Hearing Different Voices: Teaching about Sustainability in Chinese Higher Education
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Environmental sustainability is slowly starting to become embedded into Educational Development practices. However, as in many educational research areas, much key literature is from Europe or the US. This paper reports research into HE teaching in China, drawing out implications for educational development internationally. The study utilised a culturally sensitive interpretive research strategy involving 30 Faculty in 3 Chinese universities. The findings replicate international studies, in identifying the complex and contested nature of sustainability as a barrier to teaching, but also identify context-specific issues such as the lack of reliable data and the political ramifications of speaking about controversial topics.