Greening the Academy

This is the academic Age of the Neoliberal Arts. Campuses-as places characterized by democratic debate and controversy, wide ranges of opinion typical of vibrant public spheres, and service to the larger society-are everywhere being creatively destroyed in order to accord with market and military models befitting theacademic-industrial complex. While it has become increasingly clear that facilitating the sustainability movement is the great 21st century educational challenge at hand, this book asserts that it is both a dangerous and criminal development today that sustainability in higher education has come to be defined by the complex-friendly "e;green campus"e; initiatives of science, technology, engineering and management programs. By contrast, Greening the Academy: Ecopedagogy Through the Liberal Arts takes the standpoints of those working for environmental and ecological justice in order to critique the unsustainable disciplinary limitations within the humanities and social sciences, as well as provide tactical reconstructive openings toward an empowered liberal arts for sustainability. Greening the Academy thus hopes to speak back with a collective demand that sustainability education be defined as a critical and moral vocation comprised of the diverse types of humanistic study that will benefit the well-being of our emerging planetary community and its numerous common locales.

This is the academic Age of the Neoliberal Arts. Campuses—as places characterized by democratic debate and controversy, wide ranges of opinion typical of vibrant public spheres, and service to the larger society—are everywhere being creatively destroyed in order to accord with market and military models befitting the academic-industrial complex. While it has become increasingly clear that facilitating the sustainability movement is the great 21st century educational challenge at hand, this book asserts that it is both a dangerous and criminal development today that sustainability in higher education has come to be defined by the complex-friendly “green campus” initiatives of science, technology, engineering and management programs. By contrast, Greening the Academy: Ecopedagogy Through the Liberal Arts takes the standpoints of those working for environmental and ecological justice in order to critique the unsustainable disciplinary limitations within the humanities and social sciences, as well as provide tactical reconstructive openings toward an empowered liberal arts for sustainability. Greening the Academy thus hopes to speak back with a collective demand that sustainability education be defined as a critical and moral vocation comprised of the diverse types of humanistic study that will benefit the well-being of our emerging planetary community and its numerous common locales.

Foreword; Acknowledgements; Dedication; Introduction; 1. Greening Education; 2. Greening Criminology; 3. Greening Sociology; 4. Greening Political Science; 5. Greening Philosophy; 6. Greening Economics; 7. Greening Geography; 8. Greening History; 9. Greening Anthropology; 10. Greening Communication; 11. Greening Literature; 12. Greening Dis-Ability; 13. Greening Feminism; Afterword: Can Higher Education Take Climate Change as Seriously as the CIA and the Stratigraphy Commission of the Geological Society of London?; Contributors’ Biographies.