Reflecting on the impacts on undergraduate economic and management science students of a Freirean-inspired module in sustainability education

Abstract

I reflect on impacts of a Freirean-inspired module designed to conscientise and implicate economic and management science students in socio-economic and environmental challenges. A conceptual framework proposed by Hopwood, et al. (2005) was used to compare student positions in relation to these challenges based on their pre- and post-module opinions. In terms of socio-economic concerns, the results indicated a reformist central tendency, with an aversion for anything radically transformative. Participating in the module had no significant effect on this. In terms of environmental concerns, students separated into two groups: those who clustered around wanting to maintain the status quo, and a noticeable minority who expressed transformative views. Participating in the module shifted student opinions towards greater environmental concern. Based on this, I reflect critically on humility, the paradox of respecting student subjectivity vs activism, Freirean ‘unfinishedness’, and the importance of small victories.