{"id":6421,"date":"2015-08-21T06:52:07","date_gmt":"2015-08-21T06:52:07","guid":{"rendered":"http:\/\/blogs.bath.ac.uk\/edswahs\/?p=6421"},"modified":"2015-08-21T06:52:07","modified_gmt":"2015-08-21T06:52:07","slug":"why-it-matters-how-we-frame-education-in-esd","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/edswahs\/2015\/08\/21\/why-it-matters-how-we-frame-education-in-esd\/","title":{"rendered":"Why it matters how we frame \u201ceducation\u201d in ESD"},"content":{"rendered":"<p>This is the title of a new paper by Kerry Shephard and Pete Dulgar in <em>Applied Environmental Education &amp; Communication<\/em> [2015, 14:3, 137-148, DOI: 10.1080\/1533015X.2015.1067577]<\/p>\n<p>You can access it <a href=\"http:\/\/www.tandfonline.com\/doi\/full\/10.1080\/1533015X.2015.1067577\">here<\/a>.\u00a0For those who cannot, a limited number of copies are also available <a href=\"http:\/\/www.tandfonline.com\/eprint\/ecJ53rUXRSiwPk2bZT6K\/full\">here<\/a>. \u00a0This is the Abstract:<\/p>\n<blockquote><p><em>We analyzed two educational frameworks that seek to embed \u201ceducation for\u00a0sustainable development\u201d into higher education (HE). \u00a0Both identify that HE is\u00a0failing to educate graduates able to address the sustainability needs of society and\u00a0suggest approaches to remedy the situation. \u00a0We used discourse analysis and\u00a0framing analysis to explore the communication frames that the text activates in the\u00a0context of education. Our results suggest that exponents of this form of\u00a0sustainability-education have struggled to situate affect within HE learning and\u00a0teaching and as a result may have underestimated the extent of pedagogical\u00a0change necessary to achieve desired outcomes.<\/em><\/p><\/blockquote>\n<p>One of these frameworks is the HEA's Future-Fit. \u00a0The other is the recent <a href=\"http:\/\/blogs.bath.ac.uk\/edswahs\/2014\/02\/17\/for-want-of-a-dissemination-strategy\/\">HEAQAA<\/a> attempt to change the nature of UK HE. \u00a0Rather predictably, this has now\u00a0vanished from sight, and this paper suggests reasons for this.<\/p>\n<p>The paper ends:<\/p>\n<blockquote><p>\"Although these frameworks do not limit\u00a0informed and motivated university teachers\u00a0from teaching what the frameworks aspire to,\u00a0the limited viability of their constituent frames\u00a0casts doubt on their likely general efficacy. \u00a0ESD seeks higher order affective outcomes, but\u00a0the Future-Fit and QAA\/HEA 2014 frameworks\u00a0promote only cognitive and lower order affective\u00a0outcomes. \u00a0The stumbling block for HE appears\u00a0to be higher order affect and it does matter\u00a0how we frame this concept in the frameworks\u00a0and guidelines that are designed to help\u00a0HE. \u00a0If, in general and for whatever reason, we\u00a0must educate doers and stewards who will assume\u00a0their global responsibilities, HE will, indeed, need\u00a0to transform itself to something very different\u00a0from what it is today and these two frameworks\u00a0are unlikely to get us there. \u00a0An alternative is possible:<\/p>\n<ul>\n<li>We could, in particular, remove these higher\u00a0order affective rationales and assertions\u00a0from the frameworks that promote HE\u2019s\u00a0involvement in sustainability-education. \u00a0To\u00a0some degree, and in some senses, they set us\u00a0up to fail.<\/li>\n<\/ul>\n<ul>\n<li>We could address our limitations. It may be\u00a0stating the obvious and certainly moving beyond\u00a0the confines of framing analysis, but\u00a0many of us are not the doers and stewards able\u00a0to assume our global responsibilities in the context\u00a0of sustainable development. \u00a0Educating\u00a0our students, in general, to be what we are\u00a0not ourselves, may be outside the ability of\u00a0HE teacher.<\/li>\n<\/ul>\n<ul>\n<li>We could alternatively, and in general, focus\u00a0on what we are good at. \u00a0Our role may indeed\u00a0be to develop higher order cognitive and\u00a0lower order affective skills of our students,\u00a0with respect to sustainability. \u00a0Perhaps we\u00a0should attempt to encourage our students,\u00a0in general, to listen, to respond and to decide\u00a0the worth and relevance of sustainability\u00a0ideas for themselves and so think deeply, and\u00a0effectively, about sustainability. \u00a0These objectives\u00a0may not in themselves achieve the aspirational\u00a0hopes of Agenda 21, but they may\u00a0be far in advance of what we currently, and\u00a0generally, achieve in HE.<\/li>\n<\/ul>\n<p>Framed in these ways, specifically with\u00a0clear definition and cognizance of affective outcomes,\u00a0the \u201ceducation\u201d in ESD may develop fidelity\u00a0and credibility for all who teach in HE.\"<\/p><\/blockquote>\n<p>At last, some realism about HE and sustainability. \u00a0Essential reading, I'd say; especially for HEAQAA if they have any residual interest, which may well be\u00a0unlikely.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This is the title of a new paper by Kerry Shephard and Pete Dulgar in Applied Environmental Education &amp; Communication [2015, 14:3, 137-148, DOI: 10.1080\/1533015X.2015.1067577] You can access it here.\u00a0For those who cannot, a limited number of copies are also...<\/p>\n","protected":false},"author":237,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2,3],"tags":[],"class_list":["post-6421","post","type-post","status-publish","format-standard","hentry","category-comment","category-new-publications"],"acf":[],"jetpack_featured_media_url":"","jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/6421","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/users\/237"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/comments?post=6421"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/6421\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/media?parent=6421"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/categories?post=6421"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/tags?post=6421"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}