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Full-Text Articles in Education
Going Deep: Reflections On Teaching Deep Ecology In Costa Rica, Heather L. Burns, Jeffrey Briley
Going Deep: Reflections On Teaching Deep Ecology In Costa Rica, Heather L. Burns, Jeffrey Briley
Educational Leadership and Policy Faculty Publications and Presentations
Sustainability education aims to help learners understand their interconnectedness with all life, to become creative problem solvers and active citizens, and to engage personally and intellectually in shaping our common future. Experiential learning and critical pedagogy are central to providing opportunities for learners to engage in transformative sustainability learning. The short-term study abroad course, Theory and Practice of Sustainability in Costa Rica, provides one example of sustainability learning through the lens of deep ecology. This short term study abroad course was designed to create sustainability learning that is transformational, thematic and co-created, focuses on multiple perspectives and questions dominant paradigms, …
Peripheral No More: Repositioning Narratives For Empowerment And Change In Sustainability Education, Rell G. Ohlson
Peripheral No More: Repositioning Narratives For Empowerment And Change In Sustainability Education, Rell G. Ohlson
Leadership for Sustainability Education Comprehensive Papers
The field of sustainability education challenges dominant modes of thought, with a particular emphasis on the need for diversity and "multiple perspectives" in order to confront complex issues (Capra, 2005; Sterling, 2001; Wheatley, 2006). If this is the case, why are certain perspectives still missing and what narratives have been given prominence? This comprehensive paper examines the problems of a dominant narrative in sustainability education. In order for sustainability education to be truly transformative and empowering for students, leaders, and their communities, the narrative of sustainability must be repositioned from a dominant, white, middle-class context to one that affirms, values …
Leadership For Sustainability: Theoretical Foundations And Pedagogical Practices That Foster Change, Heather Burns, Heather Diamond-Vaught, Corin Bauman
Leadership For Sustainability: Theoretical Foundations And Pedagogical Practices That Foster Change, Heather Burns, Heather Diamond-Vaught, Corin Bauman
Educational Leadership and Policy Faculty Publications and Presentations
Sustainability education has a significant role to play in changing the leadership paradigm and fostering leaders who are capable of working collaboratively to address complex sustainability challenges. Leadership for sustainability denotes a new and expanded understanding of leadership that signifies taking action based on sustainability values, leading from a living processes paradigm, and creating an inclusive, collaborative and reflective leadership process. This paper examines and weaves together literature on leadership, leadership development, and sustainability education to suggest best practices in leadership development. A variety of suggested pedagogical practices that foster the development of leaders include: observation and self-awareness, reflection, the …
To This Day: College Graduates On The Lasting Significance Of Relationality And Experiential Learning, Ann Fullerton, Vicki L. Reitenauer
To This Day: College Graduates On The Lasting Significance Of Relationality And Experiential Learning, Ann Fullerton, Vicki L. Reitenauer
Women, Gender, and Sexuality Studies Faculty Publications and Presentations
In the past twenty years, much research has been conducted into the effects of community-based learning and service-learning on students, but studies into the long-term impacts that persist after graduation have been fewer in number. In this article, the authors share perspectives from Portland State University alumni on the lasting significance of their participation in a community-based learning course that has been operating continuously for more than two decades and the key features of significant learning experiences more generally.
A Grateful Recollecting: A Qualitative Study Of The Long-Term Impact Of Service-Learning On Graduates, Ann Fullerton, Vicki L. Reitenauer, Seanna Kerrigan
A Grateful Recollecting: A Qualitative Study Of The Long-Term Impact Of Service-Learning On Graduates, Ann Fullerton, Vicki L. Reitenauer, Seanna Kerrigan
Women, Gender, and Sexuality Studies Faculty Publications and Presentations
Service-learning practitioners design community engagement activities to affect students in powerful and even transformative ways. This qualitative study explores the long-term impacts (3-16 years after graduation) of participation in a senior-level service-learning course. Through interviews with 20 randomly selected participants, the researchers explored whether and in what ways graduates continued to experience impacts from the course, including those that have become interwoven with other life experiences or have catalyzed altered perspectives and/or actions. Graduates were first asked to identify their most significant learning experiences in college in order to gauge the relative importance, if any, of the service-learning course in …
“Contagious Co-Motion”: Student Voices On Being Change Agents, Vicki L. Reitenauer, Tetiana Korzun, Kimberly Lane, Melinda Joy Roberts
“Contagious Co-Motion”: Student Voices On Being Change Agents, Vicki L. Reitenauer, Tetiana Korzun, Kimberly Lane, Melinda Joy Roberts
Women, Gender, and Sexuality Studies Faculty Publications and Presentations
Designed in response to students’ requests for a capstone where they could form their own individual partnerships in the communities of their choosing, Effective Change Agent offers a structure for community-based learning that allows for high levels of student choice-making and agency. In this article, the authors describe the course; connect it to literature on grassroots change-making, integrative learning, and service-learning; and, through the inclusion of student authors, allow the sharing of insights in the students’ own voices.