Transnational Knowledge Exchange: Connecting Knowledge Traditions for Sustainability of the Planet



From one extreme to the other, the spectrum of points of view on the crises facing the world today depicts a growing sense that humanity must live more lightly on the planet. What might be needed is a significant shift in attitudes and behaviours, as it is nothing less than a transformation that is needed to bring a change in a society dependent on the Western capitalist development model which promotes values such as; consumerism, competition and commodification of nature. Based on this premise of the need for a new perspective, and new ways of thinking, knowing and acting sustainably, the question this chapter aims to address is “how the internationalisation of education for sustainability might take place?” Redefining the internationalisation of higher education as a trans-cultural and transnational exchange of knowledge, pedagogies for teacher education are suggested through which opportunities for bringing innovative alternatives available in non-Western knowledge traditions can be employed.


  1. Allen, J. (2009). Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace. Teaching and Teacher Education, 25, 647–654. doi:10.1016/j.tate.2008.11.011.CrossRefGoogle Scholar
  2. Altbach, P., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11(3–4), 290–305. doi:10.1177/1028315307303542.CrossRefGoogle Scholar
  3. Bamber, P. (2011). Educating for global citizenship. In S. Gadsby & A. Bullivant (Eds.), Teaching contemporary themes in secondary education: Global learning and sustainable development (pp. 56–75). New York: Routledge.Google Scholar
  4. Banerjee, S. (2002). Reinventing ccolonialism: Biotechnology, intellectual property rights and the new economics of sustainable development. In 9th Biennial Conference of the International Association for the Study of Common Property, June 17–21, 2002, Victoria Falls, Zimbabwe.Google Scholar
  5. Banerjee, S. (2003). Who sustains whose development? Sustainable development and the reinvention. Organization Studies, 24(1), 143–180. doi:10.1177/0170840603024001341.CrossRefGoogle Scholar
  6. Bates, R. (2008). Teacher education in a global context: Towards a defensible theory of teacher education. Journal of Education for Teaching: International Research and Pedagogy, 34(4), 277–293. doi:10.1080/02607470802401388.CrossRefGoogle Scholar
  7. Berkley, F. (2012). Sacred ecology (3rd ed.). New York: Routledge.Google Scholar
  8. Bhagavad Gita. (n.d.). Retrieved November 6, 2015, from
  9. Bohensky, E. L., Butler, J. R. A., & Davies, J. (2013). Integrating indigenous ecological knowledge and science in natural resource management: Perspectives from Australia. Ecology and Society, 18(3), 20–25. doi:10.5751/ES-05846-180320.CrossRefGoogle Scholar
  10. Bolsmann, C., & Miller, H. (2008). International student recruitment to universities in England. Globalisation, Societies and Education, 6(1), 75–88. doi:10.1080/14767720701855634.CrossRefGoogle Scholar
  11. Bullivant, A. (2011). Global learning: A historical review. In S. Gadsby & A. Bullivant (Eds.), Teaching contemporary themes in secondary education: Global learning and sustainable development (pp. 6–24). New York: Routledge.Google Scholar
  12. Cuello, C. (1997). Toward a holistic approach to the ideal of sustainability. Philosophy and Technology, 2(2), 41–48. doi:10.5840/techne19972227.Google Scholar
  13. Dallmayr, F. (1998). Alternative visions: Paths in the global village. Lanham, MD: Rowman & Little_eld.Google Scholar
  14. Department of the Environment, Water Heritage and the Arts. (2010). Sustainability Curriculum framework: A guide for curriculum developers and policy makers. Retrieved from
