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Foleyh Phd2017 Partial.Pdf UCC Library and UCC researchers have made this item openly available. Please let us know how this has helped you. Thanks! Title Understanding sustainability from a global perspective: exploring the role of education for sustainable development within contemporary education in Ireland Author(s) Foley, Helen Publication date 2017 Original citation Foley, H. 2017. Understanding sustainability from a global perspective: exploring the role of education for sustainable development within contemporary education in Ireland. PhD Thesis, University College Cork. Type of publication Doctoral thesis Link to publisher's http://www.jstor.org/stable/10.3318/isia.2016.27.11 version Access to the full text of the published version may require a subscription. Rights © 2017, Helen Foley. http://creativecommons.org/licenses/by-nc-nd/3.0/ Embargo information Please note that Chapters 2-5 (pp.10-99) are unavailable due to a restriction requested by the author. Embargo lift date 2022-09-28T08:50:08Z Item downloaded http://hdl.handle.net/10468/4819 from Downloaded on 2021-10-04T01:50:45Z Ollscoil na hÉireann, Corcaigh National University of Ireland, Cork University College Cork Department of Food Business and Development Head: Professor Thia Hennessey Supervisors: Professor Joe Bogue and Dr. Stephen Onakuse Understanding Sustainability from a Global perspective: Exploring the Role of Education for Sustainable Development within Contemporary Education in Ireland Helen Foley, for the degree of Doctor of Philosophy 2017 Declaration The author hereby declares that, except where duly acknowledged, this thesis is entirely her own work ___________________________ Helen Frances Foley August 2017 Dedication This research is dedicated to my Daughter Grace Foley Nolan. This study is also dedicated to my family, to my parents, Bartholomew and Brenda Foley and my siblings, Sean, Roisin, Louise, Barry, Michael, Diane and their families. Additionally, this study is also dedicated to all who in their work are contributing to the creation of knowledge connectivity, through the pursuit of interdisciplinary and transdisciplinary learning and research relevant to the transition towards sustainable development. Education for sustainable development is a process of learning how to make decisions for the long term future of the economy, ecology and equity of all communities (UNESCO, 2005). Education for sustainability holds the promise of a new transformative paradigm for education (Huckle and Sterling, 2001). ***** The Supreme Reality of our Time... is the Vulnerability of this Planet. John F. Kennedy (1963). ***** Our current rate of consumption is eroding the very fabric of our planet and will ultimately threaten our long-term survival (WWF, 2000, p. 43). ***** The greatest enterprise has always been and will always be the attempted linkage of the sciences and humanities…the ongoing fragmentation of knowledge and resulting chaos in philosophy are not reflections of the real world but artifacts of scholarship (Wilson, 1999, pp. 5-6). ***** If it is to fulfil its potential as an agent of change towards a more sustainable society, sufficient attention must be given to education as the subject of change itself (Sterling, 1996, p. 18). ***** Ultimately, sustainability will depend on changes in behaviour and lifestyles, changes that will need to be motivated by a shift in values and rooted in the cultural and moral precepts upon which behaviour is based (UNESCO, 2002). Abstract Understanding Sustainability from a Globally Perspective: Exploring the role of Education for Sustainable Development within Contemporary Education in Ireland? Helen Foley Sustainable Development is one of the greatest challenges of our time, which is relevant both globally and locally. Consequently, this research focused on sustainable development and education for sustainable development. Two research questions were addressed in this study, what are the challenges relevant to achieving sustainability and how can these challenges be more clearly understood? Globally, key challenges include anthropogenic climate change, resource overuse, wealth inequality and water stress. In addition, this research asked, what is the role of Education for Sustainable Development within contemporary education in Ireland and how can this role be developed? In terms of addressing these questions, from a macro perspective, this study aimed to advance understanding of sustainable development and education for sustainable development, through the development of a conceptual framework for sustainability. From a micro perspective this research aims to explore education for sustainable development barriers and opportunities relevant to the formal education system in Ireland. In compliance with the