Abstract
“Sustainability” features in numerous discourses, each of which frames the issue according to its particular worldview(s). Thus there is no singular sustainability conception, but multiple sustainabilities that compete with one another for prominence in various realms. This article presents a framework to assist students in navigating this discursive maze. The framework is drawn from the environmental justice literature, and it is used by the author to challenge undergraduates to view sustainability as a competitive political space in which claims reflect the normative values of their framers. The pedagogical utility of the framework is highlighted through an example classroom application.
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