  15. Dooly, M., & Villanueva, M. (2006). Internationalisation as a key dimension to teacher education. European Journal of Teacher Education, 29(2), 223–240. doi:10.1080/02619760600617409.CrossRefGoogle Scholar
  16. Fein, J., & Tilbury, D. (2002). The global challenge of sustainability. In D. Tilbury, S. Schreuder, & D. Gland (Eds.), Education and sustainability: Responding to the global challenge. Cambridge, UK: IUCN.Google Scholar
  17. Gacel-Avila, J. (2005). The internationalisation of higher education: A paradigm for global citizenry. Journal of Studies in International Education, 9(2), 121–136. doi:10.1177/1028315304263795.CrossRefGoogle Scholar
  18. Gandhi, L. (1998). Postcolonial theory: A Critical introduction. St. Leonards, Australia: Allen & Unwin.Google Scholar
  19. Gandhi, M. K. (1884–1946). The collected works of Mahatma Gandhi. New Delhi, India: Government of India, Ministry of Information and Broadcasting.Google Scholar
  20. Goedecke, A. (2008). The Leading 21st century schools: Engage with Asia project: An initiative for principals. Curriculum Leadership: An Electronic Journal for Leaders in Education, 6(10). Retrieved from
  21. Gunaratne, S. (2010). De-Westernizing communication/social science research: Opportunities and limitations. Media, Culture & Society, 32(3), 473–499. doi:10.1177/0163443709361159.CrossRefGoogle Scholar
  22. Haigh, M. (2002). Internationalisation of the curriculum: Designing inclusive education for a small world. Journal of Geography in Higher Education, 26(1), 49–66. doi:10.1080/03098260120110368.CrossRefGoogle Scholar
  23. Haigh, M. (2005). Greening the university curriculum: Appraising an international movement. Journal of Geography in Higher Education, 29(1), 31–48. doi:10.1080/03098260500030355.CrossRefGoogle Scholar
  24. Haigh, M. (2006). Deep ecology education: Learning from its Vaisnava roots. Canadian Journal of Environmental Education, 11, 43–56. Retrieved from
  25. Haigh, M. (2009). The Sattvic curriculum: A three level, non-Western, superstructure for undergraduate education. New Directions for Teaching and Learning, 118, 61–70. doi:10.1002/tl.353.CrossRefGoogle Scholar
  26. Haigh, M. (2010). Education for a sustainable future: Strategies of the New Hindu religious movements. Sustainability, 2(11), 3500–3519. doi:10.3390/su2113500.CrossRefGoogle Scholar
  27. Handa, N. (2014). Engaging non-Western international students’ intellectual agency in the internationalisation of Australian teacher education: A case study of possibilities for transnational knowledge exchange. Unpublished PhD Thesis, University of Western Sydney.Google Scholar
  28. Harrison, K. (2007). When languages die: The extinction of the world’s languages and the erosion of human knowledge. Oxford, UK/New York: Oxford University Press.CrossRefGoogle Scholar
  29. Hickling-Hudson, A. (2004). Educating teachers for cultural diversity and social justice. In G. Hernes, M. Martin, & E. Zadra (Eds.), Planning for diversity: Education in multi-ethnic and multicultural societies (pp. 270–307). Paris: International Institute for Education Planning (UNESCO).Google Scholar
  30. Hickling-Hudson, A. (2011). Teaching to disrupt preconceptions: Education for social justice in the imperial aftermath. A Journal of Comparative and International Education, 41(4), 453–465. doi:10.1080/03057925.2011.581513.CrossRefGoogle Scholar
  31. Hongladarom, S. (1998). Asian philosophy and critical thinking: Divergence or convergence? Third APPEND Seminar on Philosophy Education for the Next Millennium, May 6–8, 1998, Chulalongkorn University, Bangkok, Thailand.Google Scholar
