Ann Hindley

Work-based learning as a catalyst for sustainability: a review and prospects

Purpose The purpose of this paper is to highlight the continuing dearth of scholarship about the role of work-based learning in education for sustainable development, and particularly the urgent demands of climate literacy. It is proposed that forms of work-based learning can act as catalysts for wider cultural change, towards embedding climate literacy in higher education institutions. Design/methodology/approach This paper draws data from action research to present a case study of a Climate Change Project conducted through a work-based learning module at a mid-sized university in the UK. Findings Contrary to the predominantly fragmented and disciplinary bounded approaches to sustainability and climate literacy, the case study demonstrates how a form of work-based learning can create a unifying vision for action, and do so across multiple disciplinary, professional service, and identity boundaries. In addition, the project-generated indicators of cultural change including extensive faculty-level climate change resources, creative ideas for an innovative mobile application, and new infrastructural arrangements to further develop practice and research in climate change. Practical implications This paper provides an illustrative example of how a pan-faculty work-based learning module can act as a catalyst for change at a higher education institution. Originality/value This paper is a contemporary call for action to stimulate and expedite climate literacy in higher education, and is the first to propose that certain forms of work-based learning curricula can be a route to combating highly bounded and fragmented approaches, towards a unified and boundary-crossing approach.

Understanding tourists’ reactance to the threat of a loss of freedom to travel due to climate change: a new alternative approach to encouraging nuanced behavioural change

ABSTRACT This article proposes that reactance theory can be used to better understand how tourists’ perceptions of climate change affect their travel decisions. Reactance theory explains how individuals value their perceived freedom to make choices, and why they react negatively to any threats to their freedom. We study the psychological consequences of threatening tourists freedoms, using a range of projective techniques: directly, using photo-expression, and indirectly, through collage, photo-interviewing and scenarios. We find that reactance theory helps to explain the extent of travel to two destinations: Svalbard and Venice, providing a nuanced understanding of how travellers restore their freedom to travel through three incremental stages: denying the climate change threat, reducing tensions arising from travel and heightening demand particularly for the most visibly threatened destinations. The theory suggests a fourth stage, helplessness, reached when consumers dismiss the value of destinations once they can no longer be enjoyed, but for which we, as yet, have no data. Reactance theory questions the validity of awareness-raising campaigns as behavioural change vehicles, provides alternative explanations of why the most self-proclaimed, environmentally aware individuals travel frequently, and helps identify nuanced, socially acceptable forms of sustainability marketing, capable of reducing resistance to change.

A unifying, boundary crossing approach to developing climate literacy

Empirical evidence suggests that educational approaches to climate change remain limited, fragmented, and locked into disciplinary boundaries. The aim of this paper is to discuss the application of an innovative unifying, boundary-crossing approach to developing climate literacy. Methodologically, the study combined a literature review with an action research based approach related to delivering a Climate Change Project conducted in a mid-sized university in England. Findings suggest the approach created a unifying vision for action, and did so across multiple boundaries, including disciplinary (e.g. psychology, engineering, business), professional services (e.g. academic, library, information technology), and identity (e.g. staff, student, employee). The project generated a number of outcomes including extensive faculty level climate change resources, plans for innovative mobile applications to engage people in climate literacy, and new infrastructural arrangements to continue the development of practice and research in climate change. This paper outlines empirical insights in order to inform the design, development, and continuity of other unifying, boundary-crossing approaches to climate literacy.

Conjuring A ‘Spirit’ for Sustainability: a review of the socio-materialist effects of provocative pedagogies

Evidence suggests that wider sociological structures, which embody particular values and ways of relating, can make a sustainable living and working problematic. This chapter introduces ideology critique, an innovative methodological perspective crossing the fields of theology, cultural studies and politics to examine and disturb the subtle and hidden ‘spirit’ which is evoked when we engage with everyday objects and interactions. Such a ‘spirit’, or ideology, embodies particular models of how humans relate to other humans, animals and the planet more broadly. This chapter aims, first, to document and demonstrate the subtleties of how the hidden ‘spirit’ can render attempts at sustainable working futile in the context of education, and then, second, to demonstrate how it can be used to intentionally evoke alternative ‘spirits’ which afford new relationality amongst humans, animals and the planet. In a broader sense, therefore, this chapter explores how concepts and political commitments from the humanities, such as ideology critique and ‘spirit’, can help (1) analyse how wider social structures shape our values and beliefs in relation to sustainable learning, living and working, (2) explain how these behaviours are held in place over time and (3) provoke insight into how we might seek to disrupt and change such persistent social structures.