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Sustainable development and social learning: Re-contextualising the space of orientation

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Abstract

In the lead-up to the 2007 Australian federal election, Labor candidate Kevin Rudd described climate change as the “great moral challenge of our generation”. In the years since then, the heat in Australia has been rising – in terms of both temperature and climate politics –, but government action has slowed down. Endorsement of economic growth is prioritised, with only intermittent recognition of environmental costs. At grassroots level, citizens’ attitudes are influenced by social norms. This kind of social learning is a major constraint on sustainability. Therefore, it seems useful to consider how educators might help build sustainable futures. To understand how historical context entangles social learning in ways that complicate policies associated with Education for Sustainable Development (ESD) and practices of Education for Sustainability (EfS), the author of this paper draws on the concept of “space of orientation”. Focusing on adult education, she traces the contradiction between “globalisation” and “sustainability” through policy logics, relational practices in Australian adult education and the “necessary utopia” which provides a point of reference for making futures. She argues that spaces of orientation are a critical resource in this era of intensifying conflicts of interest between economic priorities of globalisation and environmental priorities intended to slow global warming, because they mediate context and orient learning in ways that clear a path towards sustainability through the entangled histories of this present.

Résumé

Développement durable et apprentissage social : recontextualiser l’espace d’orientation – Pendant la période précédant l’élection fédérale de 2007 en Australie, le candidat travailliste Kevin Rudd évoqua le changement climatique comme étant le « grand défi moral pour notre génération » . Depuis cette date, l’Australie s’est échauffée – à la fois en termes de température et de politique climatique –, mais l’action gouvernementale a connu un ralentissement. Le soutien à la croissance économique est prioritaire, accompagné d’une reconnaissance irrégulière des coûts environnementaux. Au niveau local, les comportements des citoyens sont influencés par les normes sociales. Ce type d’apprentissage social est un sérieux obstacle à la pérennité. Il semble par conséquent opportun d’examiner comment les éducateurs pourraient contribuer à édifier des avenirs pérennes. En vue de cerner comment le contexte historique influence l’apprentissage social au point de complexifier les politiques associées à l’éducation pour le développement durable et les pratiques de l’éducation pour un avenir viable, l’auteure s’inspire du concept « d’espace d’orientation ». Se concentrant sur l’éducation des adultes, elle traque la contradiction entre « mondialisation » et « pérennité » dans la logique des politiques, les pratiques relationnelles dans l’éducation des adultes en Australie, et « l’utopie nécessaire » qui fournit un point de repère pour construire des avenirs. Elle affirme que les espaces d’orientation sont une ressource décisive à cette époque d’intensification des conflits d’intérêts entre priorités économiques de la mondialisation et priorités environnementales destinées à ralentir le réchauffement planétaire; en effet, ils établissent un contexte et orientent l’apprentissage de sorte à tracer clairement la voie vers la pérennité à travers les historiques enchevêtrés du présent.

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Notes

  1. As stated on its own website, “UCS was founded in 1969 by scientists and students at the Massachusetts Institute of Technology. That year, the Vietnam War was at its height and Cleveland’s heavily polluted Cuyahoga River had caught fire. Appalled at how the U.S. government was misusing science, the UCS founders drafted a statement calling for scientific research to be directed away from military technologies and toward solving pressing environmental and social problems” (http://www.ucsusa.org [accessed 1 August 2016]).

  2. For information on the Carmichael mega-mine, see McKenna (2016). For more on reoriented Australian funding for climate research, see Vaidyanathan (2016). For more on the 2016 bleaching of the Great Barrier reef caused by thermal stress, see Australian Government (2016).

  3. The term “social learning” was coined by American psychologist and philosopher Albert Bandura (1963). His interest in learning by imitation (observational learning or learning through modelling), coupled with behavioural, emotional and cognitive aspects of learning led him to carry out research into personality development. This included considerations of “self-efficacy”, i.e. a person’s confidence in being able to take action effectively and/or reach a specific goal.

  4. While the terms Education for Sustainable Development (ESD) and Education for Sustainability (EfS) are often used interchangeably, there is a subtle difference. “Sustainability is often thought of as a long-term goal (i.e. a more sustainable world), while sustainable development refers to the many processes and pathways to achieve it (e.g. sustainable agriculture and forestry, sustainable production and consumption, good government, research and technology transfer, education and training, etc.)” (UNESCO 2012, p. 5).

  5. “Space–time”, coined by Doreen Massey (1992), is a term used in social history to express the material structure of a social environment (e.g. a community in a particular location) at a particular point in time (past, present or future).

  6. The “dead hand of [something]” is an idiomatic expression. In this particular case, “the dead hand of history” means that history and taken-for-granted habits are obstructing progress.

  7. The concept of “assemblage”, as it is used in social theory, refers to a kind of abstract conglomerate of elements within a society (e.g. learning conditions, policies, actors etc.) whose relationship to and dependence on each other is constantly shifting.

  8. “Productivism” refers to an attitude which prioritises production of marketable products with the aim of maximising economic growth. This includes employers’ demand for a purpose-skilled workforce.

  9. “Triple Bottom Line (TBL) reporting is becoming an accepted approach for organisations to demonstrate they have strategies for sustainable growth. It focuses on decision-making and reporting which explicitly considers an organisation’s economic, environmental and social performance. As such, TBL can be seen as both as an internal management tool, and an external reporting framework” (Environment Australia 2003, p. 3).

  10. Place (e.g. the village, city, region or country a person has grown up in) is a significant element of one’s identity, especially among indigenous Australians. The term “place pedagogy”, or “place-based education” recognises that “place has pedagogical significance” (Greunewald 2003, cited by Taylor 2010). It stands to reason that people (of all ages, starting with early childhood) who have a strong sense of ownership for “their” place are likely to respond to education which teaches them about treating their environment sustainably.

  11. The Blue Marble photo was taken on 7 December 1972 by the crew of the Apollo 17 spacecraft. For more information, see http://visibleearth.nasa.gov/view.php?id=55418 [accessed 3 August 2016].

  12. “Anthropocene” is a conflation of two terms: (1) the adjective “anthropogenic”, which refers to human influence on something, especially the environment, and (2) the geological term “Holocene (‘Recent Whole’) for the post-glacial geological epoch of the past ten to twelve thousand years” (Crutzen and Stoermer 2000, p. 17).

  13. “Eco-humanities”, more often referred to as “environmental humanities”, include fields like “environmental philosophy, environmental history, ecocriticism, cultural geography, cultural anthropology, and political ecology” (http://environmental.humanities.ucla.edu/?page_id=52 [accessed 5 August 2016]).

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    Terri Seddon

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Seddon, T. Sustainable development and social learning: Re-contextualising the space of orientation. Int Rev Educ 62, 563–586 (2016). https://doi.org/10.1007/s11159-016-9592-3

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