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Relocating Education for Sustainability: from the Campus to the Community

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Relocating Education for Sustainability: from the Campus to the Community RELOCATING EDUCATION FOR SUSTAINABILITY: FROM THE CAMPUS TO THE COMMUNITY A dissertation submitted to the Kent State University College of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Nicholas A. Morris December 2016 © Copyright, 2016 by Nicholas A. Morris All Rights Reserved ii A dissertation written by Nicholas A. Morris B.S., Muskingum University, 2001 MAED, Walsh University, 2004 Ph.D., Kent State University, 2016 Approved by ___________________________________, Chair, Doctoral Dissertation Committee Natasha Levinson ___________________________________, Member, Doctoral Dissertation Committee Averil McClelland __________________________________, Member, Doctoral Dissertation Committee Andrew Lepp Accepted by ___________________________________, Director, School of Foundations, Kimberly S. Schimmel Leadership, and Administration ___________________________________, Interim Dean, College of Education, Health Mark A. Kretovics and Human Services iii MORRIS, NICHOLAS A., Ph.D., December 2016 CULTURAL FOUNDATIONS IN EDUCATION RELOCATING EDUCATION FOR SUSTAINABILITY: FROM THE CAMPUS TO THE COMMUNITY (217 pp.) Dissertation Advisor: Natasha Levinson, Ph.D. For 25 years higher education has been challenged to provide a path toward sustainability. This challenge is both lofty and necessary. During this time, higher education has yet to make noticeable change. I argue that this failure is because the movement is based on an inaccurate conceptualization of sustainability and false assumptions of the capacity of higher education. If we dig into the conception of sustainability itself and determine a more appropriate perspective, we may be able to reset the aims of the movement. If higher education can make this transition, it may need to recognize that it is not quite the dominant educational force it intends to be. Built on the sustainable vision that I propose in this study, HEIs should consider their position in the local ecology and reconsider their role within their greater communities. Communities that also independently strive for sustainability, and specifically eco-centric community partners such as parks, can help create a collaborative team that together with higher education institutions may have a chance at achieving the lofty goals. In addition, I analyze the specific context of Stark County, Ohio, and explore the potential for community-centered education for sustainability. Keywords (Education for Sustainability, Education for Sustainable Development, Stark County) ACKNOWLEDGMENTS My first thank you must go to my loving wife Sarah who so pleasantly guided me toward this degree with the question, “Are you going to go get a Ph.D. or am I going to have to hear about what you should have done for the rest of our lives?” Despite this questionable beginning, her support has been unwavering and I could not be at this stage without her. She in so many ways challenges me, yet has always seen this journey as something near and dear to my heart. My dear children Lauren and Luke have endured too many days and nights of “daddy homework” and deserve now to have the freedom to enjoy a complete family on a weeknight. My sweet Lauren will no doubt want to read this someday and employ it in her endeavors to save the world. For her I hope it offers the same inspiration it has for me. Luke may never have the same perspective; however I hope that one day he realizes what lies herein may be able to support the diversity of life on the planet all of which he dreams of catching. Above all, these two provide me the motivation to work on sustainability initiatives as I truly hope they are able to experience a world without the same ecological concerns. Dr. Natasha Levinson picked me up as an abandoned advisee after the retirement of a colleague. I am not sure if either of us knew what would come of this. At that point in my life I wasn’t sure that philosophy fit with my science background. In the end I know I am better for the partnership. Dr. Levinson has guided me through the last seven years with the appropriate balance of support, candid honesty, and freedom allowing me to find my place in the cultural foundations. I can’t imagine what it is like to do this iv work, but the hours of trudging through my rambling early drafts and picking through the details of later ones is greatly appreciated. I must also thank my employer, Stark Parks. It was through my career with the parks that my learning has come to life. I want to thank the management and the board for their support over the last seven years. Most importantly I thank them for their trust that my experience has made the parks better. I hope I have not let them down. The entire Cultural Foundations of Education program deserves much credit for this work and the person I am. Each class, classmate, and professor has left an indelible mark on my heart and mind. I never sought vocation through this program; rather I sought a thorough exploration of difficult education questions, and an outlet for creative and deep thinking. I couldn’t be happier with my choice to spend my time with all of you. I am forever in debt to this program for how it has improved my quality of life. Finally, to my committee I wish to say thank you for your attention to my work at this final and significant point as well as the support along the way. I look forward to continuing engagement with each of you even after this step is behind me. v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ............................................................................................... iv PROLOGUE ...................................................................................................................... ix CHAPTER I. FOUNDATIONS OF THE EDUCATION FOR SUSTAINABLE DEVELOPMENT MOVEMENT ........................................................................... 1 A Crisis Identified ................................................................................................... 2 Responsibility for Change....................................................................................... 5 Additional Efforts ................................................................................................... 9 Agenda 21: Rio de Janeiro Earth Summit ......................................................12 Decade of Education for Sustainable Development .......................................14 Blueprint for a Green Campus: The Campus Earth Summit Initiatives for Higher Education .................................................................................................. 15 Essex Report ...................................................................................................16 What Should ESD Look Like? .......................................................................18 HEIs Creating Leaders ....................................................................................18 HEIs as leaders ...............................................................................................20 In Review .............................................................................................................. 20 Foundation of Critique .......................................................................................... 21 ESD as a Function of Development ................................................................22 HEIs and “Others” ..........................................................................................25 Critical Perspectives .......................................................................................28 II. CAMPUSES AS CONTEXTS ................................................................................... 30 Operational and Curricular Efforts ....................................................................... 33 Operational Efforts .........................................................................................34 Curricular Efforts ............................................................................................39 The Problem ....................................................................................................51 In Summary ....................................................................................................53 Exemplary Program Needs ................................................................................... 54 Professional Challenges ..................................................................................57 Holistic Pedagogy ...........................................................................................60 Contextual Discussion .......................................................................................... 64 III. CONCEPTUAL ANALYSIS OF SUSTAINABILITY ............................................. 66 Sustainability Defined ........................................................................................... 68 Core Tenets of Sustainability ................................................................................ 72 Interdependent Systems ..................................................................................73 vi Intergenerational Scope ..................................................................................74 Assumed Unsustainability ..............................................................................75 Lack of Consistent Interpretation ...................................................................76 Challenging Common Conceptions
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