Taking it to the city: urban-placed pedagogies in Detroit and Roxbury

Peterson, Richard B.

doi:10.1007/s13412-017-0455-4

Cited by 6 publications

(7 citation statements)

References 61 publications

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“…, 2022). In Living Labs, teachers in the role of supervisors apply these pedagogies by creating opportunities for students to collaboratively work on real-world challenges (Peterson, 2018) with activities for introspection on goals, values and responsibilities (Roysen and Cruz, 2020) and with possibilities for self-organization and self-determination (Beecroft, 2018).…”

Section: Resultsmentioning

confidence: 99%

Characteristics and challenges of teaching and learning in sustainability-oriented Living Labs within higher education: a literature review

van der Wee,

Tassone,

Wals

et al. 2024

IJSHE

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Purpose This study aims to bring together the available scattered knowledge about teaching and learning in Living Labs within higher education, and to explore their potential for supporting students’ sustainability-oriented transformative learning. Design/methodology/approach A literature review was conducted, applying a realist approach. A sample of 35 articles was analyzed qualitatively, mapping the data according to the realist constructs “context,” “intervention,” “mechanism” and “outcome” and using the constant comparison method for data analysis. Findings This study identified multiple characteristics of teaching and learning in sustainability-oriented Living Labs, namely, two socio-physical teaching and learning contexts, two pedagogical approaches as interventions therein, four learning processes as (potential) mechanisms and six sustainability-related learning outcomes. Two main challenges were also identified. Originality/value To the best of the authors’ knowledge, this is the first study that brings together the scattered results from previous studies into a comprehensive description of characteristics and challenges of teaching and learning in Living Labs as sustainability-oriented learning spaces in higher education. The findings can support educators in making scientifically grounded informed choices for teaching and learning in Living Labs and inform future empirical studies to examine when, how and why certain characteristics of teaching and learning in Living Labs, as identified in this study, can support sustainability-oriented transformative learning in higher education.

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Section: Resultsmentioning

confidence: 99%

Characteristics and challenges of teaching and learning in sustainability-oriented Living Labs within higher education: a literature review

van der Wee,

Tassone,

Wals

et al. 2024

IJSHE

View full text Add to dashboard Cite

show abstract

“…Indeed, during our class discussions toward the end of the semester, students confirmed that their understanding of the context and broader importance of the project did not really emerge until the lecture portion of the class began (see Box 2). A more developed ecology-with-cities pedagogy should endeavor to integrate these essential elements earlier in a course for deeper understanding (see also Dillon et al 2018 and Peterson 2018 ).…”

Section: Reflections On a Pedagogy Of Social-ecological Collaborationsmentioning

confidence: 99%

Towards a pedagogy of social-ecological collaborations: engaging students and urban nonprofits for an ecology with cities

et al. 2023

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“…Desde la Educación Ambiental se ha tendido a poner el foco sobre todo sobre los recursos naturales presentes en los paisajes. Sin embargo, las perspectivas de la PBE van más allá y prestan atención a todo tipo de elementos (Peterson, 2018). Como señalan Sánchez Contreras y Murga-Menoyo (2019, p.159):…”

Section: Los Objetivos Específicos Son Los Siguientesunclassified

Patrimonio y comunidad patrimonial: construcción de una identidad compartida en un entorno rural

Valea¹,

Castro-Fernández

López-Facal

2020

AULA_ABIERTA

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Se presenta una evaluación de un proyecto educativo basado en la identificación con el patrimonio cultural inmaterial de un centro situado en una comunidad rural. Se analizan los aprendizajes de los alumnos sobre el carnaval tradicional de la comarca del Ulla (A Coruña). Se valora en qué medida el proyecto tiene impacto en la sociedad y el proceso de identificación del alumnado con las tradiciones de su entorno. La experiencia se ha desarrollado fuera del horario lectivo, y forma parte de un proyecto más amplio iniciado en 2016. Se pretende promover la construcción de una identidad inclusiva en una comunidad rural a partir del patrimonio cultural local, basada en el diálogo intergeneracional. Para ello es fundamental la implicación de la comunidad con el centro educativo. Participaron 44 escolares de educación primaria y secundaria y 22 vecinos adultos. Para tomar datos se emplea una metodología mixta mediante cuestionarios, narrativa con representación gráfica y grupo de discusión. Los resultados muestran la importancia y eficacia de las comunidades de aprendizaje que trascienden el trabajo dentro de las aulas. La colaboración de familiares y vecinos permite compensar la falta de participación del profesorado.Palabras clave: Evaluación de proyecto, Educación patrimonial, Educación basada en el lugar, Comunidad rural, Diálogo intergeneracional.

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Taking it to the city: urban-placed pedagogies in Detroit and Roxbury

Cited by 6 publications

References 61 publications

Characteristics and challenges of teaching and learning in sustainability-oriented Living Labs within higher education: a literature review

Characteristics and challenges of teaching and learning in sustainability-oriented Living Labs within higher education: a literature review

Towards a pedagogy of social-ecological collaborations: engaging students and urban nonprofits for an ecology with cities

Patrimonio y comunidad patrimonial: construcción de una identidad compartida en un entorno rural

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