To be a storyteller is an incredible position from which to influence hearts and minds, and each one of us has the capacity to utilise storytelling for a sustainable future. This book offers unique and powerful insights into how stories and storytelling can be utilised within higher education to support sustainability literacy. Stories can shape our perspective of the world around us and how we interact with it, and this is where storytelling becomes a useful tool for facilitating understanding of sustainability concepts which tend to be complex and multifaceted. The craft of storytelling is as old as time and has influenced human experience throughout the ages. The conscious use of storytelling in higher education is likewise not new, although less prevalent in certain academic disciplines; what this book offers is the opportunity to delve into the concept of storytelling as an educational tool regardless of and beyond the boundaries of subject area. Written by academics and storytellers, the book is based on the authors’ own experiences of using stories within teaching, from a story of “the Ecology of Law” to the exploration of sustainability in accounting and finance via contemporary cinema. Practical advice in each chapter ensures that ideas may be put into practice with ease. In addition to examples from the classroom, the book also explores wider uses of storytelling for communication and sense-making and ways of assessing student storytelling work. It also offers fascinating research insights, for example in addressing the question of whether positive utopian stories relating to climate change will have a stronger impact on changing the behaviour of readers than will dystopian stories. Everyone working as an educator should fi nd some inspiration here for their own practice; on using storytelling and stories to co-design positive futures together with our students.

Campus leaders describe how community colleges, publicly funded universities, and private liberal arts colleges across America are integrating sustainability into curriculum, policies, and programs. In colleges and universities across the United States, students, faculty, and staff are forging new paths to sustainability. From private liberal arts colleges to major research institutions to community colleges, sustainability concerns are being integrated into curricula, policies, and programs. New divisions, degree programs, and courses of study cross traditional disciplinary boundaries; Sustainability Councils become part of campus governance; and new sustainability issues link to historic social and educational missions. In this book, leaders from twenty-four colleges and universities offer their stories of institutional and personal transformation. These stories document both the power of leadership—whether by college presidents, faculty, staff, or student activists—and the potential for institutions to redefine themselves. Chapters recount, among other things, how inclusive campus governance helped mobilize students at the University of South Carolina; how a course at the Menominee Nation's tribal college linked sustainability and traditional knowledge; how the president of Furman University convinced a conservative campus community to make sustainability a strategic priority; how students at San Diego State University built sustainability into future governance while financing a LEED platinum-certified student center; and how sustainability transformed pedagogy in a lecture class at Penn State. As this book makes clear, there are many paths to sustainability in higher education. These stories offer a snapshot of what has been accomplished and a roadmap to what is possible. Colleges and Universities Covered Arizona State University • Central College, Iowa • College of the Menominee Nation, Wisconsin • Curriculum for the Bio-region Project, Pacific Northwest • Drury University, Missouri • Emory University, Georgia • Florida A&M University • Furman University, South Carolina • Green Mountain College, Vermont • Kap'olani Community College, Honolulu, Hawaii • Pennsylvania State University • San Diego State University • Santa Clara University, California • Slippery Rock State University, Pennsylvania • Spelman College, Georgia • Unity College, Maine • University of Hawaii–Manoa • University of Michigan • University of South Carolina • University of South Florida • University of Wisconsin–Oshkosh • Warren Wilson College, North Carolina • Yale University

Stories both practical and inspirational about environmental leadership on campus. These personal narratives of greening college campuses offer inspiration, motivation, and practical advice. Written by faculty, staff, administrators, and a student, from varying perspectives and reflecting divergent experiences, these stories also map the growing strength of a national movement toward environmental responsibility on campus.Environmental awareness on college and university campuses began with the celebratory consciousness-raising of Earth Day, 1970. Since then environmental action on campus has been both global (in research and policy formation) and local (in efforts to make specific environmental improvements on campuses). The stories in this book show that achieving environmental sustainability is not a matter of applying the formulas of risk management or engineering technology but part of what the editors call "the messy reality of participatory engagement in cultural transformation." In Sustainability on Campus campus leaders recount inspiring stories of strategies that moved eighteen colleges and universities toward a more sustainable future. This book is for faculty, students, administrators, staff, and community partners, whether hesitant or committed, knowledgeable or newcomer. Scholars and activists have recognized the crucial role that higher education can play in the sustainability effort, and each chapter in the book is full of ideas about how to get started, revitalize efforts, and overcome roadblocks. Human and at times joyful, these stories illustrate many forms of leadership, in new courses and faculty development, green buildings and administrative policies, student programs, residential life, and collaborations with local communities.

