The Wiley Handbook of Sustainability in Higher Education Learning and Teaching. Группа авторов
Чтение книги онлайн.

Читать онлайн книгу The Wiley Handbook of Sustainability in Higher Education Learning and Teaching - Группа авторов страница 31

СКАЧАТЬ with academically neutral staff where appropriateUnderstand that students have different starting points and expectations of activism projectsProvide support for students particularly with negotiating different avenues of power, governance and decision making, but include students as partners in the process throughoutSupport student ideas for activismSupport the continuation of projects, maintain relationships with key stakeholders, support the transfer of knowledge between student yearsSupport students with managing and interpreting failure Informal activism without staff involvement Foster a culture of openness and support for activism within the universityBe available as a critical friend

      As an ESD practitioner it is all too easy to uncritically extol the virtues of activist learning projects, and the role of such activist learning projects in the informal curriculum for the potential development of a wide range of sustainability competencies. Yet, our reflections uncover questions about the limitations within the informal curriculum, including whether the informal curriculum alone can deliver the learning potential the projects are capable of, without at least some informal structure for guided reflection and discussion. Yet, imposing a structure for reflection detracts from genuine student‐ownership of projects, and might not be possible in genuinely student‐led activity.

      We might then look to the formal curriculum to deliver the potential of activist learning. The formal curriculum might allow us space for student‐initiated activist projects and opportunities to structure assessment around a set of sustainability competencies, allowing deeper reflection and development of these competencies (see Robinson and Molthan‐Hill 2021), and space for critical discussion and debate around deeper, systemic issues. Publicly declaring an activist agenda in learning and assessment design is itself controversial, with the risk of accusations of promulgating a particular political agenda or being at odds with other educational priorities and agendas. Yet activist learning projects can deliver to many different educational agendas from employability, student experience, and students as partners. It is also difficult in the formal curriculum to genuinely provide the space for mistakes and failure. Activism projects can also come with serious challenges from burnout to conflict, and the formal curriculum does not allow students to walk away from projects which are no longer working for them.

      We would like to acknowledge the support and discussions around the project with Dr. Sophie Bessant and Dr. Sherilyn MacGregor, the student interviewees, and all the students involved in the project through the years, and to thank the Higher Education for funding to support the project.

      1 Ackoff, R.L. (1974). Redesigning the Future: A Systems Approach to Societal Problems. New York: Wiley.

      2 Adelman, S. (2018). The sustainable development goals, anthropocentrism and neoliberalism. In: Sustainable Development Goals (ed. D. French and L.J. Kotzé), 15–40. Edward Elgar Publishing.

      3 Barlett, P.F. and Chase, G.W. (2004). Introduction. In: Sustainability on Campus: Stories and Strategies for Change (ed. P.F. Barlett and G.W. Chase). Cambridge, Massachusetts: The MIT Press.

      4 Belbin, R.M. (2004). Management Teams: Why they Succeed or Fail, 2e. Oxford: Butterworth Heinemann.

      5 Bilon, A.D. (2021). Toward an agentic approach to activist learning: the interplay between agency and learning in the narrative of polish activist. Adult Education Quarterly 71 (2): 166–183.

      6 BIS (Business, Innovation and Skills) (2010). Skills for sustainable growth: strategy document. Executive summary. https://www.gov.uk/government/publications/skills‐for‐sustainable‐growth‐strategy‐document (accessed 26 August 2021).

      7 BITC (Business in the Community) (2010). Leadership skills for sustainable economy. https://sustainability.glos.ac.uk/wp‐content/uploads/2017/07/BITC_Leadership_Skills‐Report_July10.pdf (accessed 26 August 2021).

      8 Blewitt, J. (2006). The Ecology of Learning.: Sustainability, Lifelong Learning and Everyday Life. Earthscan.

      9 Bone E. and Agombar J. (2011) First‐year attitudes towards and skills in sustainable development. Higher Education Academy. https://www.advance‐he.ac.uk/knowledge‐hub/2011‐first‐year‐student‐attitudes‐towards‐and‐skills‐sustainable‐development (accessed 29 August 2021).

      10 Botsaris, P.N., Giourka, P., Papatsounis, A. et al. (2021). Developing a business case for a renewable energy community in a public housing settlement in Greece—the case of a student housing and its challenges, prospects and barriers. Sustainability 13 (7): 3792.

      11 Briggs, S.J., Robinson, Z.P., Hadley, R.L., and Laycock Pedersen, R. (2019). The importance of university, students and students’ union partnerships in student‐led projects: a case study. International Journal of Sustainability in Higher Education 20 (8): 1409–1427. https://doi.org/10.1108/IJSHE‐01‐2019‐0050.

      12 Bringle, R.G. and Hatcher, J.A. (1999). Reflection in service learning: making meaning of experience. Educational Horizons 77 (4): 179–185.

      13 Brinkman, B.G. and Hirsch, K. (2019). From proposal to action: supporting student advocacy during graduate counseling training. Journal for Social Action in Counseling & Psychology 11 (1): 51–66.

      14 Brundiers, K., Barth, M., Cebrián, G. et al. (2021). Key competencies in sustainability in higher education—toward an agreed‐upon reference framework. Sustainability Science 17: 1–17.

      15 Bubriski, A. and Semaan, I. (2009). Activist learning vs. service learning in a Women's studies classroom. Human Architecture: Journal of the Sociology of Self‐Knowledge 7: 91–98.

      16 Buchanan, J. and Griffin, J. (2010). Finding a place for environmental studies: tertiary institutions as a locus of practice for education for sustainability. Journal of Teacher Sustainability 12 (2): 5–16.

      17 Carter, R. (1985). A taxonomy of objectives for professional education. Studies in Higher Education 10 (2): 135–149.

      18 Chaplin, G. and Wyton, P. (2014). Student engagement with sustainability: understanding the value‐action gap. International Journal of Sustainability in Higher Education 15 (4): 404–417.

      19 Chase, S. (2000). The education and training needs of environmental activists and organizers. Unpublished PhD thesis. University of New England.

      20 Cortese, СКАЧАТЬ