Is Climate Change in the Curriculum? An Analysis of Australian Urban Planning Degrees

Autor/inn/en	Hurlimann, Anna; Cobbinah, Patrick Brandful; Bush, Judy; March, Alan
Titel	Is Climate Change in the Curriculum? An Analysis of Australian Urban Planning Degrees
Quelle	In: Environmental Education Research, 27 (2021) 7, S.970-991 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hurlimann, Anna) ORCID (Cobbinah, Patrick Brandful) ORCID (Bush, Judy) ORCID (March, Alan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1836132
Schlagwörter	Climate; Urban Planning; Environmental Education; Teaching Methods; Accreditation (Institutions); Foreign Countries; Content Analysis; Sustainability; Course Content; Undergraduate Students; Educational Policy; Employment Qualifications; Academic Degrees; Curriculum; Australia + Suchen Sie Ihr Suchwort? Klima; Stadtplanung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Ausland; Inhaltsanalyse; Nachhaltigkeit; Kursprogramm; Politics of education; Bildungspolitik; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Curricula; Lehrplan; Rahmenplan; Australien
Abstract	The profession of urban planning contributes to the design and spatial arrangement of cities, and has been recognized as a key potential facilitator of action on climate change. Yet, there has been limited research to understand if, or how, urban planning students are being educated for climate change competency. This paper investigates the coverage of climate change in the curriculum of professionally accredited urban planning university degrees in Australia. Climate change coverage was assessed across three fields: (1) explicit climate change issues; (2) sustainable urban form issues (e.g. contributing to climate change by reducing greenhouse gas emissions), and (3) education for sustainability (with links to professional competencies relevant to climate change action). A content analysis was undertaken of: (1) the Planning Institute of Australia's "Policy for the Accreditation of Urban Planning Qualifications," and (2) a sample of nine accredited urban planning degrees. Limited coverage of explicit climate change issues and sustainable urban form issues was found. Coverage of education for sustainability themes (liberal education; civics; interdisciplinarity; cosmopolitism) was stronger. Results indicate that the professional accreditation policy, and the content of urban planning degrees should be revised to include greater coverage of explicit climate change issues. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01