Addressing the challenges of

mainstreaming education for

sustainable development in
higher education
Lorna Down
The Institute of Education, The University of the West Indies, Kingston, Jamaica
Abstract
Purpose The purpose of this paper is to address research on major challenges faced in attempting
to mainstream education for sustainable development (ESD).
Design/methodology/approach The research is based on a project for infusing ESD in a
teachers college programme in Jamaica.
Findings Challenges include colleagues scepticism, students expectations of course, content vs the
actuality of an expanded course with ESD input, an absence of policy, syllabus constraints, and
ways in which these were addressed.
Originality/value In analysing the ways in which these challenges were addressed, important
principles are uncovered that can guide the introduction of ESD in higher education: how threats can
become opportunities, how constraints can make for creativity.
Keywords Sustainable development, Education, Higher education, Jamaica
Paper type Research paper
Introduction
The general context of ESD in Jamaica
Education for sustainable development (ESD) is a fairly new concept in Jamaica, like
many other parts of the world. The country has, however, since the 1970s been
pursuing the issue of environmental education and since the UN Conference in
Rio De Janeiro in 1992 has made a national effort to promote environmental education
for sustainable development. In keeping with this a national framework the National
Environmental Education Action Plan for Sustainable Development has been
developed. It is a plan that incorporates the concept of education for sustainable
development. However, ESD has not been the focus of curriculum development in
many areas. Attempts to date have largely centred on ESD within the sciences and
social sciences in higher education. To mainstream ESD in non-science areas presents,
therefore, many challenges.
The challenges
To implement any change in a curriculum requires the direct or indirect cooperation of
a number of key stakeholders in that educational institution, particularly academic
staff and students. The challenges faced in attempting to mainstream education for
sustainable development in a teachers college curriculum in Jamaica were directly
related to lecturers concept, knowledge of and attitude to the subject, students
expectations and syllabus constraints. The recently documented Guidelines and
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/1467-6370.htm
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International Journal of Sustainability
in Higher Education
Vol. 7 No. 4, 2006
pp. 390-399
qEmerald Group Publishing Limited
1467-6370
DOI 10.1108/14676370610702190
Recommendations for Reorienting Teacher Education to Address Sustainability
(Hopkins and McKeown, 2005) categorizes the challenges faced by teacher educators in
the network. These are: institutional awareness, support and resources; prioritising
sustainability in the educational community; reforming education systems and
structures; establishing and sustaining partnerships. The challenges faced in the
Jamaican situation related mainly to the rst and second categories. In addressing such
challenges, however, important principles that can guide the introduction of ESD in
higher education in general have been uncovered.
The research design
The project that was undertaken was one of a participatory action research. Bogdan
and Biklen (2003) describe this as one in which the researcher is both participant and
researcher. The goal is to promote change that is consistent with the researchers
beliefs. The researcher was one of the participants, who instituted action the infusion
of education for sustainable development into two courses at a teachers college and
one who was also conducting research on the project. The emphasis was on studying
the challenges to change with the existing programme in order to nd out how to
address them effectively. The questions guiding the research were: what are the main
challenges to mainstreaming ESD in the curriculum? And how can these be effectively
addressed? Data were collected mainly through eld notes, journal notes, observation,
unstructured interviews, students on-going evaluation and related literature. Methods
employed to measure success and limitations of the project were primarily qualitative
and included: the extent to which the attitude of staff changed from accommodating to
welcoming the infusion of ESD in the curriculum; the students response to the issue of
a programmes relevance and signicance to their society; the outcomes/the impact of
such a programme on students attitudes, behaviours, level of knowledge; the extent to
which sustainability issues were integrated into the syllabus, the depth of exploration
and critical analysis of these, and equally important what policy changes were effected
as a result.
Description of the project
There were two courses selected for integrating issues of sustainability. One was a basic
computer course: introduction to computers, for student teachers pursuing a diploma in
primary education and the other was a specialist course: Caribbean Literature, for
student teachers pursuing the diploma programme in Secondary Education.
Introducing ESD into Caribbean literature. The literature course began with an
exploration of the concept of sustainable development through lectures, discussions and
projects. In doing so, students were invited to reect on a number of issues related to the
society, the environment, and the economy. They were also encouraged to pursue
research in the area, particularly the question of sustainability in relation to the
environment and the economy. This was done as the selected focus in literature was
going to be that of the society and specically that of the issue of violence. The selection
of violence as the focus for study was determined largely because of the high levels of
violence in the society and the urgent need to change violent attitudes and behaviour.
