Co-Operatives for Learning in Higher Education: Experiences of Undergraduate Students from Environmental Sciences
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| Title: | Co-Operatives for Learning in Higher Education: Experiences of Undergraduate Students from Environmental Sciences |
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| Language: | English |
| Authors: | Espinet, Mariona, Llerena, German, dos Santos, Laísa M. Freire, de Robles, S. Lizette Ramos, Massip, Mariona |
| Source: | Teaching in Higher Education. 2023 28(5):1005-1023. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Environmental Education, Cooperation, Service Learning, Higher Education, Undergraduate Students, Foreign Countries, Social Justice, Praxis, Universities, Educational Development |
| Geographic Terms: | Spain |
| DOI: | 10.1080/13562517.2023.2210078 |
| ISSN: | 1356-2517 1470-1294 |
| Abstract: | Non-hegemonic perspectives on sustainability are grounded in environmental sustainability based on justice. We argue about the potential of co-operatives for learning framed through degrowth epistemological visions promoting pedagogical changes in Higher Education. The context is a public university in Catalonia (Spain) implementing an innovative teaching methodology merging service learning and co-operatives for learning in an Environmental Sciences degree. The research question was: What are the experiences of undergraduate students participating in co-operatives for learning about environmental education? Data collection used focus group interviews and individual reflective narratives. Based on the construct of dialectical tensions, we identify three breaking points for the transition to teaching justice-based environmental sustainability using co-operatives for learning: (1) decommodification of work (tradition/innovation; theory/practice); (2) reconstruction of relationships with 'the other' (individual/collective); and (3) with nature (capitalism/degrowth). We conclude that students' environmental praxis is promoted when addressing new perspectives of development and sustainability in university teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1394203 |
| Database: | ERIC |
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| Abstract: | Non-hegemonic perspectives on sustainability are grounded in environmental sustainability based on justice. We argue about the potential of co-operatives for learning framed through degrowth epistemological visions promoting pedagogical changes in Higher Education. The context is a public university in Catalonia (Spain) implementing an innovative teaching methodology merging service learning and co-operatives for learning in an Environmental Sciences degree. The research question was: What are the experiences of undergraduate students participating in co-operatives for learning about environmental education? Data collection used focus group interviews and individual reflective narratives. Based on the construct of dialectical tensions, we identify three breaking points for the transition to teaching justice-based environmental sustainability using co-operatives for learning: (1) decommodification of work (tradition/innovation; theory/practice); (2) reconstruction of relationships with 'the other' (individual/collective); and (3) with nature (capitalism/degrowth). We conclude that students' environmental praxis is promoted when addressing new perspectives of development and sustainability in university teaching. |
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| ISSN: | 1356-2517 1470-1294 |
| DOI: | 10.1080/13562517.2023.2210078 |
