Reflecting on practice in sustainable education classrooms: COVID-19 tales of hope

Theresa Ashford; Sonja Kuzich; Francisco Gelves-Gomez

doi:10.53761/wwep7q93

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Reflecting on practice in sustainable education classrooms: COVID-19 tales of hope

Journal article

Open access

Peer reviewed

Reflecting on practice in sustainable education classrooms: COVID-19 tales of hope

Theresa Ashford, Sonja Kuzich and Francisco Gelves-Gomez

Journal of University Teaching & Learning Practice, Vol.21(3), pp.1-17

2024

DOI: https://doi.org/10.53761/wwep7q93

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Abstract

disruption

new materialisms

sustainability pedagogy

hope

Social and ecological issues like climate change, biodiversity loss, sustainable development, inequality, and COVID-19 have changed and are changing the world. These realities have profoundly impacted peoples’ perspectives about the future and our human-nature relations. Adding to this mix of disruptions COVID-19 has changed student engagement with sustainability agendas. COVID-19 has increased sensitivity to borders, control, containment, personal health, and wellbeing. This shift in focus and attention to the individual moves against the sensibilities observed in sustainability education. It is at this juncture this paper offers reflections by three Australian sustainability educators who taught during COVID-19. We have come up with three provocations to think with disruption: phronesis, world views and entanglement. These themes, critical to the pedagogies of sustainability educators across the globe, allowed us to pivot around the implications and opportunities presented as we taught our way through this period.

Details

Title: Reflecting on practice in sustainable education classrooms: COVID-19 tales of hope
Authors: Theresa Ashford - University of the Sunshine Coast, Queensland, School of Law and Society
Sonja Kuzich (Author) - Curtin University
Francisco Gelves-Gomez - University of Tasmania
Publication details: Journal of University Teaching & Learning Practice, Vol.21(3), pp.1-17
Publisher: University of Wollongong, Centre for Educational Development and Interactive Resources
Date published: 2024
DOI: 10.53761/wwep7q93
ISSN: 1449-9789
Copyright note: Copyright (c) 2024 Dr Theresa Ashford, Dr Sonja Kuzich, Dr Francisco Gelves-Gomez. This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Organisation Unit: School of Law and Society
Language: English
Record Identifier: 991008898102621
Output Type: Journal article

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