Abstract
Social and ecological issues like climate change, biodiversity loss, sustainable development, inequality, and COVID-19 have changed and are changing the world. These realities have profoundly impacted peoples’ perspectives about the future and our human-nature relations. Adding to this mix of disruptions COVID-19 has changed student engagement with sustainability agendas. COVID-19 has increased sensitivity to borders, control, containment, personal health, and wellbeing. This shift in focus and attention to the individual moves against the sensibilities observed in sustainability education. It is at this juncture this paper offers reflections by three Australian sustainability educators who taught during COVID-19. We have come up with three provocations to think with disruption: phronesis, world views and entanglement. These themes, critical to the pedagogies of sustainability educators across the globe, allowed us to pivot around the implications and opportunities presented as we taught our way through this period.
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