The Role of Geography in Multi-inter-trans-disciplinary Study Programmes for Environmental Sustainability

Abstract

The sustainability challenge requires universities to create spaces in which the disciplinary mould can be substituted for transformational learning. “Transformative” implies emphasis on new ways of “being” and of thinking about the environment, facilitated by integration of a multitude of disciplines and perspectives. Due to its flexible, all-inclusive and integrative nature, Geography can offer much for sustainability education. The reality is that Geography lags in its contribution to study programmes in this field. This paper reflects on the role of Geography in facilitating transformative learning encounters for environmental sustainability. The focus is on the multi-inter-trans-disciplinary undergraduate programme in environmental management offered by the University of South Africa (Unisa) through open and distance learning. The view that environmental sustainability study programmes may benefit from an anchor discipline to provide structure and to facilitate the transformative learning experience, is debated. The value of Geography in this regard is highlighted, with reference to the experience gained from implementing this particular Unisa study programme. An outline is provided of how Geography can fulfill an anchor role in such study programmes, while maintaining its integrity as discipline. The paper will be useful to higher education practitioners involved in the implementation, offering and/or coordination of environmental sustainability study programmes, with specific reference to open and distance learning.