Disrupting neoliberal discourse in critical sustainability education: a qualitative analysis of intentional language framing

While education for sustainability is a critical task that is gaining ground in a plethora of educational contexts, it is frequently rendered ineffective in the face of neoliberal practice and discourse. Here we examine the pervasive impacts of neoliberalism on education for sustainability, looking...

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Bibliographic Details
Published in:Environmental education research 2015-11, Vol.21 (8), p.1127-1142
Main Authors: Cachelin, Adrienne, Rose, Jeff, Paisley, Karen
Format: Article
Language:English
Subjects:
College Students
critical sustainability
discourse
Discourse Analysis
education
Environmental Education
environmental sustainability
Figurative Language
Introductory Courses
Metaphor
Neoliberalism
Qualitative Research
Student Attitudes
Student Reaction
Sustainability
Teaching Methods
Utah
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Summary:While education for sustainability is a critical task that is gaining ground in a plethora of educational contexts, it is frequently rendered ineffective in the face of neoliberal practice and discourse. Here we examine the pervasive impacts of neoliberalism on education for sustainability, looking specifically at discursive formations that shape our understandings of humans in and as nature. Throughout ecological texts, root metaphors carry forward specific cultural histories that serve neoliberal agendas by positioning nature as commodity and humans as consumers. We sought to systematically understand how manipulating a root metaphor in the creation of instructional texts might disrupt neoliberal discourse and foster critical sustainability. Using a thought-listing technique to explore student response patterns qualitatively allowed for insights into the power of discourse in educational contexts. Data support the notion that intentional framing may be a powerful tool in education for sustainability. We argue that language and discourse are necessary and effective grounds for change if sustainability is to take root.
ISSN:1350-4622
1469-5871
DOI:10.1080/13504622.2014.974023