Participatory Action Research in the Implementation of a Green Office: The Experience of a Brazilian University
By Amanda Lange Salvia, Janaina Mazutti, Giovana Reginatto, Luciana Londero Brandli and Eliara Riasyk Porto
Overview
The core component of the international project Transforming Universities for a Changing Climate (Climate-U) encompasses the development of Participatory Action Research (PAR) to connect members of the university and the local community to work collaboratively and develop interventions to respond to climate change. The University of Passo Fundo (UPF), in the south of Brazil, is one of the Climate-U partners where a case study following the PAR approach is being implemented as a Green Office—the first one in South America following the Green Office Model. The implementation of sustainability offices is among the strategies used by higher education institutions to promote academic engagement and awareness-raising and empower students to act towards sustainable development. At UPF, the implementation of the Green Office UPF followed the Green Office approach—with the office being led by students and staff—but with the participatory methodology, representing the important additional component of participation of key stakeholders in the decision and action processes. This paper presents the process of implementation of the Green Office UPF and the first cycle of the Participatory Action Research, with challenges and lessons on the procedures of engaging university students and calling them for action, in matters related to sustainability and climate change.
Suggested citation
Salvia, A.L., Mazutti, J., Reginatto, G., Brandli, L.L., Porto, E.R. (2023). Participatory Action Research in the Implementation of a Green Office: The Experience of a Brazilian University. In: Leal Filho, W., Lange Salvia, A., Pallant, E., Choate, B., Pearce, K. (eds) Educating the Sustainability Leaders of the Future. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-031-22856-8_34
The climate crisis as a driver for pedagogical renewal in higher education
By Tristan McCowan
Overview
The planetary crisis facing humanity makes essential the incorporation of learning about climate change and sustainability in the university curriculum. Yet the ooting of climate change in values, knowledge systems and societal structures means that this incorporation must be more than just addition of knowledge content into a pre-existing curricular template. This article argues that the shifts required in a deep treatment of the climate crisis serve a broader purpose in driving positive change in university teaching and learning. Even within the confines of existing disciplinary divisions and mainstream epistemologies, possibilities exist for deepening critical reflection, pushing boundaries and opening imagination. The article explores this potential through an assessment of three spheres of enquiry: the ontological, epistemological and axiological. The teaching of these areas should be underpinned by the complimentary pedagogical foundations of critical questioning and deliberation, leading to a virtuous cycle of deepening of understanding and connection.
Suggested citation
McCowan, T. (2023). The climate crisis as a driver for pedagogical renewal in higher education. Teaching in Higher Education, 28 (5), 933-952.
A Amazônia na rota da colonialidade global: A Hidrovia Araguaia-Tocantins, conflitos de projetos, pluralidade de vozes/narrativas e perspectivas educativas.
By Edir Augusto Dias Pereira, Óscar Ferreira Barros, Salomão Hage and Tristan McCowan
Overview
O artigo analisa o papel da Amazônia na sustentabilidade global do planeta pautando as contribuições de seus povos para este processo e como inspiração e fonte de aprendizado social e educacional para outros povos do mundo. De modo mais específico, reflete sobre a luta contra a implantação da Hidrovia Araguaia-Tocantins, que ameaça tanto os meios de subsistência dos povos tradicionais e camponeses da região quanto o meio ambiente e a vida não humanas; analisando o papel que as parcerias universidade-comunidade desempenham nesse processo, referenciados com os princípios da pesquisa-ação participativa, entendida como uma estratégia poderosa para combater a crise climática em todo o mundo. As reflexões contidas no artigo foram produzidas como resultado de uma pesquisa bibliográfica, documental e de campo, que integram um estudo mais amplo em execução pela equipe da UFPA que integra o Projeto Climate-U, com a finalidade de criar Coletivos de Governança Territoriais (COGTER), por meio de ações dialógicas que envolvem a universidade e os movimentos sociais dos povos e comunidades tradicionais, para enfrentar os impactos ambientais que destroem os biomas e expulsam os povos tradicionais de suas comunidades e provocam alterações do clima.
