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and almost impossible to sustain. Educational change that enhances
deep learning among students is particularly problematic, and
sustaining such change over time has presented severe challenges
for education reformers.1 Discussions of the sustainability of ed-
ucational change try to address these challenges, but they often
trivialize the idea of sustainability by equating it with maintain-
ability — with how to make change last. Here we develop deep-
er meanings of “sustainability” and examine the extent to which efforts to sus-
tain change are in tune with the ecological origins of the concept.
ANDY HARGREAVES holds the Thomas More Brennan chair in Education, Lynch School of Educa-
tion, Boston College. DEAN FINK is an independent consultant and an associate of the Ontario In-
stitute for Studies in Education, University of Toronto.