Peter Buckland has written in TheField Guide to Teaching Sustainability that “[t]oday, ‘wicked problems’ like anthropogenic climate change challenge educational leaders to develop their ecological literacy and sustainability competencies.” In a series of posts, Peter has examined multiple literacies in general; ecological literacy and sustainability competencies in more detail; and a call for integrating ecological literacy as a moral literacy and sustainability competencies into educational leadership culture. In this webinar, Peter will introduce the basics of sustainability competencies to the SCC audience. He will draw upon his own research and thought leadership, as well as the workshops on sustainability competencies he has led with colleagues at the Penn State Sustainability Institute. He will also discuss a new white paper on sustainability competencies produced by his colleagues that incorporates ethical literacy as a competency.
Peter Buckland works on academic and outreach programming at Penn State’s Sustainability Institute and is affiliate faculty in Educational Theory and Policy. He curates The Field Guide to Teaching Sustainability, coordinates special programs and presentations for sustainability, and teaches courses in sustainability, education, and leadership. Peter has communicated widely on sustainability, environmental issues, education, and music in popular and peer-reviewed press, including The International Journal of Ethics Education, The Journal of Educational Leadership, Policy, and Practice, Reviews of the National Center for Science Education, International Journal of Illich Studies, the Yale Cultural Cognition Project, and the Rock Ethics Institute’s “Ask an Ethicist.” Currently, Peter is working on a number of sustainability-related projects. These include ongoing blogging and development of The Field Guide to Teaching Sustainability as well as work on climate change communication and education, sustainability education praxis, and ecofeminist care ethics for teaching sustainability problem-posing.
Elyzabeth’s (Elly) main areas of interest include the critical analysis of sustainable development outcomes and environmental justice implications of community food system initiatives. Using a mixed methods research design, Elly’s current research employs a Food-Energy-Water Nexus approach to explore the stakeholders, processes, and outcomes of rural community-based gardening programs taking place across the coal-impacted region of Central Appalachia. Elly’s applied research approach is informed by the scholarship and practice of community engagement, which in turn supports a critical pedagogical approach to teaching about sustainability and society-nature relationships. With co-authors from Penn State’s Sustainability Institute, Elly recently published a research-based framework for understanding key competencies for sustainability, forthcoming from The International Journal of Higher Education and Sustainability.
The Sustainability Curriculum Consortium is incorporated in Maryland as a 501(c)(3) not-for-profit organization.
SCC is aligning its activities around three key themes:
• Pedagogy: Innovative approaches for ESD educators
• Substantive Content: Building capacity and sharing resources on both fundamental topics and emerging trends
• Leadership: Understanding the significance of leadership in the ESD context
SCC is an AASHE member organization.
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