1. Mapping the sustainable development curricula Jenny Elliott Principal Lecturer in Geography School of the Environment and Technology (from August 1 st )

2. What am I doing here? Chambers (1988) Pre- requisites for sustainable rural livelihoods A learning process- approach to development planning A learning process- approach to development planning Peoples priorities are put first Peoples priorities are put first Secure rights and gains Secure rights and gains Sustainability through self-help Sustainability through self-help Staff calibre, commitment and continuity Staff calibre, commitment and continuity How to conserve resources and meet human development needs?

3. Education about sustainable development Ten years of Level 2 module ‘Sustainable Development’ becoming harder and harder ‘to teach’ Ten years of Level 2 module ‘Sustainable Development’ becoming harder and harder ‘to teach’ What things should students know about SD? What things should students know about SD? What weight should I be giving to the skills being developed through this education? What weight should I be giving to the skills being developed through this education? How important is the way that students are learning? How important is the way that students are learning? Does the module have any impact on how students engage in SD beyond the classroom? Does the module have any impact on how students engage in SD beyond the classroom?

5. ESD: Education for Sustainable Development ‘Whether we view sustainable development as our greatest challenge or a subversive litany, every phase of our education system is being urged to declare its support for education for sustainable development’ (Vare & Scott, 2007: 1) Educational and learning processes that lead towards the development of, Educational and learning processes that lead towards the development of, the values and awarenessthe values and awareness the knowledge and understanding andthe knowledge and understanding and the skills and competenciesthe skills and competencies required for achieving a more sustainable society Addressing the sustainability agenda through the curriculum the most important contribution HEIs can make but also the least developed? (Martin & Jucker, 2005) Addressing the sustainability agenda through the curriculum the most important contribution HEIs can make but also the least developed? (Martin & Jucker, 2005)

6. GEES disciplines as natural home for ESD? Society-environment interrelationships at core Society-environment interrelationships at core Historically a place in which students become educated about the environment and develop graduate skills and competencies through the environment Historically a place in which students become educated about the environment and develop graduate skills and competencies through the environment But what about education for sustainable development, what does this look like and how best to advance this agenda? But what about education for sustainable development, what does this look like and how best to advance this agenda?

7. Embedding SD in Geography and Environmental Sciences at Brighton 2005-06 small research grant from Subject Centre 2005-06 small research grant from Subject Centre 3 principal activities 3 principal activities Audit of existing curriculaAudit of existing curricula Focus group work with studentsFocus group work with students Extending work with CUPP and the ‘Community and Personal Development’ module in particularExtending work with CUPP and the ‘Community and Personal Development’ module in particular

8. The curricula audit Key ‘ESD terms’ Civil society Citizenship Community participation Corporate social responsibility Natural resource management Environmental conservation Environmental management Energy conservation Heritage management EcosystemGovernanceEquity Social justice Impact assessment Inequality/povertyGreen/greeningSustainable SD Economic objectives Ecological objectives Social objectives Principles of SD: Living within environmental limits Using sound science responsibly Achieving a sustainable economy Promoting good governance Ensuring healthy and just society

9. GeographyBiologyBuilt EnvironmentPlumpton Impact assessmentEcosystemImpact assessmentEnvironmental conservation Civil societyEnvironmental management Energy conservationEnvironmental management GovernanceEnvironmental conservation GovernanceImpact assessment Natural resource management Environmental conservation Ecosystem InequalityCivil society Sustainability Environmental conservation GovernanceLife cycle analysisGovernance SustainabilityCitizenshipNatural resource management Greening PovertyClimate changeCitizenshipNatural resource management Environmental management EquityCivil society EquityCommunity participation Corporate social responsibility EcosystemEnvironmental management Biodiversity What we were doing…

10. Why?

11. Broad findings Extensive teaching related to ESD going on in the Faculty Extensive teaching related to ESD going on in the Faculty No programmes as yet that explicitly identify ESD in course aims No programmes as yet that explicitly identify ESD in course aims Underplayed resource?Underplayed resource? New course development?New course development? institutional support now at ‘highest level’?institutional support now at ‘highest level’? Different areas have varied emphases Different areas have varied emphases Do we have the right fit for our disciplines, professions, student employment?Do we have the right fit for our disciplines, professions, student employment?

12. Next steps in Geography Division How far do we want the purpose and learning outcomes of our courses to be about preparing students for tackling sustainable development? How far do we want the purpose and learning outcomes of our courses to be about preparing students for tackling sustainable development? Time/inclination for heated debate?Time/inclination for heated debate? Staff development needs?Staff development needs? Do we have a coherent and comprehensive programme for SD? Do we have a coherent and comprehensive programme for SD? Back to the auditBack to the audit Linkages between content, holistic understandings, academic rigour, progression in learning?Linkages between content, holistic understandings, academic rigour, progression in learning? Which skills are learnt, where that enable students to make use of that understanding now and as graduates?Which skills are learnt, where that enable students to make use of that understanding now and as graduates?

13. What I am learning Didactic approaches to teaching not best suited to learning about the complexities and uncertainties inherent in SD or for encouraging open-ended, reflective learning required of us all Didactic approaches to teaching not best suited to learning about the complexities and uncertainties inherent in SD or for encouraging open-ended, reflective learning required of us all - nor will curricula change come from ‘the top’! - nor will curricula change come from ‘the top’! Back to Robert Chambers: Back to Robert Chambers: ‘handing over the stick’‘handing over the stick’ Participatory learning and actionParticipatory learning and action Relevance to own contextsRelevance to own contexts Real difficulties of understanding and valuing other people’s knowledges and viewsReal difficulties of understanding and valuing other people’s knowledges and views Choices and trade-offs requiredChoices and trade-offs required No blueprints! Curriculum change – if it is going to happen, is going to be a learning process just like sustainable development No blueprints! Curriculum change – if it is going to happen, is going to be a learning process just like sustainable development