Suggested citation
Pereira, E. A. D., Barros, O. F., Hage, S., & McCowan, T. (2023). A Amazônia na rota da colonialidade global: A Hidrovia Araguaia-Tocantins, conflitos de projetos, pluralidade de vozes/narrativas e perspectivas educativas. Revista Española de Educación Comparada, (43), 174–194.
Academic Community Expectations on Climate Change Learning and Engagement: A Case Study at University of Passo Fundo
By Luciana Londero Brandli, Giovana Reginatto, Amanda Lange Salvia and Janaina Mazutti
Overview
Extreme weather events are becoming more frequent as a result of climate change, representing severe risks to the world population. Among the actors applying strategies to fight these climate challenges, universities are implementing actions in their operations and in teaching, research and outreach, with the key role of engaging students during this process. Although some studies have been covering these initiatives, further investigation is needed to understand the changes required within the university to maximize its role in climate action. Thus, this paper aims to describe the academic community's expectations about climate change learning and engagement and the challenges associated with this process, presenting a case study at University of Passo Fundo, Brazil. The methodology is based on qualitative data collection through semi-structured interviews with students and a focus group with professors and managers on their perceptions on learning and engagement opportunities on climate change. The results showed that the academic community established interests on climate change learning and engagement, even though the university does not yet have this theme institutionalised, demonstrating an opportunity for action. Challenges and potential solutions are also discussed, which may also support other universities.
Suggested citation
Brandli, L.L., Reginatto, G., Salvia, A.L., Mazutti, J. (2023). Academic Community Expectations on Climate Change Learning and Engagement: A Case Study at University of Passo Fundo. In: Leal Filho, W., Lange Salvia, A., Pallant, E., Choate, B., Pearce, K. (eds) Educating the Sustainability Leaders of the Future. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-031-22856-8_7
Indigenous Knowledge systems’ role in addressing sea level rise and dried water source: A Fijian case study
By Kolaia Raisele and Rosiana Lagi
Overview
Global responses to the climate crisis continue to focus on Western theoretical perspectives and scientific solutions but overshadow community-based responses by indigenous communities. An effective response to the climate crisis in the Pacific Islands needs the Pacific Islanders' own story and their own response systems. This study will explore the role of Indigenous Knowledge Systems (IKS) in addressing sea-level rise (SLR) and dried water sources (DWS) drawing from a case study in Vatutavui village, Fiji. Using the methods of focus group discussion and individual interviews, the study will identify how members of Vatutavui village are responding to SLR and DWS using their Indigenous knowledge and practices. The paper will then weave the findings of this study together with contemporary discourses of social ecological resilience to the climate crisis. We discovered that Indigenous Knowledge System (IKS) continue to cement their significance in Indigenous Fijian villages, and it is a foundational response to the climate crisis. Placing emphasis on IKS in addressing the climate crisis in Vatutavui had positive ecological and social cultural implications.
Suggested citation
Raisele, K., Lagi, R. (2023): Indigenous Knowledge Systems' role in addressing sea level rise and dried water source: A Fijian case study. Pacific Dynamics: Journal of Indisciplinary Research, Vol 76 (1).
‘Curui’: weaving climate justice and gender equality into Fijian educational policies and practices
By Rosiana Lagi, Ledua Waqailiti, Kolaia Raisele, Lorena Sanchez Tyson & Charlotte Nussey
Overview
This paper takes inspiration from the Indigenous Fijian practice of ‘curui’ – weaving or patching together – as a metaphor to explore connections between climate justice, gender equality, and education in Fijian policies and practices. The paper argues that neither gender equality nor education can be ‘silver bullets’ for the huge challenges that the climate crisis raises, particularly for small island developing states (SIDS) such as Fiji that exist at the sharp end of the crisis. The paper contributes close analysis of Fijian national climate change policies and development plans from 2010, identifying the ways in which these policies frame and discuss the connections between climate, gender, and education, and asking whether these policies acknowledge traditional ecological knowledges, and the extent to which they are aligned with notions of justice. It argues that connected approaches to education, centred in Indigenous knowledges and ontologies, have thus far been insufficiently included in Fiji’s policies.