To begin the study of the literary texts set for the course, students examined the
social/historical aspects as well as (though to a lesser extent) the economic and
environmental aspects of the texts. That is, they critically analysed:
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.
the roots of violence in Caribbean society when, who, what, why;
.
the impact of violence then and now; and
.
alternatives to violence.
These questions are explored fully by Caribbean writers who understand that unless a
people openly recognize and acknowledge the latent violence in their society, it will
erupt in unimaginable ways.
The class also studied contemporary situations of violence in other literature texts.
Parallel to this was their work in real time. Immediate situations of violence in
society, recorded in journal entries, became another text. Lecturers encouraged
students to apply the analytical skills employed in the study of set texts to this
immediate text on violence, and as such journal entries and analyses were shared;
consequently it was discovered that violence did not just exist in the society beyond
the classroom wall but was also part of the psyche and thinking of those within the
sanitised space of a teachers college.
In responding to what emerged lecturers organized a conict resolution workshop
by engaging the services of a conict resolution practitioner. Additionally, students
engaged in visioning alternatives to violence by planning peace projects. Other
practical work included an open dialogue with the police in order to examine and to
begin to change the ambivalence many feel towards the police.
Introducing ESD into the introduction to computers course. This was an elective
course open to any student pursuing the primary curriculum at the teachers college.
The course was a basic computer course. Because it was content-open, it was seen
as ideal for introducing ESD. The ESD content would provide the content that the
students could use as they learnt and practised their computer skills. Using
the UNESCO online Teaching and Learning for a Sustainable Future as the base the
lecturer proceeded to integrate issues of sustainability into this course.
Findings
The concept of and attitude towards ESD by staff
One of the challenges faced in introducing ESD was how to get the staff involved in
reorienting their course/programme to address sustainability. As both Calder and
Clugston (2006) have pointed out innovations will not move into the mainstream until
critical stakeholders demand it. The short-term objective was to introduce the theme of
sustainability into two specic courses but our long-term aim was to have all staff at
the college reorient their own courses to address that issue. To share plans for
introducing ESD in the curriculum with colleagues was a necessary rst step. Their
cooperation and receptivity to the concept of sustainability, of a futures-oriented
curriculum, would be invaluable. As Malhadas (2003) explains:
The priority is to motivate the educators to understand, to accept and to insert the sustainable
development concepts and strategies in their teaching programs . . . if they really trust that
sustainability is a solution for ecological, economical and social problems, they will succeed in
stimulating the students to adopt these new concepts and behavior, and together they will
build a sustainable future.
To begin, dialogue on the concept of ESD was initiated. Responses varied from interest
to scepticism. These included the valid questioning of how new the concept was as
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some colleagues argued that it was not anything different from what they were doing.
Colleagues outside the department referred to the tautology of the term sustainable
development; others saw it as the latest northern agenda.
Signicantly, Miller (2005) in his address at the recent Regional Conference on
Education for Sustainable Development in Jamaica attempted to locate ESD in a
Caribbean socio-historical context as he strongly interrogated the term sustainable
development and urged that we Caribbeanize the concept by including issues of
power and self-identity. The contestation of the term was also a feature of the focus
group discussion (at the same conference) by teacher educators who raised issues such
as whose development, and the meaning of development.
The initial response was to dismiss such scepticism, to treat it as unnecessary, and
to see such colleagues as focusing on the inessential and not on the bigger picture, but
there was also some recognition of the legitimacy of the question, the necessary
academic challenge to any agenda that is held up as the way forward.
To address this challenge, the project staff conducted further research on the subject
on ESD. They realized that in order to address that scepticism they had to research
how having sustainability as a major focus in their courses would make a difference
and a valuable difference. McKeowns (2002) acknowledgement that teachers and
trainers will question the concept as there is a lack of clarity regarding ESD goals was
useful. Her elaboration on the fact that talented educators already teach strands
which could be expanded to include other concepts of sustainable development led
them to examine the courses fromthat perspective. They were also mindful of Palmers
(1998, p. 3) comments about reinventing the wheel as she explains in her work on
environmental education:
On my travels around the world I have many times encountered the frustration of discovering
dedicated groups of people spending a great deal of time devising aims, objectives and
guidelines for environmental education. Worthy as the outcomes of their strenuous efforts
may be, they often do little more than replicate the products of previous workshops,
conferences and publications.