  32. Hubbard, R. (2003). Have only men evolved? In S. Harding & M. B. Hintikka (Eds.), Discovering reality: Feminist perspectives on epistemology, metaphysics, methodology, and philosophy of science (2nd ed., pp. 47–70). Dordrecht, The Netherlands: Kluwer Academic Publishers.Google Scholar
  33. Hughes, R. (2008). Internationalisation of higher Education and language policy: Questions of quality and equity. Higher Education Management and Policy, 20(1), 111–128. doi:10.1787/hemp-v20-art6-en.CrossRefGoogle Scholar
  34. Ikejiaku, B.-V. (2009). The relationship between poverty, conflict and development. Journal of Sustainable Development, 2(1), 15–28.CrossRefGoogle Scholar
  35. Jackson, M. (2003). Internationalising the university curriculum. Journal of Geography in Higher Education, 27(3), 325–340. doi:10.1080/0309826032000145089.CrossRefGoogle Scholar
  36. Jackson, T. (2009). Prosperity without growth-economics for a finite planet. London: Earthscan.Google Scholar
  37. Johnson, R. (2006). Locating non-Western enlightenment texts for a global curriculum. Intercultural Education, 17(1), 21–32. doi:10.1080/14675980500502248.CrossRefGoogle Scholar
  38. Kapoor, K. (1998). Literary theory: Indian conceptual framework. New Delhi, India: Affiliated East–west Press.Google Scholar
  39. Keulartz, J. (2007). Using metaphors in restoring nature. Nature & Culture, 2(1), 27–48. doi:10.3167/nc.2007.020103.CrossRefGoogle Scholar
  40. Knight, J. (2004). Internationalization remodelled: Rationales, strategies and approaches. Journal for Studies in International Education, 8(1), 5–31. doi:10.1177/1028315303260832.CrossRefGoogle Scholar
  41. Kopnina, H. (2014). Metaphors of nature and economic development: Critical education for sustainable business. Sustainability, 6(11), 7496–7513. doi:10.3390/su6117496.CrossRefGoogle Scholar
  42. Kopnina, H. (2015). Metaphors of nature and development: Reflection on critical course of sustainable business. Environmental Education Research, 1–19. doi:10.1080/13504622.2015.1007338
  43. Kumar, K. (1993). Mohandas Karamchand Gandhi (1869–1948). Prospects: The Quarterly Review of Education, 23(¾), 507–517.CrossRefGoogle Scholar
  44. Kuokkanen, R. (2000). Towards an Indigenous paradigm from Sami perspective. The Canadian Journal of Native Studies, 20(2), 411–436. Retrieved from
  45. Kuokkanen, R. (2008). What is hospitality in the academy? Epistemic ignorance and the (im)possible gift. Review of Education, Pedagogy and Cultural Studies, 30, 60–82. doi:10.1080/10714410701821297.CrossRefGoogle Scholar
  46. Kuokkanen, R. (2010). The responsibility of the academy: A call for doing homework. Journal of Curriculum Theorizing, 26(3), 61–74. Retrieved from
  47. Larson, B. (2011). Metaphors for environmental sustainability: Redefining our relationship with nature. New Haven, CT: Yale University Press.Google Scholar
  48. Leask, B. (2005). Internationalisation of the curriculum: Teaching and learning. In J. Carroll & J. Ryan (Eds.), Teaching international students: Improving learning for all (pp. 119–129). London: Routledge.Google Scholar
  49. Loy, D. (2004). The poverty of development: Buddhist reflections. Development, 46(4), 7–14. doi:10.1057/palgrave.development.1110484.CrossRefGoogle Scholar
  50. Mansilla, V., & Jackson, T. (2012). Preparing our youth to engage the world. Asia Society. Retrieved from
  51. Mathews, M. (2004). Post-development theory and the question of alternatives: a view from Africa. Third World Quarterly, 25(2), 373–384. doi:10.1080/0143659042000174860.CrossRefGoogle Scholar
  52. Nolet, V. (2009). Preparing sustainability-literate teachers. Teachers College Record, 111(2), 409–442. Retrieved from
  53. Norberg-Hodge, H. (1992). Ancient futures: Learning from Ladakh. London: Rider.Google Scholar
