Inspired by Robert’s Climate Activism 101 course, I have become more and more interested in reading about non-violent protests and understanding how they work.
Reading up on how climate protests work
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Tag Archives: teaching for sustainability
Exploring PBL, reflection, student identity, and sustainability in Ginie Servant-Mikols’ work
I am currently in the early stages of co-developing a course, most likely project-based, on sustainability for engineering students. I have written a lot about how I am trying to make sense of key competencies in sustainability and how to assess them, but then I recently stumbled across a Future Learning Design podcast interview with Ginie Servant-Mikols, which I found so inspiring that I listened to another interview with her, and then browsed her publication list, and turns out this is going to be super helpful for what we are planning on doing! Here are my first take-aways.
Thinking about Storytelling in Teaching for Sustainability
I am on the fringes of a course on “Integrating Sustainability Competences in the Curriculum” that my awesome colleague Steven Curtis is currently teaching. And the way he introduces the course — in an audio file, where he (with seagulls screaming in the background) tells the story of us meeting on a dock, ready to board a ship to start this journey of discovery together, where he will be the navigator, but we’ll need everybody’s skills and contributions to make it safely to our destination — was so cool and impressive, that I (obviously!) had to read up a bit on storytelling in higher education for sustainability! Here is my compilation of two books on the matter (that I, admittedly, mostly browsed).
Currently reading & thinking about “The best of both worlds: A critical pedagogy of place” (Gruenewald, 2003)
I am on the fringes of a course on “Integrating Sustainability Competences in the Curriculum” that my awesome colleague Steven Curtis is currently teaching, and he asked me to read an article about “A critical pedagogy of place” (Gruenewald, 2003) and moderate a discussion about it. Below, I am summarizing the article and adding some thoughts from a recent seminar that Laura Weitze gave here at LU.
Currently reading: “The Ideal Outcome of Education for Sustainability: Transformative Sustainability Learning” (Michel et al., 2020)
I have written about transformative experiences (wave watching! When you suddenly see the world with new eyes) and transformative learning (with my favourite head-hands-heart model) before, but here comes the transformative sustainability learning theory (Michel et al., 2020)!
Attempting to Assess Key Competencies in Sustainability
In this post, I am bringing together a bunch of thoughts and literature, and try to provide an idea of how to assess key competencies in sustainability. Wish me luck! And I welcome feedback! :-)
Currently reading: “Sustainable assessment revisited” (Boud & Soler, 2016)
“Sustainable assessment” is about making assessment useful to learning beyond the frame of the course it is related to, not just in terms of retaining the learnt information and skills for longer, but to support future learning. Resource-intensive courses or practices might become more sustainable if they have far-reaching consequences beyond just the course, and really sustainable if they educate self-managing, learning stake-holders who will act responsibly and competently in society in a challenging future. Teachers are likely intending that long-term impact with their teaching already, but how can it also be supported through assessment design? My summary of Boud & Soler (2016) below.
Taking the course “Climate Activism 101”
I am taking the open “Climate Activism 101” course, organised by Robert Kordts for Scientist Rebellion Bergen. Here, I am summarising my impressions and take-aways from the first meeting today!
UNECE “Competences for educators in education for sustainable development”
After having thought a lot about what we need to teach our students in terms of sustainability competencies, what is it that teachers actually need to know, be able do, be, in order to be able to do it? Of course there are also frameworks for this! Here I am summarising the UNECE (2012) framework.
Using Kate Raworth’s “doughnut of social and planetary boundaries” to kickstart sustainability conversations?
I am really late to the party of “doughnut economics”, but I just discovered this great conversation starter on sustainability!