Abstract
This paper investigates latest developments in sustainability studies, sustainability education and geography's place in sustainability education, with a focus on the USA. The investigation draws on latest information on sustainability education, from a survey of the 29 sustainability degree programs in the USA and interviews with the program directors and faculty and data from the Association for Advancing Sustainability in Higher Education and the National Science Digital Library. It explores where geography should be in sustainability education, why geography is not there and what geography should do to get there.
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