Metaphors used by some engineering academics in Australia for understanding and explaining sustainability

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dc.contributor.author Carew, Anna en_US
dc.contributor.author Mitchell, Cynthia en_US
dc.date.accessioned 2009-12-21T02:29:30Z
dc.date.available 2009-12-21T02:29:30Z
dc.date.issued 2006 en_US
dc.identifier 2006005610 en_US
dc.identifier.citation Carew Anna and Mitchell Cynthia 2006, 'Metaphors used by some engineering academics in Australia for understanding and explaining sustainability', Routledge, vol. 12, no. 2, pp. 217-231. en_US
dc.identifier.issn 1469-5871 en_US
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/3637
dc.description.abstract Metaphors can be powerful teaching and learning tools which may help us to understand novel, complex or abstract concepts using familiar language and thought structures. Academics routinely use metaphors in their university teaching to explain new or difficult ideas to students. In this article the authors argue that tertiary teachers metaphors for sustainability warrant formal investigation, as they will likely influence the construction and delivery of sustainability curricula. Based on this contention, we conducted in-depth interviews with eight Australian engineering academics which centred around the question What do you mean by sustainability? . From the interview transcripts, we explicated and described four distinctly different metaphors. These were: sustainability as weaving, sustainability as guarding, sustainability as trading, and sustainability as observing limits. We describe each of the metaphors in detail and speculate on some of the underlying assumptions which underpin them. In conclusion, we advance the idea that sustainability might be taught using an explicit multiplicity of metaphors and that each metaphor would express important aspects of the phenomenon of sustainability. This approach would capitalise on the diversity of existing metaphors in the academe, and could result in curricula which reflect the richness and depth that a variety of perspectives can bring to understanding a complex, abstract, flexible concept like sustainability. en_US
dc.publisher Routledge en_US
dc.title Metaphors used by some engineering academics in Australia for understanding and explaining sustainability en_US
dc.parent Environmental Education Research en_US
dc.journal.volume 12 en_US
dc.journal.number 2 en_US
dc.publocation UK en_US
dc.identifier.startpage 217 en_US
dc.identifier.endpage 231 en_US
dc.cauo.name DVCRch.Institute for Sustainable Futures en_US
dc.conference Verified OK en_US
dc.for 130200 en_US
dc.personcode 0000021203 en_US
dc.personcode 010821 en_US
dc.percentage 100 en_US
dc.classification.name Curriculum and Pedagogy en_US
dc.classification.type FOR-08 en_US
dc.staffid 010821 en_US


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