Comparing Sustainability Pedagogies: Six Critical Questions

• In Event: Presidential Invited Session: Sustainability Education: Comparative practices for justice-based, planetary pedagogies

Proposal

In this presentation we pose six key questions that we argue as essential to critically problempose
in achieving teaching for Justice-Based Environmental Sustainability (JBES) in education,
specifically providing examples in higher education. The questions are the following: (1) the
(de)legitimized, (de)prioritized framings of “sustainability;” (2) the same question for the terms
of “development” and “sustainable development”; (3) the politics of (un)sustainability affecting
pedagogies and curricula; (4) education’s roles and responsibilities in leading to students’ praxis
of sustainability; (5) the incorporation, or not, of Southern, Indigenous, and/or Northern
epistemologies grounding (un)sustainability taught; and (6) the (non-)anthropocentric groundings
in HE learning. We argue that these are crucial in grounding critical comparative work on
environmental pedagogies for globally all-inclusive justice and planetary sustainability (i.e.,
JBES education).

Author

• Greg William Misiaszek, Beijing Normal University