A post-critical pedagogy for sustainability: engaging the head, heart, and hands

Anderson, S. and Tonner, P. (2023) A post-critical pedagogy for sustainability: engaging the head, heart, and hands. Open Scholarship of Teaching and Learning, 2(3), pp. 163-172. (doi: 10.56230/osotl.54)

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Abstract

To realise the entitlement to Learning for Sustainability (LfS), the authors advocate for a post-critical orientation in university-based teacher education of the ‘head, heart, and hands’ model of transformative learning as an organising principle. Integration of intellect, emotion, and body as the activation triad can encourage students and teachers towards transformative engagement. Educational policies of the Scottish government, the influence on teaching practices, and benefits to student learning experiences are explored through the context of COP26 and teacher education in Scotland. Implications are proposed to inspire change in higher education for educating for a sustainable future.

Item Type:Articles
Keywords:Post-critical pedagogy, teacher education, sustainability, citizenship, heritage, Scotland.
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Tonner, Dr Philip and Anderson, Dr Sarah
Authors: Anderson, S., and Tonner, P.
Subjects:L Education > L Education (General)
College/School:College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
College of Social Sciences > School of Education > Professional Learning and Leadership
Journal Name:Open Scholarship of Teaching and Learning
Journal Abbr.:OSOTL
Publisher:Open Scholarship of Teaching and Learning
ISSN:2752-4116
ISSN (Online):2752-4116
Copyright Holders:Copyright © 2023 Sarah Anderson, Philip Tonner
First Published:First published in Open Scholarship of Teaching and Learning 2(3):163-172
Publisher Policy:Reproduced under a Creative Commons license

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