  54. Norberg-Hodge, H. (2010). Economics of happiness. In J. Dawson, R. Jackson, & H. Norberg-Hodge (Eds.), Gaian economics: Living well within planetary limits (pp. 144–146). East Meon, UK: Permanent publications.Google Scholar
  55. Oreskes, N., & Conway, E. (2014). The collapse of Western civilization: A view from the future. New York: Columbia University Press.CrossRefGoogle Scholar
  56. Orr, D. (1991). What is education for? Six myths about the foundations of modern education and six new principles to replace them. In Context, 27, 52–57. Retrieved from
  57. Orr, D. (1992). Ecological literacy: Education and the transition to a postmodern world. New York: University of New York Press.Google Scholar
  58. Orr, D. (2004). Earth in mind: On education, environment, and the human prospect. Washington, DC: First Island press.Google Scholar
  59. Otter, D. (2007). Globalisation and sustainability: Global perspectives and education for sustainable development in higher education. In E. Jones & S. Brown (Eds.), Internationalising higher education (pp. 42–53). London: Routledge.Google Scholar
  60. Pathar, S. (2006). Gayatri Mantra. Chennai, India: Sura Books Pvt Ltd.Google Scholar
  61. Petocz, P., & Reid, A. (2008). Evaluating the internationalised curriculum. In M. Hellstén & A. Reid (Eds.), Researching international pedagogies (pp. 27–36). Dordrecht, The Netherlands: Springer.Google Scholar
  62. Quezada, R. (2010). Internationalization of teacher education: Creating global competent teachers and teacher educators for the twenty‐first century. Teaching Education, 21(1), 1–5. doi:10.1080/10476210903466885.CrossRefGoogle Scholar
  63. Redclift, M. (2005). Sustainable development (1987–2005): An oxymoron comes of age. Sustainable Development, 13(4), 212–227. doi:10.1002/sd.281.CrossRefGoogle Scholar
  64. Rizvi, F. (2004). Debating globalization and education after September 11. Comparative Education, 40(2), 157–171. doi:10.1080/0305006042000231338.CrossRefGoogle Scholar
  65. Rizvi, F. (2009). Towards cosmopolitan learning. Discourse: Studies in the Cultural Politics of Education, 30(3), 253–268. doi:10.1080/01596300903036863.Google Scholar
  66. Robson, S. (2011). Internationalization: A transformative agenda for higher education? Teachers and Teaching: Theory and Practice, 17(6), 619–630. doi:10.1080/13540602.2011.625116.CrossRefGoogle Scholar
  67. Ryan, J. (2010). “The Chinese learner”: Misconceptions and realities. In J. Ryan & G. Slethaug (Eds.), International education and the Chinese learner (pp. 37–56). Hong Kong, Hong Kong: Hong Kong University Press.CrossRefGoogle Scholar
  68. Ryan, J. (2011). Teaching and learning for international students: Towards a transcultural approach. Teachers and Teaching: Theory and Practice, 17(6), 631–648. doi:10.1080/13540602.2011.625138.CrossRefGoogle Scholar
  69. Sanderson, G. (2008). A foundation for the internationalization of the academic self in higher education. Journal of Studies in International Education, 12(3), 276–307. doi:10.1177/1028315307299420.CrossRefGoogle Scholar
  70. Sawir, E. (2011). Academic staff response to international students and internationalising the curriculum: The impact of disciplinary differences. International Journal for Academic Development 16(1), 45–57. doi:10.1080/1360144X.2011.546224
  71. Scott, G. (2011). Stocktake of sustainability in Australian higher education. Retrieved from Western Sydney University website:
  72. Shiva, V. (1989). Reductionist science as epistemological violence. In N. Ashis (Ed.), Science, hegemony & violence: A requiem for modernity (pp. 86–97). Oxford, UK: Oxford University Press.Google Scholar
  73. Shiva, V. (2005). Earth democracy: Justice, sustainability, and peace. Cambridge, MA: Southend Press.Google Scholar
