Making Education for Sustainable Development: Insideout and Outsidein

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Making Education for Sustainable Development
Inside-out and Outside-in
Bryan Lipscombe Chris Ribchester b.lipscombe_at_che
ster.ac.uk c.ribchester_at_chester.ac.uk
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Objectives and structure
1. Review limitations of a narrow focus on
curriculum change and outline the potential of
extra-curricular interventions 2. Outline the
current range and status of extra-curricular
activities within UK HEIs 3. Reflect on the
purposes and roles of extra-curricular
interventions as an aid to future planning of
such work
Definition extra-curricular not part of the
curriculum requirements of courses, nor part of
the planning or delivery of them
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Your reflections
To capture your thoughts, ideas and comments -
for sharing - please use the post it notes
one idea per post-it. Use the reflection
times. Chance to review contributions at
conclusion
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Conceptual framework whole systems thinking
Biophysical system
Social, economic cultural system
Educational System
Educational movements for change
Sterling (2001) Sustainable Education Revisioning
Learning and Change
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Position of extra-curricular sphere
Biophysical system
Social, economic cultural system
Extra-curricular sphere
Educational Curriculum
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Review Inside-out and Outside-in

• Curriculum only limitations
• educational aspect - still the weakest link
• fragmentation between disciplinary boundaries
• Elevation of abstract above lay knowledge
• Focus on content not different pedagogies
• Commitment lacking
• limited challenge to the dominant economic
  paradigm

• Extra-curricular potential
• A space for all to learn?
• A trans-disciplinary space?
• Drawing from experience beyond HE?
• Away from the constraints of typical teaching
  spaces?
• wider reach beyond those reached by curriculum
  greening
• contribute to a SD-friendly culture?
• Space for radical action?

Reflection time!
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Survey of HEIs in the UK

• May/June 2006
• Questionnaire mix of closed and open questions
  (focus last couple of years)
• Sent to 140 HEIs with degree-awarding powers
• 72 returns (good geographical spread)

Theres lots of it out there! (all but one
institution)
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An important finding
Relative development of curricular and
extra-curricular ESD
40
35
30
32
20
25
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Developed in neither
Primarily extra-curricular
Primarily curricular
Developed equally
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Types of extra-curricular ESD interventions
Training pers devel opps (76)
Awareness campaigns (94)
On campus events (92)
Campus modifications (57)
Off campus events (69)
Groups (75)
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Strengths
Which were the top three opportunities
highlighted?
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Strengths
Which were the top three opportunities
highlighted?
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Weaknesses
Which were the top three weaknesses highlighted?
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Weaknesses
Which were the top three weaknesses highlighted?
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Opportunities and Barriers

• Opportunities top three..
• Work within the wider community (21)
• Work directly with students (19)
• Work highlighting the benefits (15)
• Barriers top three
• Resource pressures (82)
• General inertia (28)
• Lack of commitment (20)

Reflection time!
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Reflection time!
The purposes and roles of extra-curricular
interventions
Task working in groups try to agree the
position of some examples of extra-curricular ESD
interventions according to their different roles
using the matrices provided Three examples
provided a poster campaign, a extra-curricular
event programme and a university network.
Describe and place additional examples from your
own experience as you wish.
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Our Conclusions

• The Extra-curricular sphere is
• host to a significant part of ESD practice that
  may play a significant development role
• an important arena for social learning at the
  interface between curriculum, campus, and
  community.
• a less guarded space allowing rapid and flexible
  interventions.
• host to interventions advanced for different
  purposes by different instigators
• marginal and prone to sporadic action suggesting
  further recognition and support is needed

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Your conclusions