期刊名称：Learning and teaching in higher education (LATHE)
印刷版ISSN：1742-240X
出版年度：2011
期号：5
页码：86-95
出版社：University of Gloucestershire
摘要：This article applies concepts from identity theory to the area of transformational education for sustainability. According to postmodern conceptions, universities are already transforming students’ identities by guiding them into particular disciplinary or professional identities through implicit and explicit rules for how students must present themselves orally and in writing. Underlying these rules is a particular disciplinarybased model of reality that may well have been forged at a time when environmental limits were not recognised and the general project of society was further industrialisation and unbridled economic growth. In order for students to contribute to a more sustainable society it will be necessary for them to be critically aware of the identities that universities are guiding them into and exercise creativity to reforge those identities in the context of the changing world around them. The article concludes that introducing students to identity theory and allowing them to engaging in identity reflection has the potential to help them gain flexible professional identities that are responsive to and responsible for the larger changes in the world around them.
