ABSTRACT
This chapter argues that the theories and frameworks of environmental communication have the potential to be fundamentally transformative in scholarship, in pedagogy, and in public intervention. Sustainability as a normative framework, as moral compass that guides people in their actions as teachers and in how people behave as public scholars, is best engaged reflexively. Sustainability is the term used mainly to introduce or discuss the fact that a given activity is capable of being sustained and therefore continued, which includes normative ideas of responsibility for the future, meeting global needs, ecological protection, development, eco cultural consciousness as a deeper logic and matter of life, and equitable participation and voice. If learning is conceptualized as being transformative when learners integrate and translate knowledge into their own frames and value-frameworks and, furthermore, put it into practice in their own lives, learning can be understood as a key mechanism for transforming society.
