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Does the rise of STEM education mean the demise of sustainability education?Caroline Smith, Jane Watson Published online by Cambridge University Press: 10 January 2019, pp. 1-11
In this article, we outline the key principles of education for sustainability (EfS) that enable us to question the enthusiastic and uncritical promotion of STEM (science, mathematics, engineering and technology) and its offshoot, STEM education, as key contributors to an environmentally sustainable future. We examine the framing of STEM and STEM education as situated in an unproblematised, neoliberal growthist paradigm, in contrast to the more critical ecological paradigm of EfS. We conclude that STEM, and hence STEM education, need to include critical reflection and futures perspectives if they are to align themselves with a flourishing economic, social and environmental future. We provide examples for the classroom that illustrate our contention.
No country for possums: young people’s nativist viewsRajesh Ram Published online by Cambridge University Press: 10 April 2019, pp. 12-27
The Australian brushtail possum (Trichosurus vulpecula) is one of many animal species classified as alien under the biosecurity system in New Zealand. However, it is against the possums that a relentless campaign is perpetrated. This article attempts to explain some of the many reasons behind such intense negativity, and in doing so, show a link between the management of invasive species as a biosecurity risk and young people’s nativist views. A qualitative, interpretive mode of inquiry was used to analyse data that showed a link between the management of invasive species as a biosecurity risk and young people’s controversial views. An educational program that presents an objective view of invasive species is recommended.
Cognitive and behavioural environmental concern among university students in a Canadian city: Implications for institutional interventionsRozzet Jurdi-Hage, H. Sam Hage, Henry P.H. Chow Published online by Cambridge University Press: 21 January 2019, pp. 28-61
Informed by Stern and colleagues’ value-belief-norm theory and their earlier empirical work, we examined levels and predictors of cognitive and behavioural environmental concern (EC) of university students in a Canadian postsecondary context. Data for this study were obtained through completion of self-administered questionnaires from a sample of 421 undergraduate students attending a public university in Saskatchewan, a province heavily focused on expanding resource extraction. The study used a descriptive, correlational, and cross-sectional methodology. Statistical analysis was performed in three parts: (a) univariate description of students’ cognitive and behavioural EC indicators; (b) bivariate associations to assess the nature and direction of the relationships between EC measures; and (c) multivariate analyses to test the causal structure of the theoretical model. Results showed no widespread acceptance of the ‘New Ecological Paradigm’. Students were slightly more prone to place responsibility for environmental protection at the door of government and industry than themselves. Respondents practised a range of environmentally supportive behaviours (ESB) with varying intensities. Hierarchical multiple regression analyses provided support for several of the theory’s propositions in predicting generalised and specific environmental beliefs and ESB. Findings highlighted the complex relationships between personal background, academic and cognitive variables and ESB. That formal instruction on the environment influenced cognitive and behavioural EC, both directly and indirectly, suggests it is essential universities have formal curricula that expose students to the types of environmental knowledge, awareness, and critical thinking skills to promote environmental literacy and address unsustainable lifestyles and attitudes. Institutional interventions, including universities’ role as ‘effective change agents’, are discussed.
Select Ecotourism and environmental sustainability knowledge: An open knowledge sharing approach among stakeholders
Ecotourism and environmental sustainability knowledge: An open knowledge sharing approach among stakeholdersJean Marie Ip-Soo-Ching, Suzanne Zyngier, Tahmid Nayeem Published online by Cambridge University Press: 19 December 2018, pp. 62-82
The discipline of knowledge management (KM) considers knowledge as potentially the most valuable organisational asset that must be shared among staff and stakeholders and even communities in order to yield considerable returns and benefits. However, in a real-world context, managers in industries such as high technology, manufacturing and finance jealously guard their valuable knowledge and prevent other entities from gaining access to this resource. Open cases of knowledge sharing among stakeholders such as staff, customers, business partners, competitors and the public are rare. Therefore, the philosophical premise of KM — knowledge must be openly shared — is often unrealised. Knowledge of environmental sustainability is a valuable resource for ecotourism operators because they operate in natural environments such as the Great Barrier Reef in Australia and Sipadan Marine Park in Malaysia, and depend on the quality of these environments for their ongoing success. This research provides evidence that knowledge dissemination in the form of environmental sustainability knowledge can be openly shared among staff, customers, competitors and the public, thereby linking KM and environmental education. This article provides an interpretivist analysis of knowledge sharing by innovative ecotourism operators in Australia and South East Asia (Malaysia and Thailand). Data were collected through in-depth interviews with 14 executives, field observations and analysis of company documents. Results from this research found that ecotourism managers are passionate believers of environmental sustainability and benevolently share their valuable organisational knowledge and beliefs with all stakeholders.
Book Reviews
Sustainable energy for all: innovation, technology and pro-poor green transformations David Ockwell and Rob Byrne, London: Earthscan Press, 2017 Edgar Burns
Learning to make change: developing innovation competence for recreating the African university of the 21st century Paul Kibwika, Wageningen: Wageningen Academic Publishers, 2006 Adam Rajčan
A primer for teaching environmental history: ten design principles Emily Wakild and Michelle K. Berry, Durham: Duke University Press, 2018 Ian Thomas
The world we’ll leave behind: grasping the sustainability challenge William Scott and Paul Vare, London: Routledge, 2018 Suresh Ramanan
The ecology of home David B. Zandvliet, Rotterdam: Sense Publishers, 2016 Birut Zemits
Instructions for Contributors If you are interested in submitting an article please refer to the AJEE website where you will find all the information necessary to help you prepare, format, structure and submit your article. These details are found in the “Instructions for Contributors” section (https://www.cambridge.org/core/journals/australian-journal-of-environmentaleducation/information/instructions-contributors) (Note: submission of articles occurs electronically through the Cambridge Journal Submission Manager).
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