Merging the arts and sciences for collaborative sustainability action: a methodological framework

Abstract

This manuscript explores the possibilities and challenges of art–science integration in facilitating collaborative sustainability action in local settings. To date, much sustainability education is prescriptive, rather than participatory, and most integrated art–science programming aims for content learning, rather than societal change. What this means is that learners are more often taught “what is” than invited to imagine “what if?” In order to envision and enact sustainable alternatives, there is a need for methods that allow community members, especially young people, to critically engage with the present, imagine a better future, and collaboratively act for sustainability today. This manuscript introduces a methodological framework that integrates the arts and sciences to facilitate: (1) transdisciplinary learning, focusing on local sustainability challenges; (2) participatory process, bringing experience-based knowledge into conversation with research-based knowledge; and (3) collaborative sustainability action, inviting community members to envision and enact sustainable alternatives where they live. The transformative potential of this framework is examined through international case studies from countries representing the richest and poorest in the Western hemisphere: a multi-site research study and after-school program for climate change education and action in collaboration with children in the Western US; and a multi-cycle research study and community arts center course for environmental photography and youth-led water advocacy in Southern Haiti. Despite many shared characteristics, case studies diverge in important ways relative to the sustainability challenges they sought to address, the specific context in which activities took place, and the manner in which art–science integration was practiced. Across cases, however, art–science integration facilitated participants’ learning, connection, and action for sustainability. Framed by the shared aims of transdisciplinary approaches, this manuscript discusses methodological hurdles and practical lessons learned in art–science integration across settings as well as the transformative capacity of alternative pedagogical and research practices in building a sustainable future.

STEAM – Arts Integration Frameworks for Transdisciplinarity

“…Trott, et al [30] make an eloquent case that most current STEAM implementations are instrumentalizing the arts for the benefits of STEM learning rather than activating "the transformative potential of the arts for social change." [30] They add that: "Ultimately, the arts are instrumentalized towards strengthening students' sustained STEM interest and engagement, thus reproducing-rather than dissolving-existing disciplinary hierarchies in the name of interdisciplinarity.…”

“…Trott, et al [30] make an eloquent case that most current STEAM implementations are instrumentalizing the arts for the benefits of STEM learning rather than activating "the transformative potential of the arts for social change." [30] They add that: "Ultimately, the arts are instrumentalized towards strengthening students' sustained STEM interest and engagement, thus reproducing-rather than dissolving-existing disciplinary hierarchies in the name of interdisciplinarity. More generally, the stated purpose of integrating arts and sciences is often to deepen students' content knowledge (i.e., learning "what is"), rather than to promote students' critical engagement with reality (authentic problems) and spur social transformation (i.e., asking "what if?")"…”

“…More generally, the stated purpose of integrating arts and sciences is often to deepen students' content knowledge (i.e., learning "what is"), rather than to promote students' critical engagement with reality (authentic problems) and spur social transformation (i.e., asking "what if?")" [30].…”

“…The 'Methodological framework for transdisciplinary' proposed by the authors focuses on critical engagement (a "bottom-up" approach) and aims to engage the full and active participation of the 'whole person' in a transformative transdisciplinary learning experience. The action-oriented combination of 'top-down' knowledge sharing and 'bottom-up' knowledge creation processes invite participants "to learn about, connect with and act on sustainability challenges in a locally meaningful ways" [30]. More specially the framework combines 3 main elements: (1) "transdisciplinary learning" a top-down approach "centered on real-world problems" rather than centered on a discipline to acquire knowledge, along with (2) a "participatory process", a bottom-up approach which encourages "personal connections to sustainability challenges" which also "blends the boundaries" between all participants (educators, students, community members, etc.).…”

“…As the project evolves elements (1) & (2) meet in (3) "collaborative action", "the culmination of transdisciplinary learning (i.e., contemplating 'what is') and participatory process (i.e., imagining 'what if?')." The authors argue that this process is "allowing learners to both envision and enact alternative futures" [30].…”