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PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the College of Architecture, Planning and Landscape Architecture, and the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Collection InformationThis item is part of the Sustainable Built Environments collection. For more information, contact http://sbe.arizona.edu.
AbstractThis capstone outlines the climate crisis that is currently perpetuated by the burning of fossil fuels. It addresses the need for Education for Sustainable Development (ESD) within established curricula in a traditional and non-traditional school setting. Observations through multiple interviews (N=9) and online surveys (N=54) of University of Arizona students suggest that sustainability concepts in the primary and secondary schools need improvement. Systemic hindrances such as a heavy focus on standardized testing and lack of access to school gardens prevent the mainstreaming of ESD into the regular curriculum. Schools generally associate ESD with outdoor or environmental activities and limit the scope of lesson plans with science as the main subject to connect with. Sustainability is an interdisciplinary concept that can be addressed through nearly all subjects. Continued denial of climate science while politicizing ESD is preventing progressive action toward minimizing the negative effects of climate change. ESD, when thoroughly integrated into the education system could strengthen the opposition to policymakers who insist upon continued subsidies of fossil fuels.
DescriptionSustainable Built Environments Senior Capstone Project