Green Care practices and place-based sustainability transformations : A participatory action-oriented study in Finland

Moriggi, Angela

doi:10.18174/544553

Cited by 4 publications

(7 citation statements)

References 134 publications

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“…Through the process of writing the second half of this article we learnt that is can be difficult to pinpoint exactly what is reciprocal about caring relations. Rather than thinking about how the nonhuman responds to care, perhaps we should be thinking about what conditions we create for nonhuman beings to respond (Moriggi, 2021). We suggest to scholars working on care to think through what is reciprocal about the care relations that they study.…”

Section: Discussionmentioning

confidence: 99%

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Caring with the Non-Human

Pavert

Ressiore

2023

EIRJ

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The Anthropocene draws our attention to damaging relations we have with other planet beings. Taking that as a starting point, this article combines the cycle of care and an immersion at a market garden. Complementing theory and practices, two researchers from Wageningen University dialogue about how in soil care, there is complementarity and tension between caring for/with/about plants, livelihoods, people, and biodiversity. From a number of conversations this dialogue developed into a work of creative writing with critical reflections on the data gathered through participant observation. We shed light on questions about the relationality of caring with soil in practice, reciprocity between humans, non-humans and entanglement of care practices. The dialogue format allows us to discuss a broader range of facets around soil care. It is clear from the empirical material that soil care is never only about gardening practices. So, in line with our relational approach we let ourselves discuss various topics. Moreover, the dialogue format allows us to express ourselves in our own words, again staying closer to the empirical reality. This article contributes to the existing literature by (i) providing an example of a productive market garden that allows for the flourishing of all non-human beings; (ii) further developing the cycle of care theory by applying it to a real case; and finally, (iii) exploring various considerations around reciprocity in caring with soil. Funding InformationAdriana Ressiore's PhD project is supported by the research project Global Epistemologies and Ontologies (GEOS) and funded by NWO Vidi Grant (V1.Vidi.195.026 ETHNOONTOLOGIES). The PhD project of Michiel van de Pavert is financed by a grant from the Wageningen School of Social Sciences (WASS) at Wageningen University.

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Section: Discussionmentioning

confidence: 99%

“…Theorizing and academically discussing care interactions between humans and non-humans is messy, but essential. We learnt and concluded that care and reciprocity with the soil has the power to teach (Moriggi et al, 2020a;Moriggi, 2021), to question, and transform both practices and theories.…”

Section: Discussionmentioning

confidence: 99%

Caring with the Non-Human

Pavert

Ressiore

2023

EIRJ

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“…This therefore shows green economy teaching to be embedded more in an actionoriented approach. However, from the findings, actionable green learning needs more upscaling, like the participatory action-oriented study of Green Care in Finland (Moriggi, 2021). More information on the significance of green care practices for processes of place-based sustainability transformations that can be emulated by Kenyan higher education institutions is provided in the study.…”

Section: Action-oriented Green Economy Learning Methodsmentioning

confidence: 99%

Inclusion of green economy and sustainability programs in higher education institutions: Examining the case of Kenyatta University, Kenya

Ngare¹,

Otieno²,

Ogutu³

et al. 2022

Educ. Res. Rev.

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Higher education institutions play a pivotal role in instilling green economy and sustainable development principles in students. There are complex environmental challenges, and breaking through this complexity necessitates the incorporation of green economy learning to assist students in understanding these complex connections. This study explores the inculcation of interdisciplinary learning at the Master's level of assessed green economy aspects among ten schools. It explores green economy topics in courses and the degree of action-oriented learning. Results from the total respondents (N=227), indicate, among the existing green aspects in sampled schools, the sustainable use of natural resources (n=108, 47.6%) thematic area was the most dominant across the Master's courses. Examination of green learning in schools shows a disparity amongst schools where the school with the most examined green aspects was engineering and technology (93.8%) with the school of economics as least examined (75%). Cumulatively, green aspects, even with skewed disparity, were taught across the ten schools (p = 0.000). It is recommended that university programs should enhance regular reviews of curriculum and coursework in different disciplines, to set precedence on emerging green economy studies and their relevance.

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“…Transformative researchers have experimented with combining a ToC with other design tools (e.g. Theory U) to counteract its mechanistic side (Moriggi, 2021).…”

Section: Characteristics Of Transformative Researchmentioning

confidence: 99%

Transformative research for sustainability: characteristics, tensions, and moving forward

Horcea-Milcu,

Dorresteijn,

Leventon

et al. 2024

Glob. Sustain.

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Technical summary The question of how science can become a lever in achieving the Sustainable Development Goals permeates most recent sustainability research. Wide-ranging literature calling for a transformative approach has emerged in recent years. This ‘transformative turn’ is fueled by publications from fields such as sustainability science, social-ecological research, conservation science, sustainability transitions, or sustainability governance studies. However, there is a lack of a shared understanding specifically of what is meant for research to be transformative in this developing discourse around doing science differently to tackle sustainability problems. We aim to advance transformative research for sustainability. We define transformative research and outline six of its characteristics: (1) interventional nature and a theory of change focus; (2) collaborative modes of knowledge production, experimentation and learning; (3) systems thinking literacy and contextualization; (4) reflexivity, normative and inner dimensions; (5) local agency, decolonization, and reshaping power; (6) new quality criteria and rethinking impact. We highlight three tensions between transformative research and traditional paradigms of academic research: (1) process- and output-orientation; (2) accountability toward society and toward science; (3) methodologies rooted in scientific traditions and post-normal methodologies. We conclude with future directions on how academia could reconcile these tensions to support and promote transformative research. Non-technical summary Dominant ways of doing research are not enough to achieve the UN Sustainable Development Goals. The typical response of science to dealing with the current local and global sustainability crises is to produce and accumulate more knowledge. Transformative research seeks to couple knowledge production with co-creating change. This paper defines the transformative way of doing research to pro-actively support society's fight against pressing societal and environmental problems. We present six characteristics of transformative research. We reflect on the challenges related to implementing these characteristics in scientific practice and on how academia can play its part. Social media summary Sustainability transformation needs to be reflected in science, but what makes sustainability research transformative?

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Green Care practices and place-based sustainability transformations : A participatory action-oriented study in Finland

Cited by 4 publications

References 134 publications

Caring with the Non-Human

Caring with the Non-Human

Inclusion of green economy and sustainability programs in higher education institutions: Examining the case of Kenyatta University, Kenya

Transformative research for sustainability: characteristics, tensions, and moving forward

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