible and achievable, provided the right elements are put into place. This book is an attempt to foster the cause of education for sustainable development, by documenting and disseminating experiences from different parts of the world, where learning for, about and through the principles of sustainability is taking place, in various sets and contexts, in both industrialized and developing nations. A special feature of this book is that it not only presents a wide range of philosophies, approaches, methods and analyses with respect to education for sustainable development across the world, but also documents and disseminates concrete case studies, which show how education for sustainable development may be realized in practice.

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Sustainability and the Struggle for Hegemony in Australian Architectural Education

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Peter Graham Abstract Purpose: Influential advocates of education for sustainability suggest that most formal education teaches us how to be unsustainable. Can this criticism be levelled at architectural education? This paper explains how the power relations and strategies that lead to the dominance and subordination of ideologies in architec- tural curricula influence the subordination of the sustainability agenda. Ideologi- cal positions within the contested fields of architectural education and sustain- able development are described, and the dimensions of ideological resistance manifest in the values (ethos), structure (eidos) and implementation (praxis) of Australian architectural curricula are explained. Research Design: Using critical discourse analysis and curriculum mapping, this study focused on the influence of the concepts of ‘sustainability’ and ‘sustainable design’ on discourses in architectural education in general, and Australian archi- tectural curricula in particular, over the past 30 years. Findings: Sustainable design curricula are currently marginalized in Australian architecture programs. This marginalization has been historically constructed. Hegemonic strategies that reproduce such marginalization include: universalizing traditional architectural strategies as ‘sustainable design’ strategies, decoupling progression in design from progression in non-design subjects, and offering ‘stand-alone’ subjects without praxis. The research has identified strategies of hegemonic struggle that affect the relative dominance of ideologies in Australian architectural education and the positioning of sustainable design curricula within this contested field. In the processes, a methodology for understanding the influence of ideology in curricu- lum has been developed. Originality: Research in the fields of sustainability education and sustainable design education has commonly investigated their marginalization in...

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