PL EN


2011 | 13 | 2 | 17-43
Article title

Scrutinizing the Explicit, the Implicit and the Unsustainable: A Model for Holistic Transformation of a Course for Sustainability

Title variants
Languages of publication
EN
Abstracts
EN
The purpose of this qualitative case study is to describe the development and implementation of a model for course redevelopment for education for sustainable development (ESD). The theoretical approaches to curriculum development of Ralph Tyler (1949) and Elliot Eisner (2002) were influential in the development of the model. The Tyler Rationale (Tyler, 1949) provided general scaffolding for the process and was particularly useful for the development of learning outcomes, while the philosophy of Eisner (2002), complementary to the tenets of ESD, was instrumental in designing classroom experiences to deliver the learning outcomes. Importantly, the model provides a way to empower the individual educator to integrate ESD at the course level as well as a useful mechanism to ensure the holistic application of ESD, aligning sustainability with the predilections of any discipline. This paper demonstrates the use of the model to redevelop an apparel product development course, reframing it for sustainability and sustainable development. The new course was piloted and has now been offered twice since its inception, resulting in a positive students' learning experience.
Publisher
Year
Volume
13
Issue
2
Pages
17-43
Physical description
Dates
published
2011-01-01
online
2012-02-29
Contributors
  • Oklahoma State University, the United States of America
author
  • Kansas State University, the United States of America
References
  • ACPA - College Student Educators International. (2008). Toward a sustainable future. American College Personnel Association. Retrieved from
  • Armstrong, C. M. (2011). Implementing education for sustainable development: The potential use of time-honored pedagogical practice from the progressive era of education. The Journal of Sustainability Education, 2, n. pag.
  • Armstrong, C. M., & LeHew, M. L. A. (2011). Sustainable apparel product development: In search of a new dominant social paradigm for the field using sustainable approaches. Fashion Practice, 3(1), 29-62.
  • Bosselmann, K. (2001). University and sustainability: Compatible agendas? Educational Philosophy and Theory, 33(2), 167-186.
  • Bowers, C. A. (2001). Challenges in educating for ecologically sustainable communities. Educational Philosophy and Theory, 33(2), 258-265.
  • Calder, W., & Clugston, R. M. (2003). Progress toward sustainability in higher education. Environmental Law Reporter, 33, 10003.
  • Cotton, D., Bailey, I., Warren, M., & Bissell, S. (2009). Revolutions and second-best solutions: Education for sustainable development in higher education. Studies in Higher Education, 34(7), 719-733.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. California: Sage Publications, Inc.
  • Dale, A., & Newman, L. (2005). Sustainable development, education and literacy. International Journal of Sustainability in Higher Education, 6(4), 351-362.
  • de le Harpe, B., & Thomas, I. (2009). Curriculum change in universities: Conditions that facilitate education for sustainable development. Journal of Education for Sustainable Development, 3(1), 75-85.
  • Egan, J. (2004). Skills for sustainable development. London: Office of the Deputy Prime Minister.
  • Eisner, E. W. (1967). Education objectives - help or hindrance? School Review, 75(3), 250-260.
  • Eisner, E. W. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Upper Saddle River, NJ: Prentice Hall.
  • Eisner, E. W. (2001). What does it mean to say a school is doing well? Phi Delta Kappan, 82(5), 367-372.
  • Eisner, E. W. (2002). The educational imagination: On the design and evaluation of school programs (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
  • Ellis, G., & Weekes, T. (2008). Making sustainability ‘real’: Using group-enquiry to promote education for sustainable development. Environmental Education Research, 14(4), 482-500.
  • Everett, J. (2008). Sustainability in higher education: Implications for disciplines. Theory and Research in Education, 6(2), 237-251.
  • Forum for the Future. (2005). Learning and skills for sustainable development. London: Higher Education Partnership for Sustainability.
  • Bennie, F., Gazibara, I., & Murray, V. (2010). Fashion futures 2025. London, UK: Forum for the Future.
  • Foster, J. (2002). Sustainability, higher education and the learning society. Environmental Education Research, 8(1), 35-41.
  • Glock, R. E., & Kunz, G. I. (2005). Apparel manufacturing: Sewn product analysis. New Jersey: Pearson Prentice Hall.
