ABSTRACT
As British education researcher John Huckle summarized, “sustainability provides the mediating bridge between the development and environment lobbies.” As part of this contextual landscape, environmental education and what would become sustainability education were situated within a growing crisis of education itself. In higher education, a liberal arts university education and related scholarly research were painted as being hopelessly out of sync with societal needs. The field of education was being forced to rethink its origins, purposes, and structures from a third perspective, contrasting with the social welfare or neoliberal perspective. Emerging after two 20th-century world wars, peace education promoted the end of war through cultures of peace to maintain world order. Another adjectival education has been international development education and human rights education. Multicultural and, later, anti-racist education emerged to help shape values towards accepting cultural differences while reducing stereotyping and discrimination in the interests of “national unity”.