What they found what was that strands were already included in courses but that
teaching strands of sustainability, though valuable, was a fragmented approach,
whereas the concept of ESD offers a holistic, inter-disciplinary approach to learning,
and because ESD makes explicit the goal of transforming the environmental, social and
economical aspects of our society to sustainable levels, it offered a new/a different
approach to teaching.
What eventually became clear as they engaged in researching the issue of
sustainability was the need for a paradigmshift in education. Ashift that Sterling (2001)
describes as he speaks of the need for a transformative level of learning learning that
helps us to see things differently, to have a deep awareness of alternative worldviews
and ways of doing things so that we achieve a breakthrough in the sustainability crisis
facing our world. Being involved with transformation is being involved with process for
changing our world.
Moreover, Sterlings (2001, p. 22) denition as a change of educational culture
which both develops and embodies the theory and practice of sustainability in a way
which is critically aware claried the direction in which change for a sustainable
curriculum should go. And McKeowns (2002) insistence that ESD should be locally
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relevant and culturally appropriate suggested the space in which each country can
locate its own interpretation of a curriculum that aims to transform its society.
The research motivated the project staff to continue with their work on integrating a
sustainability focus in their courses. They believed also that the concrete results of
their work would best address the response of other staff.
Yet on reection it is clear that the project staff could also have engaged more in
dialogue with their colleagues which would have likely allowed for more clarity and
understanding of their goals. Malhadas (2003) brings to our attention the matter of
improved communication, of a particular dialogue and diplomacy. What she refers to
as the needed tools for promoting friendly cooperation, joyful complicity and sharing of
good practices. Malhadas idea too about sharing of primary documents on ESD, such
as Agenda 21 in a seminar approach, was an action that they could also have
employed. That would not only have been invaluable in providing needed information
but would also have been a great motivator in helping lecturers to see the global extent
of the work. Hopkins et al. (1996) had also earlier made the point that educators will
know or feel comfortable discussing at least one aspect of ESD from the many chapters
addressed in Agenda 21 and the other emerging issues. He further pointed out that
their becoming involved and taking action would follow once they became more
comfortable and certain with the material.
The challenge of student-expectations
Another challenge is that of meeting student expectations. Students sign up for courses
expecting a particular content, a specic syllabus. When that syllabus or that course is
modied mid-stream by a lecturers attempt to reorient that course to engage with
sustainability issues, it is likely that there will be some difculties.
The course introduction to computers showed how challenging integrating a
sustainability focus could be. What appeared ideal, as the technical course had no
content of its own, turned out to be one of the major challenges. The course was
selected because of a number of reasons. One is already listed above it was not
content-bound. The other main reasons were that it offered possibility for
transdisciplinary work; it was a course option for all student-teachers pursuing the
primary education programme and it seemed perfect for using the UNESCO online
Teaching and learning for a sustainable future.
The major challenge proved to be that student expectations of the course did not meet
the actual course delivery. Students selection of the course, an introduction to computers,
was based primarilyonthe fact that theywouldbe learningto use the computer. They had
been invited and had agreed to the inclusion of the content on sustainability. Their initial
interest in the subject, however, declined after a while for a number of reasons. First, there
was the major problem of the malfunctioning of the computers. The computer lab was
new but the computers themselves, whichhadbeendonatedbya charitable institution
from abroad, were old. The continual malfunctioning of the computers led to a fairly
high degree of student frustration. Coupled with this was the overzealous approach of the
lecturer to ESD. The students response to all of this was reected in their comments, this
is too boring; its too difcult; its not what we want; we dont have enough ordinary
practice time with the computers.
Instead of a more constructivist approach in which students knowledge and
experience would have been used to help them construct meaning in regard to
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sustainability, students received an overload of facts and gures on sustainable issues.
A greater familiarity with the interactive section on the UNESCO programme would
have helped as this would have allowed for more active computer use. Students were
thus disappointed as they were unable to receive the quality instruction of and practice
on the computers and had to manage as well the subject content of sustainability issues.