  74. Singh, M. (2009). Using Chinese knowledge in internationalising research education: Jacques Rancière, an ignorant supervisor and doctoral students from China. Globalisation, Societies and Education, 7(2), 185–201. doi:10.1080/14767720902908034.CrossRefGoogle Scholar
  75. Singh, M., & Chen, X. (2011). Ignorance and pedagogies of intellectual equality: Internationalising Australian doctoral education program and pedagogies through engaging Chinese theoretical tools. In A. Lee & S. Danby (Eds.), Reshaping doctoral education: International approaches and pedagogies. London/New York: Routledge.Google Scholar
  76. Singh, M., & Shreshtha, M. (2008). International pedagogical structures admittance into the community of scholars via Double Knowing. In M. Hellstén & A. Reid (Eds.), Researching international pedagogies: Sustainable practice for teaching and learning in higher education (pp. 65–82). Dordrecht, The Netherlands: Springer.Google Scholar
  77. Swami Parbhupada, A. (1984). Bhagavad Gita as it is. Victoria, Australia: Dominion Press.Google Scholar
  78. Tagore, R. (2006). Sadhana the realization of life. Saint Paul, MI: Filiquarian Publishing, LLC.Google Scholar
  79. Tait, C. (2010). Chinese students’ perceptions of the effects of Western university examination formats on their learning. Higher Education Quarterly, 63(3), 261–275. doi:10.1111/j.1468-2273.2010.00462.x.CrossRefGoogle Scholar
  80. Tange, H., & Kastberg, P. (2011). Coming to terms with ‘double knowing’: An Inclusive approach to international education. International Journal of Inclusive Education, 1–14. doi:10.1080/13603116.2011.580460
  81. Tilbury, D. (1995). Environmental education for sustainability: Defining the new focus of environmental education in the 1990s. Environmental Education Research, 1(2), 195–212. doi:10.1080/1350462950010206.CrossRefGoogle Scholar
  82. Tilbury, D., & Wortman, D. (2004). Engaging people in sustainability. Gland, Switzerland: International Union for Conservation.Google Scholar
  83. Tomlinson, J. (1997). Internationalism, globalization and cultural imperialism. In K. Thompson (Ed.), Media and cultural regulation (pp. 117–162). London: Sage/Open University.Google Scholar
  84. Tuck, E., & Yang, Y. K. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.Google Scholar
  85. UNESCO. (2009). Learning and knowing in indigenous societies. In P. Bates, M. Chiba, S. Kube, & D. Nakashima (Eds.). Paris: UNESCO.Google Scholar
  86. UNESCO. (2010). Teaching and learning for a sustainable future: A Multimedia teacher education programme. Retrieved from
  87. Van Poeck, K., Goeminne, G., & Vandenabeele, J. (2014). Revisiting the democratic paradox of environmental and sustainability education: Sustainability issues as matters of concern. Environmental Education Research (ahead-of-print) 1–21. doi: 10.1080/13504622.2014.966659
  88. Verhagen, F. (2008). Worldviews and metaphors in the human-nature relationship: An Ecolinguistic exploration through the Ages. Language & Ecology, 2(3), 20–25. Retrieved from
  89. Wang, J., Lin, E., Spalding, E., Odell, S., & Klecka, C. (2011). Understanding teacher education in an era of globalization. Journal of Teacher Education, 62(2), 115–120. doi:10.1177/0022487110394334.CrossRefGoogle Scholar
  90. Washington, H. (2015, March 26). What do we mean by sustainability? Philip Adams late night live [podcast] Canberra: ABC. Available at:
  91. Zeichner, K. (2010, June). Preparing globally competent teachers: A U.S. perspective. Paper presented at the Colloquium on the Internationalization of Teacher Education. NAFSA: Association of International Educators Kansas City, MO.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.School of EducationUniversity of Western SydneySydneyAustralia

Personalised recommendations