Towards Integration Of Knowledge Through Sustainability Education And Its Potential Contribution To Environmental Security

Rojas, Alejandro

doi:10.1007/978-1-4020-9314-2_14

Cited by 9 publications

(9 citation statements)

References 9 publications

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“…The ‗cultures' of research, practice and policy are fundamentally different, and thus meaningful collaboration must acknowledge and account for these differences [66], including different rules of evidence and differences in the role of ideology and values in their work. Shonkoff [67] maintains that university-community research partnerships require an intercultural approach to be successful. At the time of this writing, the Think&EatGreen@School Project is only ten months old and needless to say, it is too early to draw conclusions other than the ones that made the process of formation of the alliance a success.…”

Section: Discussion: Challenges Of the Model And Projectmentioning

confidence: 99%

“…This challenge of overcoming fragmentation is key to the success of the project, and the Coordinating Committee takes an approach based on a tripartite conceptual framework that the Land, Food and Community series of courses uses to ground its pedagogy: an ‗ecology for the integration of knowledge' constructed by a ‗community of learners' in the context of ‗learning with life' [67] and ‗transformative sustainability learning' [68].…”

Section: Discussion: Challenges Of the Model And Projectmentioning

confidence: 99%

“…The ecology of knowledge -refers to how knowledge is created and re-created in the diverse contexts in which it emerges, as well as how it is distributed and shared‖ [67]. It places the construction of knowledge in context of its surrounding environment and influences.…”

Section: Discussion: Challenges Of the Model And Projectmentioning

confidence: 99%

“…Through the decade of experience with the Land, Food and Community courses, the faculty members in Land and Food Systems have learned that -[t]he practice of this principle requires endless patience, personal vigilance and the ability to truly listen to others, paying full attention while suspending judgment. So the challenge […] is to develop forms of group facilitation that ensure individual contribution and expression have equal opportunities‖ [67]. These learnings have been transposed to the process of facilitating the Think&EatGreen@School project.…”

Section: Discussion: Challenges Of the Model And Projectmentioning

confidence: 99%

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Toward Food System Sustainability through School Food System Change: Think&EatGreen@School and the Making of a Community-University Research Alliance

et al. 2011

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This paper describes the theoretical and conceptual framework and the research and practice model of Think&EatGreen@School, a community-based action research project aiming to foster food citizenship in the City of Vancouver and to develop a model of sustainable institutional food systems in public schools. The authors argue that educational and policy interventions at the school and school board level can drive the goals of food system sustainability, food security, and food sovereignty. The complex relationship between food systems, climate change and environmental degradation require that international initiatives promoting sustainability be vigorously complemented by local multi-stakeholder efforts to preserve or restore the capacity to produce food in a durable manner. As a step towards making the City of Vancouver green, we are currently involved in attempts to transform the food system of the local schools by mobilizing the energy of a transdisciplinary research team of twelve university researchers, over 300 undergraduate and graduate students, and twenty community-based researchers and organizations working on food, public health, environmental and sustainability education.

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Section: Discussion: Challenges Of the Model And Projectmentioning

confidence: 99%

Section: Discussion: Challenges Of the Model And Projectmentioning

confidence: 99%

Section: Discussion: Challenges Of the Model And Projectmentioning

confidence: 99%

Section: Discussion: Challenges Of the Model And Projectmentioning

confidence: 99%

See 2 more Smart Citations

Toward Food System Sustainability through School Food System Change: Think&EatGreen@School and the Making of a Community-University Research Alliance

et al. 2011

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“…Most of the studies we found confine FL to online or mobile settings, and in single courses. We found only a few examples that consider non-online teaching strategies as FL (Khan, 2007), explore how FL strategies are used in agriculture and food-related disciplines (Rojas, 2009) and found no work done regarding how a series of courses systematically scaffolds FL strategies from 1 st through 4 th year.…”

Section: What Does the Published Literature Tell Us?mentioning

confidence: 99%

Flexible Learning Strategies in First through Fourth-Year Courses

Cassidy

Fu²,

Valley³

et al. 2016

CELT

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Flexible Learning (FL) is a pedagogical approach allowing for flexibility of time, place, and audience, including but not solely focused on the use of technologies. We describe Flexible Learning as a pedagogical approach in four courses framed by three key themes: 1) objectives and aspects of course design, 2) evaluation and assessment, and 3) challenges and improvements. Examples of strategies include: digital media-based assignments; iClicker and on-line quizzes; a librariancreated tutorial and links to copyright-cleared readings; use of Calibrated Peer Review as formative feedback; TurnItIn for self-review; wiki sites, group blogs and community work through Community-based Action Research (CBAR) conducted through the pedagogy of Community-Based Experiential-Learning (CBEL). We believe that the transferability of our experiences and findings is most relevant to educators seeking to create learning experiences that increase student engagement with complexity and uncertainty. FL approaches can help educators create learning environments that more closely resemble the contexts that students find upon graduation.

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Non-Traditional Pedagogies In Advanced Education: Engaging Head, Hands & Heart For Environmental And Educational Benefit

Sipos

Addressing Global Environmental Security Through Innovative Educational Curricula

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Towards Integration Of Knowledge Through Sustainability Education And Its Potential Contribution To Environmental Security

Cited by 9 publications

References 9 publications

Toward Food System Sustainability through School Food System Change: Think&EatGreen@School and the Making of a Community-University Research Alliance

Toward Food System Sustainability through School Food System Change: Think&EatGreen@School and the Making of a Community-University Research Alliance

Flexible Learning Strategies in First through Fourth-Year Courses

Non-Traditional Pedagogies In Advanced Education: Engaging Head, Hands & Heart For Environmental And Educational Benefit

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