Educating for transitions: ecovillages as transdisciplinary sustainability “classrooms”

Abstract

Purpose The purpose of this paper is to discuss the pedagogical tools that can enhance transdisciplinarity in higher education and stimulate sustainability transitions, based on the case study of a partnership between the University of Brasilia and an ecovillage in Brazil. Design/methodology/approach A qualitative study was carried out, based on professors’ experience, students’ reports and registration data. Emergent themes were discussed based on the concepts of sustainability transitions, transdisciplinarity and active/experiential learning methods. Findings Undergraduate classes at the ecovillage have motivated students to work towards sustainability transitions by presenting them with new repertoires of sociotechnical configurations and social practices, by promoting a feeling of belonging and co-responsibility for the world and by a horizontal sharing of knowledge and affections that instigated reflections about their purposes in personal and professional life. Practical implications This experience demonstrates the potential of transdisciplinary pedagogical approaches to education for sustainability that promote collaboration with different stakeholders and the reflection on individual and collective motives and values – the inner dimension of sustainability. Originality/value It describes an innovative and transformative initiative in the heart of Latin America.

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