Sustainability agency in unsustainable structures: rhetoric of a capable transformative individual

• Published in: Discover sustainability 2024-07, Vol.5 (1), p.138-16, Article 138
• Main Authors: Salovaara, Janne J., Hagolani-Albov, Sophia E.
• Format: Article
• Language: English
• Subjects: And impact; Colleges & universities; Curricula; Earth and Environmental Science; Education; Environment; Higher education; Professional practice; Professionalism; Sociology; Structuration; Sustainability; Sustainability agency; Sustainable Development
• ISSN: 2662-9984; 2662-9984
• DOI: 10.1007/s43621-024-00341-z

While sustainability as a practice has been implemented in education for a long time, the conceptualisation of an impactful sustainability actor has not been as thoroughly formulated. The theory of structuration is relevant as a lens for critical reflection on the transformative potential of individuals educated in sustainability as a practice, who are often described as change-makers and mandated to enact sustainability. This paper examines sustainability agency using materials produced for a set of online sustainability courses. This text corpus is utilised as a representation of climate and sustainability education. The materials repeat systemic framings present in sustainability rhetoric, such as the contexts and targets in which sustainability transformation occurs. Additionally, through a qualitative content analysis of the textual corpus descriptions emerged as attributes of the agents to enact sustainability. This uncovers the juxtaposition between the often-repeated perception that sustainability must be achieved by capable agents and the capacities they possess. Further, our content analysis suggests a rhetorical process of otherin g within sustainability, for example by positioning “ people”— the general population — as the cause of the sustainability crisis, and “ us”— the educated — as the solution. Through our findings, the article concludes that when utilising the concept of sustainability agency — be it in theoretical, educational, or practical work — one ought to pay significant attention to the structures wherein the activities take place. The full comprehension of the transformative potential of individual agents ought to include an acknowledgement of the difference between educated capability and capacity—the latter of which necessitates dominance over the structural resources.