Students responses to the literature course
On the other hand, the responses to this course were mainly positive. Students felt that
the ESD content had enriched the course. They saw themselves as being extended, as
becoming educated in a way that was remarkably different fromthat of their pre-college
period. Exploring the concept of sustainability was for them highly relevant. Learning
about and researching environmental and economic issues were not only of interest but
also engaged themin much independent learning and helped themto make sense of their
world. Sharing journal entries was for many of them cathartic. Moreover, treating such
entries as a text to be analysed like their literature text provided them with an
opportunity to practise applying their critical thinking skills developed through their
study of literature. The workshop in conict resolution management was found to be
very helpful, and meeting with the police provided new insights into police/citizen
relation as well as the issue of violence and ways to prevent it.
Most of all students reported that the methodology used modelled what they were
requiredto practise inschools. That is, lecturers practisedthe methodologytheypreached.
The challenge of syllabus demands
One of the rst challenges in relation to the syllabus was how to deal with aspects of
sustainability that were outside the lecturers area of expertise. In the main attempt
to infuse ESD into the curriculum, the project lecturers chose the language arts and to
begin, a 2-semester, 90-hour literature course for our student teachers in language and
literature. (See Down (2003) for a detailed description of this work) The literature
course was selected for a number of reasons rstly, the lecturers were following the
strengths model as advocated by Hopkins and McKeown and secondly, literature
allowed for extended exploration of values, perspectives aspects that naturally tted
in with the selected focus on the society component of ESD. At the time, too, they felt
that the components of the environment and economy were outside their area of
expertise and better left for the science and social studies classes.
The initial response then was simply to treat such issues in a general way and to
centre attention on aspects that not only tted comfortably with the course but lay also
within their area of expertise. This of course, also meant that the syllabus content
remained manageable.
But in doing that they missed an opportunity for transdisciplinary work, of inviting
in colleagues from other disciplines to participate in the selected course offerings.
Though in doing so they would have had to deal with the problem of time constraint, as
in treating more fully the subject of the environment and the economy they would have
extended the syllabus offerings considerably. (Yet the value of doing so is evident and as
a result they are now attempting to do just that, i.e. have a transdisciplinary approach).
It is also clear that each teacher has to work out the focus for her/his course and has
to consider the reason for that focus. The project lecturers wanted their students to
focus on values, attitudes and perspectives and to modify their behaviour. The major
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aim was to address violence through literature and to engage with transforming a
violent culture to one of peace.
Balancing ESD content and syllabus demands
Additionally there was the challenge of howmuch ESDcontent should be includedand
what exactly constituted that content. While it was clear that there were many aspects of
the course that could be seen as focusing naturally on societal issues violence, race,
feminism, there were the other sustainability issues of the environment and the economy
that did not relate readily. Hopkins et al. (1996) diagrammatic overview of what could
constitute the basic content of ESD based on Agenda 21 and related conventions
strikingly indicated their gaps. The question that emerged then was whether in omitting
such areas they would really be addressing sustainability issues. To resolve this issue
they revisited their syllabus objectives and based on that maintained focus on societal
aspects even as they introduced students to key global issues related more specically to
the environment and to the economy. Moreover, they provided references that would
expand students awareness of those sustainable development aspects.
Yet in studying that initial approach it is evident that a more holistic approach
would have been effective. The selected theme could have been the focal point around
which they could have explored aspects of the economy and the environment.
Specically, they explored the causes, effects of violence as presented in literature texts
by Caribbean writers such as Jean Rhys, Earl Lovelace, Lorna Goodison, and Dennis
Scott among others. These writers not only explored the causes and impact but also
suggested alternate approaches to dealing with the crises of injustice, racism, gender
discrimination that led to violence. Yet these same texts in their treatment of violence
also at various levels introduced questions related to the economy. Lovelace, for
example, in his portrayal of violence uncovers the unequal economic relations that
exist in society and the consequences. This could have led to an exploration of
international economic relations. Or lecturers could have examined more incisively the
issue of poverty deconstructing the term itself so that the stereotypical responses to
it could have been examined and hopefully have led to attitudes and actions that could
seriously address that issue. In reading Lovelaces novel this way it has also become
clear how his representation of the physical environment is intricately linked to all this.
What is being suggested here is that analysing a subject in relation to all three
components of ESD: the environment, the society and the economy is possible and will
signicantly help ESD practitioners to achieve their goals.
