As with all educational policy and practice, Environmental and Sustainability Education, if it is to be effective and meaningful, has to be designed and implemented in ways that reflect twenty-first-century circumstances, which are characterized by a globalized society in which cultural diversities amongst individuals and populations have become increasingly more complex and prominent. Using a conceptual and philosophical analysis of the research and policy literature, this paper contends that current ESE tends to be trapped within a restrictive monocultural definition of sustainability that does not reflect the different cultural perspectives towards sustainability that exist across global populations as a whole. It further argues that if ESE is to become truly transformative for students, ESE teachers need to develop a transcultural capacity as part of their professional expertise, one that is more aligned with the reality of a more culturally diverse population and student body. Only then can transformative and effective ESE pedagogies be developed that relate more closely to the socio-political context in which students of today will live.
- sustainable development
- cultural diversity
- teacher quality
- educational transformation
- Environmental and Sustainability Education