Abstract
This paper describes the current state of education for sustainability in professional social work and legal education,
considering the nature of academic and professional identity.
Despite significant advances in many areas of higher education, some professional domains remain reluctant or
even resistant to incorporating education for sustainability into core curriculum. Social work and law are two areas
where some progress is discernable, but where the pace of change appears glacial, particularly when considered in
the context of the urgency suggested by the worsening environmental crisis. One explanation for this reluctance may
be found in an understanding of the nature of academic and professional identity, and the ways in which such
identities may act as conservative and restrictive barriers to change. In this paper, the authors describe the current
state of education for sustainability in professional social work and legal education. The concepts of academic and
professional identity are then explored and identified as possible sources of resistance to the integration of
sustainability into core curriculum. Academic and professional identities are understood as strongly held yet often
"invisible" belief systems which may have a significant impact on the nature of higher education. Suggestions are
made for ways in which such identity-based resistance may be addressed and overcome
considering the nature of academic and professional identity.
Despite significant advances in many areas of higher education, some professional domains remain reluctant or
even resistant to incorporating education for sustainability into core curriculum. Social work and law are two areas
where some progress is discernable, but where the pace of change appears glacial, particularly when considered in
the context of the urgency suggested by the worsening environmental crisis. One explanation for this reluctance may
be found in an understanding of the nature of academic and professional identity, and the ways in which such
identities may act as conservative and restrictive barriers to change. In this paper, the authors describe the current
state of education for sustainability in professional social work and legal education. The concepts of academic and
professional identity are then explored and identified as possible sources of resistance to the integration of
sustainability into core curriculum. Academic and professional identities are understood as strongly held yet often
"invisible" belief systems which may have a significant impact on the nature of higher education. Suggestions are
made for ways in which such identity-based resistance may be addressed and overcome
Original language | English |
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Publication status | Published - Jan 2014 |
Externally published | Yes |
Event | The Tenth International Conference on Environmental, Cultural, Economic & Social Sustainability - Split, Croatia Duration: 22 Jan 2014 → 24 Jan 2014 Conference number: 10th https://onsustainability.com/about/history/2014-conference |
Conference
Conference | The Tenth International Conference on Environmental, Cultural, Economic & Social Sustainability |
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Abbreviated title | ICECESS 2014 |
Country/Territory | Croatia |
City | Split |
Period | 22/01/14 → 24/01/14 |
Other | The conference will work in a multidisciplinary way across the various fields and perspectives through which we can address the fundamental and related questions of sustainability. This interdisciplinary forum is for scholars, teachers, and practitioners from any professional discipline who share an interest in—and concern for— sustainability in an holistic perspective, where environmental, cultural, economic and social concerns intersect. Proposals for paper presentations, workshops/interactive sessions, posters/exhibits, or colloquia are invited, addressing sustainability through one of the following themes: • Environmental Sustainability • Sustainability in Economic, Social and Cultural Context • Sustainability Policy and Practice • Sustainability Education |
Internet address |