Peripheral No More: Repositioning Narratives for Empowerment and Change in Sustainability Education
Year: 2015
Type: article
Abstract: The field of sustainability education challenges dominant modes of thought, with a particular emphasis on the need for diversity and "multiple perspectives" in order to confront complex issues (Capra, 2005; Sterling, 2001; Wheatley, 2006). If this is the case, why are certain perspectives still missing and what narratives have been given prominence? This comprehensive paper examines the problems of a dominant narrative in sustainability education. In order for sustainability education to be truly transformative and empowering for students, leaders, and their communities, the narrative of sustainability must be repositioned from a dominant, white, middle-class context to one that affirms, values and engages with the counter-narratives of marginalized identities.
Author: Rell G Ohlson
Institution: Portland State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2281092119