Suggested citation
Lagi, R., Waqailiti, L., Raisele, K., Sanchez Tyson, L. and Nussey, C. (2023) ‘Curui’: weaving climate justice and gender equality into Fijian educational policies and practices,Comparative Education
Internationalisation and Climate Impacts of Higher Education: Towards an Analytical Framework
By Tristan McCowan
Overview
Internationalisation of higher education has diverging implications for climate change, on the one hand entailing greenhouse gas emissions through mobility, but also contributing to climate action through international collaboration. These apparent contradictions and resulting trade-offs present significant challenges to universities. This paper puts forward a framework for understanding the combination of impacts, the interactions between them and implications for the climate crisis. It distinguishes between three dimensions of internationalisation: actors (movements of students and staff), practices (integration of the international into curriculum and research) and influence (the global reach of the various impacts of the university). Internationalisation in these three dimensions can have positive or negative implications for climate action and sustainability, through direct impacts (greenhouse gas emissions) and indirect ones (changes in individuals, societal structures, knowledge and technologies). Implications are drawn out for the actions and strategies of universities, as well as for the global system of higher education.
Suggested citation
McCowan, T. (2023). Internationalisation and Climate Impacts of Higher Education: Towards an Analytical Framework. Journal of Studies in International Education
Can We Measure Universities’ Impact on Climate Change?
By Tristan McCowan
Overview
Universities have a growing interest in understanding the impact that they have on climate change, whether positive or negative. Yet beyond the direct emissions from their campuses, is it possible to measure their multiple influences through education, knowledge production, and public engagement? This article argues that while it is important to monitor carefully those activities that can be measured, universities should not dismiss those activities that cannot.
Suggested citation
McCowan, T. (2022). Can We Measure Universities’ Impact on Climate Change? International Higher Education, (111), 17-19.
Climate change and the role of universities: the potential of land-based teacher education and agroecology
By Hage, S., Molina, M. and McCowan, T.
Overview
This article provides a critical reflection on climate change in contemporary times, addressing the responses made by universities through land-based teacher education courses with a agroecology approach. It draws on historical dialectical materialism, with reference to land-based higher education and the Transforming Universities for a Changing Climate project. Significant possibilities are identified for the critical development of educators with an understanding of agroecology linked to the material production of life in the farming territories.
Suggested citation
Hage, S., Molina, M. and McCowan, T. (2022) Climate change and the role of universities: the potential of land-based teacher education and agroecology. Revista Brasileira de Política e Administração da Educação, 38 (1).
Building university capabilities to respond to climate change through participatory action research: towards a comparative analytical framework
By Nussey, C., Frediani, A.A., Lagi, R., Mazutti, J. and Nyerere, J.
Overview
This paper aims to explore how the principles of participatory action research (PAR) articulate with questions of climate justice. Drawing on three qualitative case studies in Brazil, Fiji and Kenya, the paper explores university institutional capabilities, asking how the principles of mobilising PAR to support transformative outcomes can further climate justice. The paper argues that for participatory action research to become a pathway to build universities’ capabilities, key considerations are needed. PAR needs to: a) move beyond change in individual behaviour to respond to climate change and affect institutional norms, procedures and practices; b) recognise and partner with marginalised groups whose voice and experiences are at the periphery of climate debate, enabling reciprocal flows of impact and knowledge between universities and wider societies; and c) foster ‘relationships of equivalence’ with actors within as well as outside university to influence university governance and wider climate related policy-making processes.
Suggested citation
Nussey, C., Frediani, A.A., Lagi, R., Mazutti, J. and Nyerere, J. (2022) Building university capabilities to respond to climate change through participatory action research: towards a comparative analytical framework, Journal of Human Development and Capabilities, Volume 23, Issue 1, pp. 95-115
Rethinking the unthinkable: what can educational engagements with culture offer the climate crisis?
By Charlotte Nussey
Overview
This essay considers the ways in which education and cultural relations offers lessons, new ideas and ways of talking and listening about the climate emergency. Nussey argues that the climate emergency cannot be addressed by technical responses and innovations alone, but requires a socio-cultural response, inclusive of culture and education. The essay spotlights theClimate-U project and askshow higher education institutions in the Global South can contribute to tackling climate change. This essay is part of the British Council’s Climate Connection
Suggested citation
Nussey, C. (2021) Rethinking the unthinkable: what can educational engagements with culture offer the climate crisis?, British Council Cultural Relations Collection (online).