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Exploring Sociology of Education in the Promotion of Sustainability Literacy in Higher Education

Author

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  • Sandro Serpa*

    (University of the Azores, Faculty of Social and Human Sciences, Department of Sociology; Interdisciplinary Centre of Social Sciences – CICS.UAc/CICS.NOVA.UAc, and Interdisciplinary Centre for Childhood and Adolescence – NICA – UAc – Ponta Delgada, The Azores, Portugal)

  • Maria José Sá

    (CIPES – Centre for Research in Higher Education Policies, Matosinhos, Porto, Portugal)

Abstract

Sustainability, sustainable development and education for sustainable development are increasingly central concepts, both in social practice and in the field of scientific knowledge. Sociology, and in particular Sociology of Education as a specialized Sociology, can provide relevant contributions in its promotion. This article aims to explore the importance of Sociology of Education in promoting sustainability literacy in higher education, using the Sustainable Development Goals and key competencies (United Nations and UNESCO) as the central reference in this field, and intends, thus, to become an added contribution for this discussion. The article seeks to demonstrate that the learning of sustainability literacy would benefit from the use of a sociological stance throughout this whole process that considers dimensions that are often not directly emphasized and articulated between each other, such as: interconnection of scale levels, sociological imagination, multi-paradigmatic nature, heuristic interdisciplinarity, reflexivity and use of Sociology for action.

Suggested Citation

  • Sandro Serpa* & Maria José Sá, 2019. "Exploring Sociology of Education in the Promotion of Sustainability Literacy in Higher Education," The Journal of Social Sciences Research, Academic Research Publishing Group, vol. 5(1), pages 101-116, 01-2019.
    • Handle: RePEc:arp:tjssrr:2019:p:101-116
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    Cited by:

    1. Sandro Serpa & Maria José Sá, 2019. "Sociology of Education for a Sustainable Future," Sustainability, MDPI, vol. 11(6), pages 1-5, March.

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