Training of Communities of Sustainability Practice through Science and Art

Autor/inn/en	Alvarez-Castañon, Lorena del Carmen; Romero-Ugalde, Maricruz
Titel	Training of Communities of Sustainability Practice through Science and Art
Quelle	In: International Journal of Sustainability in Higher Education, 23 (2022) 5, S.1125-1138 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-01-2021-0030
Schlagwörter	Sciences; Art; Sustainability; Communities of Practice; Social Influences; Laboratories; Interaction; Values; Social Responsibility; Technological Literacy; Cultural Context; Foreign Countries; College Students; Films; Educational Innovation; Interdisciplinary Approach; Universities; Mexico + Suchen Sie Ihr Suchwort? Science; Wissenschaft; Arts; Kunst; Nachhaltigkeit; Community; Sozialer Einfluss; Laboratory; Laboratorium; Interaktion; Wertbegriff; Soziale Verantwortung; Technisches Wissen; Ausland; Collegestudent; Film; Instructional innovation; Bildungsinnovation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; University; Universität; Mexiko
Abstract	Purpose: This paper aims to analyse the university experience of a social laboratory that mixes science and art to instruct communities of sustainability practice in heterogeneous contexts through interpretive audio-visual ethnography and cinematographic language. Design/methodology/approach: The research approach was qualitative; data were triangulated through the thorough revision of the literature reported on this praxis, the auto-ethnography of the founder and CEO of this social laboratory and the systematization of the training categories from their documentaries. Furthermore, the analysis of this laboratory as a social innovation considered five categories, namely, critical interaction, shared values, social responsibility, digital competences and sustainability practices, and the projects profile was contrasted with the Sustainable Development Goals to show its sustainable approach. Findings: The results showed that the best scored sustainability university communities are interdisciplinary. Moreover, the mix of science and art to train practice communities is a social innovation model that can go beyond university walls to influence its environment in dissimilar and socially disadvantaged territories. Research limitations/implications: This research is based on a case from a Mexican university in a specific cultural context. Although the conclusions cannot be generalized, this case contributes to the need for pertinent complementarity between various classical methodological possibilities which, when articulated, enhance the research work. Practical implications: The results could have practical implications if these are used as inputs in the development of university programmes with an interdisciplinary approach to sustainability training. Originality/value: This research proposes this experience as an attempt to understand how to promote sustainable education among university communities that influence territories with wide social gaps. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01