ABSTRACT
In 2014 there is little evidence that British society has developed to become more sustainable or that education is enabling all learners to ‘develop the skills, knowledge and value base to be active citizens in creating a more sustainable society’ (DfES, 2003: 7). The concept of sustainable development is now more widely recognized and debated; some businesses have turned sustainability to their advantage by ‘greening’ their operations; governments have adopted strategies for sustainable development that involve the ‘greening’ of policy; educational institutions at all levels have ‘greened’ their curricula, campuses and links with the wider community; and numerous civil society organizations continue to advocate sustainability in different forms and to demonstrate what it might look like in practice. Much of this activity is welcome and worthwhile, but it does not amount to a breakthrough to sustainability.
