Abstract: This theoretical and conceptual article explores the connection between systems design in education, specifically curriculum design, and critical pedagogy, the educational adaptation of critical theory. The author presents the well-established concept of how the industrial standardization of education stems from the imposing of linear structures onto curricular design, inherently suppressing students and communities to have greater control on their educational experience. While there have been great gains in sustainability education, it is self-defeating to the systems thinking nature of sustainability to have sustainability instruction follow traditional linear formats. The author discusses some essential concepts to systems thinking and systems design, and then explores many of the preeminent authors of critical pedagogy and their respective viewpoints. In the discussion, the author interweaves how a systems approach to curriculum design can help meet calls made by critical pedagogy theorists, possibly alleviating some of the oppressive curricular norms assumed by industrialized linear education.
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There are unique challenges in sustainability education that many in administrative and decision-making positions may not fully understand. While there is a general movement toward interdisciplinary curriculum design in colleges and universities, what may truly be needed to effectively address sustainability issues is trans-disciplinary curriculum design. Using my experience in creating the Stewardship Toward Sustainability certificate program at Ferrum College as a launch point, I discuss solutions to overcoming conceptual and political barriers in this process.
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Journal of Sustainability Education is licensed under a Creative Commons Attribution License. 
