The multiple crises of unsustainability are provoking increasing stress and unpleasant emotions among students. If higher education is to fulfill its mission to support transformation processes toward sustainable development, it must adapt its pedagogical approaches to help students deepen their critical thinking and empower them to engage in these transformation processes. The manuscript explores how learners and educators can cultivate engaged critique by acknowledging their own embeddedness in neoliberal dynamics and opening up so-called transformative spaces for institutional change. Finally, recommendations for educational practices in higher education for sustainable development are offered.
Standard-Nummer: doi: 10.3389/feduc.2022.787490
Quelle: Singer-Brodowski M, Förster R, Eschenbacher S, Biberhofer P and Getzin S (2022) Facing Crises of Unsustainability: Creating and Holding Safe Enough Spaces for Transformative Learning in Higher Education for Sustainable Development. Front. Educ. 7:787490. doi: 10.3389/feduc.2022.787490
Schweizerische Akademische Gesellschaft für Umweltforschung und Ökologie (saguf)
c/o Dialog N