How is Community Education Contributing to Sustainability in Practice?

Tilbury, Daniella; Wortman, David

doi:10.1080/15330150802502171

Cited by 42 publications

(43 citation statements)

References 7 publications

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“…In the first stage a theoretical framework was developed from existing theory in ESD, community education and ICT. This was underpinned by systems thinking and complexity theory (Davis & Sumara, 2005;Morrison, 2002;Sumara & Davis, 1997) to account for the dynamism and unpredictable complexity of community-based non-formal educational settings (Aguayo & Eames, 2016;Tilbury & Wortman, 2008). This theory-seeking stage resulted in a framework for the development of education for sustainability websites targeted at non-formal community learning (Aguayo, 2014).…”

Section: The Case Study: Online Community-based Esd At Lanalhue Lake mentioning

confidence: 99%

“…These considerations indicate that ESD must go beyond raising awareness about environmental issues in addressing sustainability challenges (Kollmuss and Agyeman, 2002;Tilbury & Wortman, 2008), and consider the environmental, social and political context of causes and consequences in order to achieve transformative change towards ecological sustainability (Fien & Tilbury, 2002;Räthzel and Uzzell, 2009;Sterling, 2001). This goal can be conceived as ecological literacy, a process of understanding the underlying ecological principles of how people relate to each other and to natural systems, and to live sustainably (Capra, 2005;Orr, 1992).…”

Section: Introductionmentioning

confidence: 99%

“…UNCED, 1992) to engender social change towards ecological sustainability (Tilbury & Wortman, 2008;Zachariou & Symeou, 2008). Learning in communities is characterised by social interaction (Capra, 2005;Krasny & Roth, 2010), by being life-long, having relevance to the community and involving active participation (Brookfield, 1983;McConnell, 1997;Thompson, 2002;Tight, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Promoting community socio-ecological sustainability through technology: A case study from Chile

Aguayo

Eames

2017

Int Rev Educ

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Abstract:The importance of community learning in effecting social change towards ecological sustainability has been recognised for some time. More recently, the use of Information and Communication Technology (ICT) tools to promote socio-ecological sustainability has been shown to have potential in community education for sustainable development (ESD). The effective design and use of technology for community learning implies an understanding of a range of cross-dimensional factors including: socio-cultural characteristics and needs of the target audience; considerations of available and culturally responsive types of technology; and non-formal pedagogical ESD strategies for community empowerment. In addition, both technology itself and social communities are dynamically evolving and complex entities. This article presents a case study which evaluated the potential of ICT for promoting ecological literacy and action competence amongst community members in southern Chile. The case study addressed the ecological deterioration of a lake, which is having deep social, economic, recreational and cultural implications locally. The authors' research involved developing a theoretical framework for the design, implementation and use of ICT for community learning for sustainability. The framework was based on key ideas from ESD, ICT and community education, and was underpinned by a systems thinking approach to account for the dynamism and complexity of such settings. Activity theory provided a frame to address overarching sociocultural elements when using technology as a mediating tool for community learning. The authors' findings suggest that the use of an ICT tool, such as a website, can enhance ecological literacy in relation to a local socio-ecological issue.

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Section: The Case Study: Online Community-based Esd At Lanalhue Lake mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Promoting community socio-ecological sustainability through technology: A case study from Chile

Aguayo

Eames

2017

Int Rev Educ

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“…With community education we refer to activities "which fall outside of formal school-or university-based programs" and "encompass a broad range of target audiences, topics, and approaches" [4] (p. 84). These initiatives and programs follow a participatory approach, i.e., they are realized by involving a wide range of individuals of all ages with the aim to improve education and quality of life over the life span.…”

Section: Introductionmentioning

confidence: 99%

“…These initiatives and programs follow a participatory approach, i.e., they are realized by involving a wide range of individuals of all ages with the aim to improve education and quality of life over the life span. "Yet as diverse as community education programs are, most are bound by local context and directed by community knowledge and understanding" [4] (p. 84).…”

Section: Introductionmentioning

confidence: 99%

Levels of Governance in Policy Innovation Cycles in Community Education: The Cases of Education for Sustainable Development and Climate Change Education

Kolleck

Jörgens²,

Well

2017

Sustainability

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Abstract:While there is little doubt that social networks are essential for processes of implementing social innovations in community education such as Climate Change Education (CCE) or Education for Sustainable Development (ESD), scholars have neglected to analyze these processes in the multilevel governance system using Social Network Analysis. In this article, we contribute to closing this research gap by exploring the implementation of CCE and ESD in education at the regional and global levels. We compare the way CCE is negotiated and implemented within and through the global conferences of the UN Framework Convention on Climate Change (UNFCCC) with the way the UN Decade of ESD is put into practice through networks in five different German municipalities. We argue that the role of social networks is particularly strong in policy areas like CCE and ESD, which are best characterized as multi-level and multi-actor governance. Based on data derived from standardized surveys and from Twitter we analyze the complex interactions of public and private actors at different levels of governance in the two selected policy areas. We find, amongst others, that the implementation of CCE and ESD in community education depends in part on actors that had not been assumed to be influential at the outset. Furthermore, our analyses suggest the different levels of governance are not well integrated throughout the phases of the policy innovation cycle.

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De-imagining and Reinvigorating Learning with/in/as/for Community, Through Self, Other and Place

Osborn

Blom

Quinton

et al. 2019

Touchstones for Deterritorializing Socioecological Learning

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How is Community Education Contributing to Sustainability in Practice?

Cited by 42 publications

References 7 publications

Promoting community socio-ecological sustainability through technology: A case study from Chile

Promoting community socio-ecological sustainability through technology: A case study from Chile

Levels of Governance in Policy Innovation Cycles in Community Education: The Cases of Education for Sustainable Development and Climate Change Education

De-imagining and Reinvigorating Learning with/in/as/for Community, Through Self, Other and Place

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