Using that approach also indicates the ways infusion of ESD could take place in the
syllabus a challenge that most teachers have. Moreover, it makes clear the relevance
of education to society. In other words, the ivory tower in which education often
insulates itself is opened as teachers learn to bridge the gap between the classroom and
the world beyond.
The challenge of moving ESD from a personal initiative to policy
This is the major challenge to mainstreaming ESD in the curriculum. Individual
lecturers are often free to introduce, modify and add content to their syllabus. Choice of
methodology is also the prerogative of the lecturer. So a personal initiative of infusing
ESD into a course offering, despite its particular challenges, is not difcult to
accomplish. However, to move from this stage to one where it becomes the policy of the
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college can be a slow process. The approach has been to engage with curriculum
reform and with other lecturers. McKeown (2002) explains that to be successful, ESD
will need to be part of educational reform. Curriculum reform by its very nature invites
reection and is open to current educational trends. The present reform of the language
arts syllabus, which is a common syllabus for all teachers colleges in Jamaica, is
providing the opportunity to do that. Additionally, the present crises in our society are
also forcing educators to rethink very carefully educational objectives and plans.
The value of an education that centres on sustainability issues cannot be dismissed.
So the narrative of a specic ESD initiative, which addresses such crises, can become
an important blueprint for others to follow.
Yet attempting curriculum reform across a number of institutions is not without its
peculiar challenges. In Jamaica, the Joint Board of Teacher Education (The University
of the West Indies) with committees comprising principals and lecturers of teachers
colleges, representatives of the ministry of education as well as a number of other
organizations, is responsible for the development of the curriculum and quality
assurance of teachers colleges. The development of curricula is actually effected
through boards of studies in the various disciplines offered in the colleges. Each
lecturer is automatically a member of the board of studies. The board functions are
organized mainly through its elected chairman and chief external examiners,
appointed by the JBTE. To change curricula requires, therefore, the participation and
consensus of a large number of participants, particularly at the board of studies level.
To sensitise the board of studies to address education for sustainability is a
continuing process. One way of doing so has been to work with existing concepts and
programmes such as environmental education and an attitudes and values campaign
that had been mounted some years ago in the island. Most educators are aware of these
and readily recognize the need to incorporate these. So building on these through
dialogue with lecturers in the board of studies and in small teams assigned to the
actual writing of new courses has been the approach. What has been achieved so far is
a general framework that includes ESD objectives and topics that are related to ESD.
The challenge of a comprehensive, systematic approach to learning for sustainability,
however, remains. How this is to be achieved requires further research.
The challenge of limited support for ESD programmes
Another serious challenge is the lack of support that exists generally for mainstreaming
ESDat the present time. Journal notes andinterviewnotes of the lecturers involvedin the
project revealed how isolated they sometimes felt when they rst introduced ESD in
their programme. The lowvisibility of the subject on the national agenda and the lack of
a local community of ESD practitioners at the time produced anxious moments.
Moreover, attempting to include a subject into an arts programme which seemed to be
the purview of scientists or social scientists created a certain tension. To address this
challenge lecturers were greatly helped by the work of the regional and international
community for the mainstreaming of ESD through curriculum reform. Governments
though they may have signed various treaties to indicate their support of sustainable
development do not necessarily follow through on implementation. Of great inuence,
however, is the work in sustainability that is being done internationally. As a result of
this, ESD research, action plans, and activities can be communicated to other educators
through conferences, journals and international networks.
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Regional and international partnerships and networks have also played a
signicant supporting role. International networks, for example, The International
Network of Teacher Education Institutions for the reorientation of teacher education to
address sustainability and its sub-networks, in this case the Caribbean Network of
Teacher Educators, have gone a far way in supporting local initiatives. Working
within such a community of teacher educators has allowed for the exchange of ideas,
expertise and experience. An invaluable source of support.
Having a UNESCO Decade for ESD has also made a signicant impact. The recent
regional conference on ESD in which the DESD was launched brought together a
number of regional and international major stakeholders, including a minister of
education, representatives of the regional university and the national organization for
environment planning. This has had the effect of highlighting the work of ESD locally
and giving credence and general support for the work. Additionally, it has stimulated
genuine academic interest in the subject and encouraged a re-thinking of existing
approaches to education. This is important, as academics focused on their own
research agenda are unlikely to become involved in another agenda without being
strongly motivated to do so. How to get the sustained commitment of these colleagues,
driven by college/university demands to be experts in their eld, to pay attention to a
subject that crosses disciplines is another challenge, another area for research.
