{"title":"高等教育中基于公平的环境可持续性教学:生成性对话","authors":"Greg William Misiaszek, Cae Rodrigues","doi":"10.1080/13562517.2023.2214879","DOIUrl":null,"url":null,"abstract":"Higher education institutions (HEIs) are not only potential sites of teaching environmental (un)sustainability but are essential sites to curb environmental injustices, planetary sustainability, and devastation to Nature, including humans. A key question is, what are the politics that support or oppose higher education’s (HE) role of critically teaching environmental sustainability for students’ praxis? Questioning also includes if this is a central role of HE. In other words, what are the influences on and from HE teaching that helps or hinders students’ critical reflexivity for acting environmentally? Criticality is essential in HE teaching because transformative actions are crucial to ending anti-environmentalism by disrupting perverted commonsense that falsely justifies acts of socio-environmental injustices and planetary unsustainability (Gadotti 2008a, 2008b; Misiaszek 2020b; Misiaszek et al. 2011; Misiaszek and Rodrigues 2023; Misiaszek and Torres 2019). Directly or indirectly, teaching environmental (un)sustainability is tethered to local-to-global politics of HE’s other roles, such as sites of knowledge production and legitimization, economics, labor, and activism. We argue that problematizing the complex and often contesting roles of HE teaching as helping or hindering environmentally sustainable praxis is essential for disrupting Nature’s demise, including our own as humans. This includes teaching to actively counter the politics upon and from HEIs and unlearn anti-environmental commonsense. To respond to this need for HE teaching worldwide, we have this Special Issue (SI) within Teaching in Higher Education (TiHE) entitled ‘Higher Education Teaching of Environmentally Just Sustainability.’ The SI was constructed rather uniquely by asking the authors to ‘dialogue’ with the questions we posed in our TiHE Points of Departure (PoD) article entitled ‘Six critical questions for teaching justice-based environmental sustainability (JBES) in higher education’ (Misiaszek and Rodrigues 2023). In the PoD, we provided key groundings for JBES but emphasized that contextualizing JBES’s definitions and framings is essential within HE teaching and research. The six questions revolve around problematizing the following themes: the ideologies of ‘development’ and ‘sustainability’ taught in HE, the politics and responsibilities of teaching JBES in HE, and the epistemological groundings of HE teaching JBES, as well as asking what epistemologies are frequently absent (e.g. epistemologies of the South, Indigenous knowledges). This last theme includes questioning if prominent epistemologies instill anthropocentrism. or not. In addition, SI authors dialogued with each other’s work by sharing several versions of their abstracts and manuscript versions between them. In addition to normal review activities as the SI editors, we also suggested possible specific connections with other papers to support dialogues between the authors. This dialogical process as an ‘assemblage’ methodology used in this SI has been a pattern used in The Journal of Environmental Education for SIs since 2016 (Payne 2016, 2018; Rodrigues and LowanTrudeau 2021; Rodrigues et al. 2020). It ‘aims to potentialize constructive dialogue and cross-referencing among authors in order to create a coherent and generative unity that is, indeed, a “special” issue’ (Rodrigues and Lowan-Trudeau 2021, 301).","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Teaching justice-based environmental sustainability in higher education: generative dialogues\",\"authors\":\"Greg William Misiaszek, Cae Rodrigues\",\"doi\":\"10.1080/13562517.2023.2214879\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Higher education institutions (HEIs) are not only potential sites of teaching environmental (un)sustainability but are essential sites to curb environmental injustices, planetary sustainability, and devastation to Nature, including humans. A key question is, what are the politics that support or oppose higher education’s (HE) role of critically teaching environmental sustainability for students’ praxis? Questioning also includes if this is a central role of HE. In other words, what are the influences on and from HE teaching that helps or hinders students’ critical reflexivity for acting environmentally? Criticality is essential in HE teaching because transformative actions are crucial to ending anti-environmentalism by disrupting perverted commonsense that falsely justifies acts of socio-environmental injustices and planetary unsustainability (Gadotti 2008a, 2008b; Misiaszek 2020b; Misiaszek et al. 2011; Misiaszek and Rodrigues 2023; Misiaszek and Torres 2019). Directly or indirectly, teaching environmental (un)sustainability is tethered to local-to-global politics of HE’s other roles, such as sites of knowledge production and legitimization, economics, labor, and activism. We argue that problematizing the complex and often contesting roles of HE teaching as helping or hindering environmentally sustainable praxis is essential for disrupting Nature’s demise, including our own as humans. This includes teaching to actively counter the politics upon and from HEIs and unlearn anti-environmental commonsense. To respond to this need for HE teaching worldwide, we have this Special Issue (SI) within Teaching in Higher Education (TiHE) entitled ‘Higher Education Teaching of Environmentally Just Sustainability.’ The SI was constructed rather uniquely by asking the authors to ‘dialogue’ with the questions we posed in our TiHE Points of Departure (PoD) article entitled ‘Six critical questions for teaching justice-based environmental sustainability (JBES) in higher education’ (Misiaszek and Rodrigues 2023). In the PoD, we provided key groundings for JBES but emphasized that contextualizing JBES’s definitions and framings is essential within HE teaching and research. The six questions revolve around problematizing the following themes: the ideologies of ‘development’ and ‘sustainability’ taught in HE, the politics and responsibilities of teaching JBES in HE, and the epistemological groundings of HE teaching JBES, as well as asking what epistemologies are frequently absent (e.g. epistemologies of the South, Indigenous knowledges). This last theme includes questioning if prominent epistemologies instill anthropocentrism. or not. In addition, SI authors dialogued with each other’s work by sharing several versions of their abstracts and manuscript versions between them. In addition to normal review activities as the SI editors, we also suggested possible specific connections with other papers to support dialogues between the authors. This dialogical process as an ‘assemblage’ methodology used in this SI has been a pattern used in The Journal of Environmental Education for SIs since 2016 (Payne 2016, 2018; Rodrigues and LowanTrudeau 2021; Rodrigues et al. 2020). It ‘aims to potentialize constructive dialogue and cross-referencing among authors in order to create a coherent and generative unity that is, indeed, a “special” issue’ (Rodrigues and Lowan-Trudeau 2021, 301).\",\"PeriodicalId\":22198,\"journal\":{\"name\":\"Teaching in Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2023-07-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching in Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/13562517.2023.2214879\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/13562517.2023.2214879","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Teaching justice-based environmental sustainability in higher education: generative dialogues
Higher education institutions (HEIs) are not only potential sites of teaching environmental (un)sustainability but are essential sites to curb environmental injustices, planetary sustainability, and devastation to Nature, including humans. A key question is, what are the politics that support or oppose higher education’s (HE) role of critically teaching environmental sustainability for students’ praxis? Questioning also includes if this is a central role of HE. In other words, what are the influences on and from HE teaching that helps or hinders students’ critical reflexivity for acting environmentally? Criticality is essential in HE teaching because transformative actions are crucial to ending anti-environmentalism by disrupting perverted commonsense that falsely justifies acts of socio-environmental injustices and planetary unsustainability (Gadotti 2008a, 2008b; Misiaszek 2020b; Misiaszek et al. 2011; Misiaszek and Rodrigues 2023; Misiaszek and Torres 2019). Directly or indirectly, teaching environmental (un)sustainability is tethered to local-to-global politics of HE’s other roles, such as sites of knowledge production and legitimization, economics, labor, and activism. We argue that problematizing the complex and often contesting roles of HE teaching as helping or hindering environmentally sustainable praxis is essential for disrupting Nature’s demise, including our own as humans. This includes teaching to actively counter the politics upon and from HEIs and unlearn anti-environmental commonsense. To respond to this need for HE teaching worldwide, we have this Special Issue (SI) within Teaching in Higher Education (TiHE) entitled ‘Higher Education Teaching of Environmentally Just Sustainability.’ The SI was constructed rather uniquely by asking the authors to ‘dialogue’ with the questions we posed in our TiHE Points of Departure (PoD) article entitled ‘Six critical questions for teaching justice-based environmental sustainability (JBES) in higher education’ (Misiaszek and Rodrigues 2023). In the PoD, we provided key groundings for JBES but emphasized that contextualizing JBES’s definitions and framings is essential within HE teaching and research. The six questions revolve around problematizing the following themes: the ideologies of ‘development’ and ‘sustainability’ taught in HE, the politics and responsibilities of teaching JBES in HE, and the epistemological groundings of HE teaching JBES, as well as asking what epistemologies are frequently absent (e.g. epistemologies of the South, Indigenous knowledges). This last theme includes questioning if prominent epistemologies instill anthropocentrism. or not. In addition, SI authors dialogued with each other’s work by sharing several versions of their abstracts and manuscript versions between them. In addition to normal review activities as the SI editors, we also suggested possible specific connections with other papers to support dialogues between the authors. This dialogical process as an ‘assemblage’ methodology used in this SI has been a pattern used in The Journal of Environmental Education for SIs since 2016 (Payne 2016, 2018; Rodrigues and LowanTrudeau 2021; Rodrigues et al. 2020). It ‘aims to potentialize constructive dialogue and cross-referencing among authors in order to create a coherent and generative unity that is, indeed, a “special” issue’ (Rodrigues and Lowan-Trudeau 2021, 301).
期刊介绍:
Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.