Education for sustainability, critical reflection and transformative learning: professors' experiences in Brazilian administration courses Online publication date: Mon, 21-Sep-2015
by Claudine Brunnquell; Janette Brunstein; Pedro Jaime
International Journal of Innovation and Sustainable Development (IJISD), Vol. 9, No. 3/4, 2015
Abstract: This paper discusses the issue of critical reflection (CR) and transformative learning (TL) in the teaching of sustainability in administration courses in Brazil. To this end, a qualitative study was conducted on 32 proposals submitted to the Santander Educational Practices for Sustainability Contest, which included the participation of faculty members of higher education institution (HEI) administration courses nationwide. Data were collected through the analysis of documents and interviews. The results show the evidence of teaching practices that are relatively close to the CR and TL principles. They also indicate the factors that facilitate/hinder this approximation. The aim of this work is to broaden discussions on education for sustainability (EfS), with a focus on Brazilian experiences; encourage the implementation of CR and TL in the teaching of sustainability and present a route for analysing teaching practices on sustainability.
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Innovation and Sustainable Development (IJISD):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email subs@inderscience.com
Our Blog 
Follow us on Twitter 
Visit us on Facebook