Journal of Sustainability Education

21/04/2024

Welcome to the March 2024 General Issue!

Since our last issue, the crisis in higher education has deepened, from general relevancy in a post-Covid era of soaring expenses and political bombast, to the bankruptcy of institution after institution after the global systems shocks of the last several years. This issue’s articles highlight several ways forward: honoring indigenous ways of knowing, incorporating a sustainability lens across all fields and sectors of society, rigorously questioning our mental models, and strongly interweaving formal education with community expertise and needs.

Dig in!

http://www.susted.com/wordpress/general-issue-march-2024-educating-for-planetary-crisis/

13/10/2023

It’s time to submit articles for our next general issue! Create your author profile in our article management system and email your work to the editor.

13/10/2023

🌿 Celebrate sustainability this October during Campus Sustainability Month! Join us in inspiring students, staff, and faculty to champion change for a greener future.​​​​​​​​​​​​​​​​​​There’s no better way to celebrate than by attending ! Learn more: https://conference.aashe.org/

26/04/2023

Expanding our audience: Examining multilingual and diverse students’ responses to place-based ecocomposition to address a global threat with a global audience

Abstract: In her narrative, Rioux argues for the significance of teaching place-based ecocomposition to diverse and multilingual writing students in order to emphasize and demonstrate the interconnectivity between all places and spaces that we inhabit despite human-made geographic boundaries. Addres...

24/04/2023

A Case Study for Climate Change Teacher Professional Development in West Virginia

The West Virginia Climate Change Professional Development (WVCCPD) Project was developed in 2019 as an effort to engage West Virginia K-12 teachers and informal educators in climate change professional development to encourage learning and action. Started by astronomy educators who are passionate about climate change, the project has been an experiment that has iteratively grown each year. By bringing in social science experts, communication specialists, community activists, master teachers, and learning how to best support teachers and their students through misconceptions and empowering action, we have engaged over 130 W.Va. educators. WVCCPD represents a promising case study for how educators can come together across disciplines and institutions to build an engaging climate change learning community, even in West Virginia, an area that is known for fossil fuel extraction. We hope this paper informs other teacher education practitioners.

http://www.susted.com/wordpress/content/a-case-study-for-climate-change-teacher-professional-development-in-west-virginia_2023_03/

Abstract: The West Virginia Climate Change Professional Development (WVCCPD) Project was developed in 2019 as an effort to engage West Virginia K-12 teachers and informal educators in climate change professional development to encourage learning and action. Started by astronomy educators who are pas...

22/04/2023

Our new general issue is out! http://www.susted.com/

06/12/2022

CALL FOR PAPERS: Community Engaged Critical Research -- http://www.susted.com/wordpress/call-for-papers-community-engaged-critical-research-cecr/

05/12/2022

Catch up on the most recent issue of the JSE! A new issue will be out in the new year!

Welcome to the second part of our General Edition for the academic year 2021-2022. This issue features articles that explore the mechanics, barriers to, and driving forces of transformation.

01/08/2022

http://www.susted.com/wordpress/content/greenhouse-gases-true-but-not-the-whole-truth_2022_07/

Abstract: A brief history of climatological science sets the stage for understanding the rise of the greenhouse gas thesis. That science is true as far as it goes, justifying our confidence, but it is an incomplete assessment of climatic systems. We have spent 40 years accepting the “pot lid” as...

24/07/2022

Thank you everyone for your messages of concern! We are very much still alive and defiant after two very bad hacking incursions into our website. The site is live at the moment, though we may need to take it down again. Many thanks to our tech guy who has manually rebuilt every directory in an extensive and complicated site. We are monitoring for further problems as we get underway with our next general edition. Please share the news that we are forging ahead and welcome articles!

