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Bringing the Sociology of Sustainable Consumption into Conversation with Education for Sustainable Development

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Title: Bringing the Sociology of Sustainable Consumption into Conversation with Education for Sustainable Development
Language: English
Authors: Kathryn Wheeler (ORCID 0000-0003-2056-9977)
Source: Environmental Education Research. 2026 32(4):885-914.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 30
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Environmental Education, Sustainable Development, Sociology, Consumer Economics, Educational Policy, Curriculum Development, Life Style, Social Differences
DOI: 10.1080/13504622.2025.2572821
ISSN: 1350-4622
1469-5871
Abstract: This paper examines how the sociology of (sustainable) consumption can inform and enhance critical Education for Sustainable Development (ESD). Both fields have long challenged approaches that target 'the consumer' and their individual choices, calling instead for greater attention to the socio-technical systems, cultural conventions, and political economies that shape and constrain action and understanding. Despite these shared concerns, dialogue between the two fields has been limited. Guided by the research question -- 'How can sociological perspectives on consumption enrich ESD, particularly in relation to the limitations of current consumer education frameworks?' -- this paper traces the policy history of sustainable consumption in ESD and analyses three recent UNESCO/UNEP resources. It then reviews sociological scholarship on social difference, consumption as communication, practice theory, and systems of provision. From these, seven key insights are developed that strengthen critical ESD by broadening definitions of consumption, recognising inequalities, and situating actions within social and systemic contexts. These insights challenge simplistic, individualised models of the consumer and offer more nuanced ways of addressing consumption in ESD. To illustrate their potential application, the paper sketches a provisional learning tool, adapted from UNESCO's "Greening Curriculum Guidance" (2024) to prompt further dialogue on translating sociological insights into practice.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503025
Database: ERIC
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  Data: Bringing the Sociology of Sustainable Consumption into Conversation with Education for Sustainable Development
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  Data: <searchLink fieldCode="SO" term="%22Environmental+Education+Research%22"><i>Environmental Education Research</i></searchLink>. 2026 32(4):885-914.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: This paper examines how the sociology of (sustainable) consumption can inform and enhance critical Education for Sustainable Development (ESD). Both fields have long challenged approaches that target 'the consumer' and their individual choices, calling instead for greater attention to the socio-technical systems, cultural conventions, and political economies that shape and constrain action and understanding. Despite these shared concerns, dialogue between the two fields has been limited. Guided by the research question -- 'How can sociological perspectives on consumption enrich ESD, particularly in relation to the limitations of current consumer education frameworks?' -- this paper traces the policy history of sustainable consumption in ESD and analyses three recent UNESCO/UNEP resources. It then reviews sociological scholarship on social difference, consumption as communication, practice theory, and systems of provision. From these, seven key insights are developed that strengthen critical ESD by broadening definitions of consumption, recognising inequalities, and situating actions within social and systemic contexts. These insights challenge simplistic, individualised models of the consumer and offer more nuanced ways of addressing consumption in ESD. To illustrate their potential application, the paper sketches a provisional learning tool, adapted from UNESCO's "Greening Curriculum Guidance" (2024) to prompt further dialogue on translating sociological insights into practice.
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