critical and interpretive paradigms, in this study the primary research was guided by ontological realism and epistemological interpretivism. A qualitative exploratory strategy was utilised to explore the research questions, aims and objectives. A total of 404 people participated in this study, facilitated by, forty-nine interviews, six group interviews and four surveys. Primary research findings showed that although the ‘Education for Sustainability’ The National Strategy on Education for Sustainable Development in Ireland, 2014-2020 was welcomed by the Irish expert panel, this panel also found this new strategy was short on accountability, aspiration and specific goals. From a national perspective, overall the role of education for sustainable development within the formal educational system in Ireland is inadequate, where education for sustainable development tends to be marginalised within the formal curriculum. Key education for sustainable development barriers include, the dominance of subject disciplinarity (functional specialisation), resistance to educational reform and adherence to the historically developed main curriculum. These education for sustainable development barriers are particularly evident at the post primary and tertiary education levels. Recommendations made in this study build on the recommendations advanced in ‘Education for Sustainability’ The National Strategy on Education for Sustainable Development in Ireland, 2014-2020. Across the three educational levels opportunities for integrating education for sustainable development have been advanced. At the tertiary education level, sustainability issues should be integrated into teacher training and business and management education. Additionally, interdisciplinary teaching and research need to be prioritised and resourced at the tertiary education level in Ireland. Overall, the integration of education for sustainable development within contemporary education in Ireland is important, especially within the context of achieving a low carbon, climate resilient and environmentally sustainable economy. Acknowledgements I would like to express my appreciation to my supervisors, Professor Joe Bogue and Dr. Stephen Onakuse who provided invaluable support and advice during this research process. Gratitude is also extended to the external examiner Professor D. Pillot and the internal examiner Dr. Partick Enright. I would also like to express my gratitude to Maria Seo for her continuous support and encouragement throughout this research process. Appreciation is also extended to George Seo, Maids Wallace, Barbara Hunter, Alice Dwyer, Catherine O’Neill, Lillian Gorey and Emmet Nolan. Sincere thanks is also extended to Dr. Tom O’ Toole, Dr. Brendan McCann, Dr. Carol Yelverton Halpin and Dr. Chris O’Riordan, for their interest and support. Appreciation is also extended to all the teachers, lecturers and students across the primary, post primary and tertiary levels of formal education in Ireland who participated in this study. Special appreciation is also extended to the expert panel for their insights and contributions, especially contributions from those in Harvard University including Professors’ John Ruggie, Daniel Schrag and Robert Stavins, particular thanks is extended to Mark Kramer Senior Fellow in Harvard University and Nancy Dickson Co-director of the Sustainability Science Program in Harvard University. Sincere gratitude is also offered to Professor John Sweeney, National University of Ireland Maynooth, Dr. Susan Murphy, School of Natural Sciences, Trinity College Dublin, Dr. Ken Boyle, Dublin Institute of Technology and Dr. Shane Darcy, Centre for Human Rights, National University of Ireland Galway. ii Table of Contents Abstract …………………………………………………………………………………… i Acknowledgements ……………………………………………………………………….. ii Table of Contents ………………………………………………………………………… iii List of Tables ……………………………………………………………………………… viii List of Figures …………………………………………………………………………….. x List of Abbreviations ……………………………………………………………………… xi List of Appendices ……………………………………………………………………….. xii CHAPTER ONE: INTRODUCTION TO THE RESEARCH 1 1.0 Introduction ………………………………………………………..…………… 1 1.1 Background to the Research………………………………………………….. 1 1.2 Justification for the Research ………………………………………………… 3 1.3 Research Questions ……………………………………………………………. 5 1.4 Research Aims ………………………………………………………………… 6 1.5 Research Objectives …………………………………………………………. 6 1.6 Methodology ………………………………………………………………….. 7 1.7 Structure of the Thesis ………………………………………………………… 7 1.8 Summary ………………………………………………………………….. 9 CHAPTER TWO: EXPLORING SUSTAINBALE DEVELOPMENT 10 2.0 Introduction …………………………………………………………………. 10 2.1 Understanding Sustainable Development ……………………………………. 10 2.2 Definitions and Representations of Sustainable Development
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