General Issue March 2024: Educating for Planetary Crisis

From the Editor:

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!


General Issue March 2024: Educating for Planetary Crisis


Case Studies

The Deep Time Walk – How Effective Is It?

Stephan Harding, Schumacher College, Dartington, Devon, UK
Robert Woodford, Deep Time Walk CIC, Edinburgh, Scotland, UK

One Poem at a Time: Using Culturally Sustaining and Disruptive Pedagogical Curriculum to Engage Students in Critical and Reflexive Thinking

Heather L. Moulton, Literary Arts & Languages Division, Central Arizona College and Sustainability Education Doctoral Program, Prescott College, U.S.A.



The Long Haul: Reflections on Decluttering

Melissa Fockler, U.S.A.

The Middle Way of Sustainability: A Journey from Academia to Conscious Capitalism

meg ferrigno, U.S.A.



Teaching Climate Change and Sustainability Across Disparate Ideologies

Kacey Stewart University at Buffalo, NY, U.S.A.
Susan Spierre Clark University at Buffalo, NY, U.S.A.


Scholarly Features

An Intentionally Designed Sustainability Course: Integrating Service-Learning and Community Engagement into Sustainability Education

Amélie Y. Davis, United States Air Force Academy
Steve G. Green, United States Air Force Academy
Kurt A. Heppard, United States Air Force Academy
Daniela S. Lawrence, United States Air Force Academy

Upholding the Sovereignty of Diverse Knowledges by Supporting Indigenous Science in High-Impact Education

Nina Fontana, University of California, Davis, U.S.A.

Sustainability in the Community – All Hands on Deck

Jennifer Logan Southern Arkansas University, U.S.A.
Robin Sronce Southern Arkansas University, U.S.A.

Developing a Questionnaire for Measuring the Importance of Campus Sustainability Initiatives

Emma Corinne Parsley, Texas State University, U.S.A.
Xiangping Liu, Texas State University, U.S.A.
Tina Marie Waliczek,Texas State University, U.S.A.

Using the Community Park Audit Tool to Teach the Importance of Urban Green Spaces: A Case Study with Teacher Education and Public Health Students

Katie Bucher, Muhlenberg College, U.S.A.
Russell McIntire, Lehigh University, U.S.A.

Ecological Literacy: Definition, Early Articulations, Frameworks and Empirical Research

Rosemarie Desmarais, University of British Columbia, Canada