International Journal of Innovation and Sustainable Development vol:2 issue:3-4 pages:376-394
This paper aims to prevent sustainability from being encapsulated within a prearranged framework. What was once a marginal concept has been captured by the dominant way of thinking within the corporate sector and education sustainability. This is based on a top-down approach to management and hence sustainability where system and environment are identified as being separate. By tracing the tensions within this approach and investigating a process of creating meaning in action shows how the division between system and environment is problematic. Instead, an argument is offered for openness, inclusion, tolerance to be guiding principles of education for sustainable development.