n Journal of Educational Studies - Initiating the discourse in sustainable learning environments and social justice : editorial




The premise grounding this special issue of the is that, for any institution of learning to function to its fullest, there is a need for sustainable learning environments on the one hand and social justice on the other. This implies that learners and teachers have to be treated with respect, justly and fairly in terms of the distribution of educational and other supportive resources. All authors herein demonstrate theoretically and empirically that sustainable learning environments (SuLE) advance the agenda of equity, social justice, freedom, peace, and hope. The common thread that binds this volume together is the strong voices of authors that give priority to eradicating extreme poverty and hunger; achieving universal primary education; promoting gender equality and empowerment; and rethinking development and global partnership. These constructs are informed by the United Nations Development Programme (UNDP 2005, 2-3), which reflects the priorities of the United Nations Millennium Development Goals (MDGs). The papers in this issue show that for teaching and learning to be sustainable, this reciprocal relationship of justice and respect needs to be put in place. This volume brings together the exciting and informative voices of theorists, researchers, and practitioners of education to optimise educational opportunity and conditions for learning. The aim of the papers herein is to create sustainable learning environments and social justice.


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