Abstract
In this article we discuss a multiple case study, which investigates the frames of mind on sustainability of six Grade Nine Natural Sciences and Social Sciences teachers at three different urban schools in Stellenbosch, South Africa. The article consists of a theoretical and empirical component. Regarding the former, we firstly discuss contestations around sustainability as a policy, and secondly what sustainability as a frame of mind entails. This is followed by the empirical component, which enabled us to: firstly, determine the existing frames of mind of teachers concerning sustainability; and secondly, explore implications of viewing sustainability as a frame of mind for education. In conclusion, we open up possibilities that sustainability as a frame of mind has for taking us beyond the discourse that informed the United Nations Decade of Education for Sustainable Development (UN-DESD). Keywords: curriculum; education; environment; frame of mind; sustainability, teachers
Highlights
Sustainability and education for sustainability are evolving concepts, which form part of ongoing debates within the field of environmental education
The themes are: teachers’ dominant views on sustainability; the role that their upbringing played in shaping their views of the concept; and how they addressed the concept through their teaching
Educational Implications What are the implications of the findings of this multiple case study for education? In order for sustainability to be conceived as a frame of mind instead of as a policy, it might firstly be important for teachers to understand their current frames of mind and, if necessary, adjust these in the interests of promoting sustainability
Summary
Sustainability and education for sustainability are evolving concepts, which form part of ongoing debates within the field of environmental education. Since sustainability was first used in the English language in the 1970s, it has mainly been conceived of with reference to policy making. This view of sustainability has underpinned the United Nations Decade of Education for Sustainable Development (2005–2014). Much of the responsibility for reversing the planet’s unsustainable course might lie with the world’s economic enterprises, and in governments producing innovative public policies. This will not bring about a new order of things, and might not change unless sustainability is viewed differently. We invoke Bonnett’s (2002a) alternative conception that views sustainability as frame of mind, rather than as policy
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