Confession of a Learning Educator: Autoethnographic Analysis of Myths about Sustainability Education
Type
conference paper
Date Issued
2024-09-26
Author(s)
Abstract
This paper explores the challenges and misconceptions faced by an early sustainability educator. Articulating my positionality and using an analytic approach, I autoethnographically (Anteliz et al., 2023) reflect on my personal journey in better understanding the field and phenomenon of myths in and about sustainability education (MYTHSE). Based on relevant literature in the fields of learning and instruction in higher education (e.g., Brookfield, 2017), educational-psychological myths (e.g., de Bruyckere et al., 2020), and sustainability education (e.g., Jones et al., 2010), I discuss my initial (questionable) beliefs. Based on qualitative content analysis, I will present an innovative theory and evidence-informed classification of these misconceptions relating them to key elements of teaching and learning in higher education (e.g., Biggs, 2014). Confessions (Mazur, 2009) about our misconceptions point to our fallibility, the ability to recognize and address our misunderstandings. Accordingly, in my talk, I will encourage the audience to adopt a similar stance.
Language
English (United States)
Keywords
Sustainability
Education
Teaching
Learning
Instruction
Reflection
Autoethnography
Analysis
MYTHSE
Educator
Positionality
Misconception
Evidence
Educational-Psychology
Critical Thinking
Mental Immunity
Belief
Professionalism
Confession
HSG Classification
contribution to scientific community
Refereed
Yes
Event Title
Joint 2024 Conference of the EARLI Special Interest Groups (SIGs) 4 (Higher Education) and 17 (Methods in Learning Research) “Navigating the Changing Landscape: Embracing Innovation and Evidence in Higher Education”
Event Location
Utrecht, the Netherlands
Event Date
25th-27th September 2024
Division(s)
Contact Email Address
stefan.siegel@unisg.ch