Reflections on ‘committed’ research into education for sustainable development: challenges and responses

Abstract: This paper presents some critical reflections on ‘committed’ research into education for sustainable development’ (ESD). The concept of ESD has implications for the delivery and content of education and for the process and practice of research into sustainable development. This in turn has consequences for theory and methodology and for the complex relationship between pedagogy and practice. Drawing upon insights from a workshop involving teaching, research and community development practitioners the paper argues that, while ESD as a concept crosses all these boundaries, there is often a practical disconnection that can only be addressed through problem focused, action-oriented and collaborative approaches. It concludes that these approaches are underpinned by the identification, development and assimilation of the trans-disciplinary attributes that facilitate moving across as well as between disciplines, roles and contexts