Published In
Transformative Dialogues: Teaching & Learning Journal
Document Type
Article
Publication Date
9-2015
Subjects
Sustainability -- Study and teaching (Higher), Environmental responsibility -- Study and teaching (Higher), Action research -- Study and teaching (Higher)
Abstract
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, is participatory and relational, and is place-based. An overview of the course is followed by a discussion of the implications of this pedagogical design for sustainability learning in higher education.
Persistent Identifier
http://archives.pdx.edu/ds/psu/16158
Citation Details
Burns, H. L. and Briley, J. (2015). Going Deep: Reflections on Teaching Deep Ecology in Costa Rica," Transformative Dialogues: Teaching and Learning Journal. Volume 8 Issue 2.
Included in
Educational Leadership Commons, Educational Methods Commons, Scholarship of Teaching and Learning Commons
Description
This is the publisher's final PDF. Originally published in Transformative Dialogues: Teaching & Learning Journal and can be found online at: http://www.kpu.ca/td