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"Not for Everyone, but Kind of Amazi...

Henderson, Joseph Alan.

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"Not for Everyone, but Kind of Amazing": Institutional Friction and the Nature of Sustainability Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"Not for Everyone, but Kind of Amazing": Institutional Friction and the Nature of Sustainability Education./
Author:	Henderson, Joseph Alan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	315 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
Subject:	Environmental education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621205
ISBN:	9781303922046

"Not for Everyone, but Kind of Amazing": Institutional Friction and the Nature of Sustainability Education.
Henderson, Joseph Alan.

"Not for Everyone, but Kind of Amazing": Institutional Friction and the Nature of Sustainability Education. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 315 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--University of Rochester, 2014.

This item is not available from ProQuest Dissertations & Theses.

Human activities on the planet are having an unprecedented effect on the natural and social systems that sustain life. As a result, sustainability has become a popular normative social and ecological goal to address conditions of unsustainability. These terms are definitionally vague and contextualized by diverse cultural actors to mean particular things within different contexts. The dissertation study reported here explored the theory and practice of sustainability education in an institutionalized educational setting, including its varied ecological, educational and infrastructural implications. By using an institutional ethnographic methodology, I explained how one educational institution socially constructed and physically operationalized a particular conception of sustainability education. Using ecosystem complexity theory, ecological communication dynamics and political ecology as theoretical lenses, and phronetic case and abductive gestalt analyses as analytic tools, I detailed how this institution engaged in elite-driven change with social, cultural and material implications in the community. In particular, the emergent ideation of sustainability education manifested as a down-shifting of social and ecological responsibility to the local scale and represents a larger trend in the neoliberalization of environmental education. I also argue that sustainability education represents a privileged eco-chic discourse and discuss the implications of this nascent phenomenon as it relates to green capitalism. Findings speak to the emerging fields of sustainability studies in general, and sustainability education in particular, and inform future sustainability research and practice.

ISBN: 9781303922046Subjects--Topical Terms:

528212
Environmental education.

"Not for Everyone, but Kind of Amazing": Institutional Friction and the Nature of Sustainability Education.
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100 1 $a Henderson, Joseph Alan. $3 3290712
245 1 0 $a "Not for Everyone, but Kind of Amazing": Institutional Friction and the Nature of Sustainability Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 315 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: David W. Hursh.
502 $a Thesis (Ph.D.)--University of Rochester, 2014.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a Human activities on the planet are having an unprecedented effect on the natural and social systems that sustain life. As a result, sustainability has become a popular normative social and ecological goal to address conditions of unsustainability. These terms are definitionally vague and contextualized by diverse cultural actors to mean particular things within different contexts. The dissertation study reported here explored the theory and practice of sustainability education in an institutionalized educational setting, including its varied ecological, educational and infrastructural implications. By using an institutional ethnographic methodology, I explained how one educational institution socially constructed and physically operationalized a particular conception of sustainability education. Using ecosystem complexity theory, ecological communication dynamics and political ecology as theoretical lenses, and phronetic case and abductive gestalt analyses as analytic tools, I detailed how this institution engaged in elite-driven change with social, cultural and material implications in the community. In particular, the emergent ideation of sustainability education manifested as a down-shifting of social and ecological responsibility to the local scale and represents a larger trend in the neoliberalization of environmental education. I also argue that sustainability education represents a privileged eco-chic discourse and discuss the implications of this nascent phenomenon as it relates to green capitalism. Findings speak to the emerging fields of sustainability studies in general, and sustainability education in particular, and inform future sustainability research and practice.
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