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University engagement and environmental sustainability$
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Patricia Inman and Diana L. Robinson

Print publication date: 2014

Print ISBN-13: 9780719091629

Published to Manchester Scholarship Online: January 2015

DOI: 10.7228/manchester/9780719091629.001.0001

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University responsibility in a world of environmental catastrophe: cognitive justice, engagement and an ethic of care in learning

University responsibility in a world of environmental catastrophe: cognitive justice, engagement and an ethic of care in learning

Chapter:
(p.9) 1 University responsibility in a world of environmental catastrophe: cognitive justice, engagement and an ethic of care in learning
Source:
University engagement and environmental sustainability
Author(s):

Steve Garlick

Julie Matthews

Publisher:
Manchester University Press
DOI:10.7228/manchester/9780719091629.003.0002

Higher education has provided little leadership and few conceptual tools to assist us to better understand our place, among others, in leading the world towards a more sustainable future. We continue to educate society in ways oblivious to the mounting crisis of unsustainability (Orr 1992). Instead, our universities reinforce human exceptionalism in environmental matters with a diet of managerialism, funding demands, competitive ratings predicated on institutional instrumentalism, and path-dependent curricula based on a ‘knowing about’ pedagogy rather than one that enhances capability in ‘being-for’. This approach has proven spectacularly disastrous in dealing with critical concerns of the planet. This chapter suggests an alternative curriculum to transform our institutions of higher education

Keywords:   Alternative curriculum, higher education, pedagogy

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