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- Publisher Website: 10.1002/berj.4048
- Scopus: eid_2-s2.0-85198116860
- WOS: WOS:001268484200001
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Article: Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum
Title | Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum |
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Authors | |
Keywords | biodiversity business education ecoliteracy ecopedagogy |
Issue Date | 10-Jul-2024 |
Publisher | Wiley |
Citation | British Educational Research Journal, 2024 How to Cite? |
Abstract | The Kunming-Montreal Global Biodiversity Framework, launched during the United Nations Biodiversity Conference in December 2022, encourages governments, companies and investors to publish data on their nature-related risks, dependencies and impacts. These disclosures are intended to drive businesses to recognise, manage and mitigate their reliance on ecosystem goods and services. However, there is a ‘biodiversity blind spot’ that is evident for most organisations and business schools. Business education rarely addresses the root causes of biodiversity loss, such as the unsustainable exploitation of natural resources. As the dominant positioning of Education for Sustainable Development Goals (ESDG) presents biodiversity in anthropocentric instrumental terms inadequate for addressing ecosystem decline, we posit that a more progressive and transformative ecocentric education through ecopedagogy and ecoliteracy is needed. Both approaches include the development of critical thinking about degrowth, the circular economy and conventional stakeholder theory to include non-human stakeholders. Using comparative case studies from Northumbria University, the University of Hong Kong and Amsterdam University of Applied Sciences, we illustrate how business education can be transformed to address biodiversity loss, providing theoretical guidance and practical recommendations to academic practitioners and future business leaders. |
Persistent Identifier | http://hdl.handle.net/10722/344813 |
ISSN | 2023 Impact Factor: 3.0 2023 SCImago Journal Rankings: 1.102 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Kopnina, Helen | - |
dc.contributor.author | Hughes, Alice C | - |
dc.contributor.author | Zhang, Ruopiao Scarlett | - |
dc.contributor.author | Russell, Mike | - |
dc.contributor.author | Fellinger, Engelbert | - |
dc.contributor.author | Smith, Simon M | - |
dc.contributor.author | Tickner, Les | - |
dc.date.accessioned | 2024-08-12T04:07:34Z | - |
dc.date.available | 2024-08-12T04:07:34Z | - |
dc.date.issued | 2024-07-10 | - |
dc.identifier.citation | British Educational Research Journal, 2024 | - |
dc.identifier.issn | 0141-1926 | - |
dc.identifier.uri | http://hdl.handle.net/10722/344813 | - |
dc.description.abstract | <p>The Kunming-Montreal Global Biodiversity Framework, launched during the United Nations Biodiversity Conference in December 2022, encourages governments, companies and investors to publish data on their nature-related risks, dependencies and impacts. These disclosures are intended to drive businesses to recognise, manage and mitigate their reliance on ecosystem goods and services. However, there is a ‘biodiversity blind spot’ that is evident for most organisations and business schools. Business education rarely addresses the root causes of biodiversity loss, such as the unsustainable exploitation of natural resources. As the dominant positioning of Education for Sustainable Development Goals (ESDG) presents biodiversity in anthropocentric instrumental terms inadequate for addressing ecosystem decline, we posit that a more progressive and transformative ecocentric education through ecopedagogy and ecoliteracy is needed. Both approaches include the development of critical thinking about degrowth, the circular economy and conventional stakeholder theory to include non-human stakeholders. Using comparative case studies from Northumbria University, the University of Hong Kong and Amsterdam University of Applied Sciences, we illustrate how business education can be transformed to address biodiversity loss, providing theoretical guidance and practical recommendations to academic practitioners and future business leaders.<br></p> | - |
dc.language | eng | - |
dc.publisher | Wiley | - |
dc.relation.ispartof | British Educational Research Journal | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | biodiversity | - |
dc.subject | business education | - |
dc.subject | ecoliteracy | - |
dc.subject | ecopedagogy | - |
dc.title | Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum | - |
dc.type | Article | - |
dc.identifier.doi | 10.1002/berj.4048 | - |
dc.identifier.scopus | eid_2-s2.0-85198116860 | - |
dc.identifier.eissn | 1469-3518 | - |
dc.identifier.isi | WOS:001268484200001 | - |
dc.identifier.issnl | 0141-1926 | - |