https://orcid.org/0000-0002-9306-3216
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
Climate change impacts cascade across scales and sectors, and present specific threats to education institutions and systems, including reduced educational access, participation and attainment by students. In this paper, we set out the pursuit of climate change mitigation and adaptation responses, grounded in commitments to equity and justice, as a renewed fundamental purpose for higher education. To this end, we suggest the understanding of public and private benefits of education that is typically applied to individuals may be usefully applied at institution and system scale. However, in the context of an accelerating climate crisis, adopting a renewed fundamental purpose will require institutions and systems to display critical awareness beyond the public-private benefits divide, towards an understanding of themselves as embedded in – rather than separate to – their broader communities and societies, and an acknowledgement of the particular interests that are foregrounded and privileged in the construction of their purpose.
Disclosure statement
No potential conflict of interest was reported by the authors.
Correction Statement
This article has been republished with minor changes. These changes do not impact the academic content of the article.
Additional information
Notes on contributors
Liam Phelan
Liam Phelan is a Senior Lecturer in the School of Environmental and Life Sciences at the University of Newcastle, Australia. Liam convenes the Bachelor of Science and his research interests centre on environmental studies, sciences and education.
Matt Lumb
Matt Lumb is Associate Director in the Centre of Excellence for Equity in Higher Education at the University of Newcastle, Australia. Matt’s work challenges hegemonic methodologies constructing policies, practices and evaluative projects of university equity and widening participation processes.