This study began by questioning pedagogical approaches to sustainability and
scrutinizing the paradigmatic assumptions inherent to those approaches. The following
text focuses the investigation of a means through which students might be educated not
about sustainability, but in sustainability. Differentiating between the two calls into
question the ideological categorization – e.g., separate ecological and social perspectives
– that has resulted from dominant sustainability paradigms. The essence of these
paradigms discloses a common interest in the consequences of human action, a finding
which suggests (a) that sustainability and sustainability education ought to be primarily
concerned with considering the past and potential consequences of a specific action, and
(b) that this is best accomplished by assembling the perspectives of those affected by the
consequences, and those who might be able to expound upon those perspectives. Using an architectural study abroad program as point of intervention, critical communication
pedagogy is considered for its potential to assemble and examine multiple perspectives
and enhance the overall effectiveness of sustainability education. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/22196 |
| Date | 14 November 2013 |
| Creators | Clark, Megan Ann, 1978- |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | electronic |
| Rights | Copyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works. |
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