Does the rise of STEM education mean the demise of sustainability education?
journal contributionposted on 2023-05-20, 00:15 authored by Caroline SmithCaroline Smith, Jane WatsonJane Watson
In this article, we outline the key principles of education for sustainability (EfS) that enable us to question the enthusiastic and uncritical promotion of STEM (science, mathematics, engineering and technology) and its offshoot, STEM education, as key contributors to an environmentally sustainable future. We examine the framing of STEM and STEM education as situated in an unproblematised, neoliberal growthist paradigm, in contrast to the more critical ecological paradigm of EfS. We conclude that STEM, and hence STEM education, need to include critical reflection and futures perspectives if they are to align themselves with a flourishing economic, social and environmental future. We provide examples for the classroom that illustrate our contention.
Publication titleAustralian Journal of Environmental Education
Department/SchoolFaculty of Education
PublisherCambridge University Press
Place of publicationUnited Kingdom
Rights statementCopyright 2019 The Author(s)