ABSTRACT
This chapter revisits the notion that literature is a form of cultural ecology and argues that the concept of sustainable texts can have an import in educational settings and with regard to canon work in particular. After a brief recapitulation of central tenets of cultural-ecological literary research, it presents key characteristics of sustainable texts as proposed in Zapf (2016a) and discusses them in light of debates over canonicity, especially in teaching contexts. It concludes by making suggestions about the usefulness of perspectives of sustainability both in literary learning and with regard to the book's concept of an educational ecology.