01/03/2022

Welcome to our General Edition for the academic year 2021-2022! This issue features articles that explore the mechanics, barriers to, and driving forces of transformation. Part Two of this issue will be released in the near future.

http://www.susted.com/wordpress/general-issue-february-2022-part-one-workings-of-transformation/

Welcome to our General Edition for the academic year 2021-2022. This issue features articles that explore the mechanics, barriers to, and driving forces of transformation. Part Two of this issue will be released in the near future.

15/10/2021

In this article, we first elaborate on the conceptual and practical challenges in preparing students for sustained action to imagine and enact the future. Paramount among these challenges is acknowledging that climate change cannot be addressed in an equitable way without also addressing its roots in colonization, racism, sexism, and extractive capitalism. Next, we discuss our integrated teaching-research-engagement approach, developed as part of a US National Science Foundation CAREER award project aimed at examining the potential role of compassion as a transformative practice for reducing long-term risks from natural hazards and climate change. Then, we provide summaries of and reflections on a pair of courses taught in 2019 and 2020 that explored, respectively the inner personal dimensions and external relational dimensions of professional work to reduce climate risks. Finally, we detail some of the lessons we’ve learned in the processes of convening these courses and look to future opportunities for growth and sustained action as educators ourselves. http://www.susted.com/wordpress/content/caring-as-class-resolving-the-emotional-paradox-of-climate-change-education_2021_05/

‘Vision for a Sustainable Lawrence’ image resulting from a Collective Drawing Exercise led by student April Snay in Spring 2020 Course.

08/10/2021

Check out our panel discussion about publishing and editing at the NAAEE virtual research symposium here: https://conference.naaee.org/research-symposium

2021 Research Symposium Dates 18th Annual Research Symposium: October 7–8 50th Annual Conference: October 12–15 Meetings and Workshops: October 4–15 Right The Power of Connection NAAEE’s annual Research Symposium brings together new and experienced researchers from around the globe t...

08/10/2021

Donna Haraway, in Staying with the Trouble: Making Kin in the Chthulucene (2016), wrote,

What if the doleful doings of the Anthropocene and the unworldings of the Capitalocene are the last gasps of the sky gods, not guarantors of the finished future, game over? It matters which thoughts think thoughts. We must think!

What will it take to create a transformation in human society to coexist with our human and more-than-human earth kin? This special issue explores a wide array of responses to climate change and its impacts.

http://www.susted.com/wordpress/climate-change-resistance-recuperation-resilience/

21/03/2021

A WRITING COMPETITION TO CELEBRATE THE 30TH ANNIVERSARY OF SCHUMACHER COLLEGE
IN COLLABORATION WITH RESURGENCE & ECOLOGIST MAGAZINE

Today’s education system presents young people with a world still dominated by materialism, consumerism and the heedless exploitation of both people and the planet. It’s hopelessly ‘unfit for purpose’ as we wrestle with today’s converging crises of the Climate Emergency, ecological collapse, racial inequality and worsening social injustice.

Schumacher College has pioneered and promoted a very different paradigm of values-based, holistic education over the past 30 years. To celebrate the 30th anniversary of the founding of the college, we’re inviting people to write an essay under the title ‘Education as if People and Planet Matter’.
The essay should be addressed to general readers, and not to either education or sustainability specialists as such. The minimum length of the essay 1,000 words. The maximum length of the essay 1,500 words. The Entry Fee is £10 ( or $15.00 or €15.00) and this fee will cover the administration of the competition, with any surplus going to support learning programmes at Schumacher College.

The winner will receive a £5,000 cash prize, with an opportunity to present their essay at the anniversary event at Schumacher College in autumn 2021. A £2,000 cash prize will go to the second place, and £1,000 to the third runner-up. The winner and two runners-up will receive their awards at the anniversary event.

To enter, complete the below form. Please read the whole form carefully and ensure you consent to the competition terms and conditions. Please direct any enquiries to [email protected].

Competition deadline: 1 July | Winners will be announced: 1 October

We regret we will not be able to contact unsuccessful entrants.

The First prize £5,000. The Second Prize £2,000. The Third prize £1,000.