Conclusion
This paper has sought to address challenges to mainstreaming ESDinthe curriculumthat
are related to staff, student, syllabuses, policy and support. The discussion reveals that in
order to involve a wide cross section of staff in an institution and to create a demand for
change will necessitate anon-going and open dialogue with them. It will meana sharing of
the work being done in the area of sustainability at both the local and international level.
It will also mean an invitation to participate in transdisciplinary work that increases
knowledge and provides insights into meeting the critical needs of a society. Staff will
become involved as well when they see the concrete results of courses/programmes
focusing on sustainable development and will be motivated to pay more attention to the
subject when they see its acceptance at the regional and international level.
To ensure student support for the programme, it is necessary to bring them on
board very early. Attention has to be paid to what students have signed up for and that
has to remain primary. An infused ESD curriculum must maintain its focus on the
course objectives so that the demands of sustainability issues do not displace those of
the selected course.
Lecturers also need to use natural entry points to the introduction of the concept of
sustainability, that is, areas of the subject that can dovetail easily with reection on
and learning about sustainability. Sustainable development issues have also to be
made relevant to students needs and interests, especially as suggested by their course
choice. Infusion of SDfor the literature course, unlike that of the computer course, tted
more naturally with the existing course objectives and content. One of the major
objectives of the course was that of reading literature as a way of understanding
society. A sustainability focus enhanced the course. So students learnt how to make
sense of the violence in their society and were given the opportunity to confront and
to change that situation. It was an education that truly attempted to address critical
social and economic issues and was, therefore, extremely meaningful for the students.
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The paper also showed the importance of moving from practice in a special
programme to policy for an institution. It revealed how the regional and international
community as well as local changes, such as curriculumreform, can enable the creation
of an ESDpolicy for teachers colleges. It indicated, too, howsupport for local initiatives
can emerge through regional and international partnerships and exchange of ideas.
Finally, what clearly emerged is that to meet successfully the challenges to
mainstreaming ESD, lecturers have to conceptualise it in ways that are relevant and
appropriate to the local context. It is about working collaboratively with major
stakeholders in the system so that the main objective of education becomes that of
producing students who are actively engaged in addressing and intervening in the
crises in their society and in the world.
References
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Theories and Methods, Pearson, Boston, MA.
Calder, W. and Clugston, R. (2006), Progress toward sustainability in higher education, ELR
News and Analysis, available at: www.eli.org (accessed January).
Down, L. (2003), Infusing key issues of sustainability in the teaching of literature, Institute of
Education Annual, Vol. 4, pp. 90-104.
Hopkins, C. and McKeown, R. (2005) Draft Report Guidelines and Recommendations for
Reorienting Teacher Education to Address Sustainability.
Hopkins, C., Damlamian, J. and Lopez Ospina, G. (1996), Nature and Resources, Vol. 32 No. 3,
pp. 2-11.
McKeown, R. (2002), Education for a Sustainable Development Toolkit, available at:
www.esdtoolkit.org
Malhadas, Z. (2003), Contributing to education for a sustainable future through the curriculum,
by innovative methods of education and other means, paper presented at the
International Conference on Education for a Sustainable Future, Charles University,
Karolinum, Prague, Czech Republic, 10-11 September.
Miller, E. (2005), Address on October 20, 2005 at the Caribbean Regional Conference on Education
for Sustainable Development New Approaches for the Future, in Kingston, Jamaica.
Palmer, J. (1998), Environmental Education in the 21st Century, Routledge, London.
Sterling, S. (2001), Sustainable Education Re-visioning Learning and Change, Green Books, Totnes.
Further reading
Jickling, B. (1992), Why I dont want my children educated for sustainable development,
Journal of Environmental Education, Vol. 23 No. 4, pp. 5-8.
Scott, W. and Gough, S. (2003), Sustainable Development and Learning Framing the Issues,
Routledge, London.
About the author
Lorna Down is a Lecturer in Literature and Language Education and has recently written the
course, Literature and Education for Sustainable Development for graduate students.
Her research interests include ESD, Literacy and Literature. E-mail: lornadown@yahoo.com
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