  • Gough, S., & Scott, W. (2001). Curriculum development and sustainable development: Practices, institutions, and literacies. Educational Philosophy and Theory, 33(2), 137-12.
  • Haigh, M. (2005). Greening the university curriculum: Appraising an international movement. Journal of Geography, 29(1), 31-38.
  • Haigh, M. (2008). Internationalization, planetary citizenship and Higher Education, Inc. Compare: A Journal of Comparative and International Education, 38(4), 427-440.
  • Hopkins, C., & McKeown, R. (2005). Guidelines and recommendations for reorienting teacher education to address sustainability. Paris, France: United Nations Educational, Scientific, and Cultural Organization.
  • Howard, P. (2008). Ecology, phenomenology, and culture: Developing a language for sustainability. Diaspora, Indigenous, and Minority Education, 2(4), 302-310.
  • ITAA. (2008). Four-year baccalaureate programme meta-goals. Retrieved March 29, 2009, from
  • Jucker, R. (2002). "Sustainability? Never heard of it?" Some basics we shouldn't ignore when engaging in education for sustainability. International Journal of Sustainability in Higher Education, 3(1), 8-18.
  • Jucker, R. (2004). Have the cake and eat it: Ecojustice versus development? Is it possible to reconcile social and economic equity, ecological sustainability, and human development? Some implications for ecojustice education. Educational Studies Journal of the American Educational Studies Association, 36(1), 10-26.[Crossref]
  • Keeney, R. L. (1992). Value-focused thinking. Cambridge: Harvard University Press.
  • Kevany, K. D. (2007). Building the requisite capacity for stewardship and sustainable development. International Journal of Sustainability in Higher Education, 8(2), 107-122.
  • Kuznic, E., & Finley, M. L. (1993). Student self-evaluation: An introduction and rationale. In J. MacGregor (Ed.), Student self-evaluation (pp. 5-14). San Francisco, CA: Jossey-Bass.
  • Landorf, H., Doscher, S., & Rocco, T. (2008). Education for sustainable human development. Theory and Research Education, 6(2), 221-236.
  • MacGregor, J. (Ed.). (1993). Student self-evaluation. San Francisco, CA: Jossey-Bass.
  • Marsh, C. J., & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues. Upper Saddle River, New Jersey: Pearson Prentice Hall.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. Hoboken, NJ: John Wiley & Sons.
  • McKeown, R. (2006). Education for sustainable development toolkit. Retrieved from
  • Moore, J. (2005). Barriers and pathways to creating sustainability education programs: Policy, rhetoric and reality. Environmental Education Research, 11(5), 537-555.
  • Oliva, P. F. (2009). Developing the curriculum (7th ed.). Boston: Pearson Education, Ltd.
  • Orr, D. W. (2003). Viewpoint: Planning to learn. Planning for Higher Education, 31(3), 77-81.
  • Orr, D. W. (2004). Earth in mind. Washington, DC: Island Press.
  • Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang Publishing.
  • Rees, W. (2003). Impeding sustainability? The ecological footprint of higher education. Planning for Higher Education, 31(3), 88-98.
  • Rode, H., & Michelsen, G. (2008). Levels of indicator development for education for sustainable development. Environmental Education Research, 14(1), 19-33.
  • Sipos, Y., Battisi, B., & Grimm, K. (2008). Achieving transformative sustainability learning: Engaging head, hands and heart. International Journal of Sustainability in Higher Education, 9(1), 68-86.
  • Stake, R. E. (1995). The art of case study research. Thousand Oakes, CA: Sage Publications.
  • Sterling, S. (2004). Higher education, sustainability, and the role of systemic learning. In P. B. Corcoran & E. J. Wals (Eds.), Higher education and the challenge of sustainability; Problematics, promise, and practice (pp. 49-70). Dordrecht: Kluwer Academic Publishers.
  • Sterling, S., & Scott, W. (2008). Higher education and ESD in England: A critical commentary on recent initiatives. Environmental Education Research, 14(4), 386-398.
  • Svanström, M., Lozano-Garcia, F. J., & Rowe, D. (2008). Learning outcomes for sustainable development in higher education. International Journal of Sustainability in Higher Education, 9(3), 339-351.
  • Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago, IL: University Chicago Press.
  • UNESCO. (2005). Contributing to a more sustainable future: Quality education, life skills and education for sustainable development. Retrieved from
  • Warburton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44-56.
  • Weeks, D. (2004). The eight essential steps to conflict resolution. New York, NY: Penguin Putnam.
  • Yin, R. K. (1989). Case study research: Design and methods. Newbury Park, CA: Sage Publications.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.doi-10_2478_v10099-011-0012-2
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.