ABSTRACT
This book examines the nature of the ‘energy curriculum’ in Arctic Higher Education and provides invaluable data and new models to assess levels of Sustainable Development Literacy.
Drawing on course mapping conducted in Higher Education institutions across the Arctic, Arruda looks at the nature, structure, and design of the Arctic Higher Education curriculum in order to assess levels of Sustainable Development Literacy and considers the extent to which Arctic Higher Education courses align to UNESCO Education for Sustainable Development (ESD). Using data from four key case studies in Norway, Canada, and the US, and applying a framework drawn from different knowledge systems (Traditional Knowledge and Western educational system), she analyses the different educational approaches and pedagogies used and specifically considers how Higher Education in this region can contribute to the accomplishment of Sustainable Development and the Sustainable Development Goals. The book concludes by proposing new models to assess Higher Education adherence to ESD and outlines how a culturally inclusive curriculum can invite different groups of people to engage in a meaningful Sustainable Development debate, learning experience, and knowledge application.
This innovative volume will be of great interest to multicultural students, scholars, and educators of Sustainable Development, climate change, energy, Arctic studies, and global Higher Education across the Arctic and non-Arctic nations.