Stories and narratives are powerful tools for explaining the world around us. This book explores storytelling as a way of engaging audiences with sustainable development issues and reflects on the opportunities and limitations of storytelling for sustainability as an innovative approach to sustainability communication. Bringing together voices and perspectives from research and practice, this volume explores the ways in which storytelling can support change toward sustainability. Unlike other anthologies, the book first provides a sound scientific basis by unfolding the storytelling approach and presenting empirical studies on its impact on effects. It clarifies important terms and presents recent findings on the impact of storytelling on sustainability from an extensive 3-year research project on this question. The second part shows how storytelling can be used in different fields of practice to communicate sustainability in more engaging and effective ways. Here, the main focus is on not only case-based accounts of positive change, but also tensions, arising from the application of storytelling for sustainability in journalism, higher education, corporate communication, or science communication. Combining theory with practical examples, this innovative book will be a great resource for students and scholars of environmental communication and sustainable development, as well as professionals working in related fields.

While organisations have become central for thinking and structuring contemporary social action, existing perspectives on what they are and how to deal with them are still rooted in modern ideas about the foundations of society. The chapters in this volume take critical narrative inquiry -- inspired by post-modern or post-human approaches to organisations -- as a broad range of research and development strategies that challenge the dominant perspectives prevalent in the organisational literature. The purpose of the volume is three-fold. Firstly, a critical reading of organisations foregrounding notions of power and ethics is presented. Secondly, a new framework for understanding and analysing organisational action based on critical notions of storytelling and sustainability is unfolded. Thirdly, the framework is deployed through innovative concepts and learning methodologies for leadership, organisational, or community development. The authors engage in philosophical and theoretical reflections on the ways contemporary organisations work. They also present and analyse case studies of power, storytelling and learning in organisations. As a whole the book provides examples of what can be done to make organisations work in more appropriate ways in the future.

Against a background of increasing inequality and a rising tide of nationalism and populism, this book raises concerns that curriculum is being shaped by powerful non-academic, non-accountable forces and that populism – and its manifestations – represent a grave challenge to learning. It explores the extent to which curriculum and learning methods in higher education should respond to this challenge. Using problem based learning as a case study it draws on crossdisciplinary studies to examine how regional, national and organizational perspectives emphasize different aspects of PBL. It questions whether PBL provides an effective response to external influences and a ‘populist’ highereducation agenda. In conclusion the book poses an uncomfortable question whether graduates reflect the external forces shaping curriculum and hence may be as vulnerable to populist rhetoric as non-graduates precisely because the curriculum and learning methods do not engage with the challenges. This book will appeal to scholars of problem based learning, as well as populism and therole of higher education in society.

This edited collection invites educational practitioners and theorists to speculate on - and craft visions for - the future of environmental and sustainability education. It explores what educational methods and practices might exist on the horizon, waiting for discovery and implementation. A global array of authors imagines alternative futures for the field and attempts to rethink environmental and sustainability education institutionally, intellectually, and pedagogically. These thought leaders chart how emerging modes of critical speculation might function as a means to remap and redesign the future of environmental and sustainability education today. Previous volumes within this United Nations Decade of Education for Sustainable Development series have responded to the complexity of environmental education in our contemporary moment with concepts such as social learning, intergenerational learning, and transformative leadership for sustainable futures. 'Envisioning Futures for Environmental and Sustainability Education' builds on this earlier work - as well as the work of others. It seeks to foster modes of intellectual engagement with ecological futures in the Anthropocene; to develop resilient, adaptable pedagogies as a hedge against future ecological uncertainties; and to spark discussion concerning how futures thinking can generate theoretical and applied innovations within the field.