Graduate School of Education: Educational Leadership & Policy
Higher education -- Environmental aspects, Environmental protection -- Study and teaching
The field of sustainability education challenges dominant modes of thought, with a particular emphasis on the need for diversity and "multiple perspectives" in order to confront complex issues (Capra, 2005; Sterling, 2001; Wheatley, 2006). If this is the case, why are certain perspectives still missing and what narratives have been given prominence? This comprehensive paper examines the problems of a dominant narrative in sustainability education. In order for sustainability education to be truly transformative and empowering for students, leaders, and their communities, the narrative of sustainability must be repositioned from a dominant, white, middle-class context to one that affirms, values and engages with the counter-narratives of marginalized identities.
Ohlson, Rell G., "Peripheral No More: Repositioning Narratives for Empowerment and Change in Sustainability Education" (2015). Leadership for Sustainability Education Comprehensive Papers. 9.