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 |
|---|---|
| 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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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHxrOyzbtUrOuxI7XsfHykiAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDBwFzBHoffzc2fbdngIBEICBm9auz3KtqP_y_oFE5nf6h5edc97pyrWSbqsOn8HW2cr-GXmerSOwB2qsqW5IXCatX1E0cxJO7VkPPhZzt4XLscVmJXdeg3IwhsgRm7CqxFo2wsL--cBeb0IVufMuPAvPpAB-f6pGzmMCg89B6TYmuNw7rWAi1ajFfte8WBSLBi6wCInywU1382ThPTbiV7wFFcjoquJ1eX75ct_Q Text: Availability: 1 Value: <anid>AN0164873184;thd01jul.23;2023Jul14.05:55;v2.2.500</anid> <title id="AN0164873184-1">Co-operatives for learning in higher education: experiences of undergraduate students from environmental sciences </title> <p>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: (a) decommodification of work (tradition/innovation; theory/practice); (b) reconstruction of relationships with 'the other' (individual/collective); and (c) with nature (capitalism/degrowth). We conclude that students' environmental praxis is promoted when addressing new perspectives of development and sustainability in university teaching.</p> <p>Les perspectives de la sostenibilitat no hegemòniques es troben fonamentades en la sostenibilitat ambiental basada en la justícia. En aquest article defensem el potencial que tenen les co-operatives per a l'aprenentatge recolzades en visions epistemològiques decreixentistes per promoure canvis pedagògics a l'ensenyament universitari. El context de la recerca es situa en una universitat pública de Catalunya (Espanya), on un grup de docents implementen una innovació metodològica que fusiona l'aprenentatge servei amb les co-operatives per aprendre en el Grau de Ciències Ambientals. La pregunta que va orientar la recerca es: Quines son les experiències dels estudiants que participen en les co-operatives per aprendre sobre educació ambiental?. Es varen utilitzar els grups focals i les narratives reflexives individuals com a estratègies de recollida de dades. A partir del constructe de tensió dialèctica hem identificat tres punts de ruptura per a la transició cap a l'ensenyament de la sostenibilitat ambiental basada en la justícia a partir de les co-operatives per aprendre: (a) decomodificació (tradició/innovació, teoria/pràctica); (b) reconstrucció de les relacions amb l'altre (individual/col·lectiu); i (c) reconstrucció de les relacions amb la natura (capitalisme/decreixement). Concloem que la praxis ambiental dels estudiants es veu mobilitzada quan s'introdueixen noves perspectives de desenvolupament i sostenibilitat a l'ensenyament universitari.</p> <p>Keywords: Environmental education; co-operative for learning; non-hegemonic sustainability; higher education; environmental sciences</p> <hd id="AN0164873184-2">Introduction</hd> <p>Concepts such as social justice and sustainability have received considerable attention within higher education (HE) in recent years due to some global orientations towards these issues in the XXI century. However, teaching for justice-based environmental sustainability (JBES) in HE embodies singular perspectives in the programs, projects, and activities that configure challenges to didactics, pedagogies, theoretical approaches, and professional practices. In this pilot study, we argue that teaching methodologies such as co-operatives for learning (CxL), framed with degrowth epistemological visions, activate pedagogical changes in HE promoting the development of students' environmental praxis.</p> <hd id="AN0164873184-3">Problematizing the concepts of sustainability and development</hd> <p>Tensions between sustainability and development date back to the end of the past century. These terms are burdened by the contradictions of economic, cultural, and technological progress. Societies in the XXI century need to confront complex socio environmental problems derived from socioeconomic models exploiting natural resources and people using commoditization and accumulation strategies. At present, the confrontation of these problems is done through sustainability proposals perpetuating socioeconomic models that do not question the established order. The rise of eco-development (Sachs [<reflink idref="bib45" id="ref1">45</reflink>]) and later of sustainable development (ONU [<reflink idref="bib39" id="ref2">39</reflink>]) are part of a series of initiatives to deal with sustainability. However, the official proposals such as Millennium Goals and Sustainable Development Goals (ONU [<reflink idref="bib40" id="ref3">40</reflink>]) continue to bet on technological innovations and announce new social structures without changing the capitalist matrix that generates the inequalities that sustain it (Riechmann et al. [<reflink idref="bib43" id="ref4">43</reflink>]; Giunta and Dávalos [<reflink idref="bib20" id="ref5">20</reflink>]; García Díaz et al. [<reflink idref="bib19" id="ref6">19</reflink>]). The capitalist model continues to generate changes in the weather as well as the mass destruction of natural resources and biodiversity, in addition to other environmental problems full of environmental injustices (Krenak [<reflink idref="bib29" id="ref7">29</reflink>]). Recognizing some boundaries of the notion of development in a capitalistic model implies making explicit that environmental problems do not affect all subjects in the same way generating ecological confrontations and distributive conflicts (Martínez-Alier [<reflink idref="bib35" id="ref8">35</reflink>]).</p> <p>Non-hegemonic sustainability positionings mainly developed within the Global South (Kothari, Demaria, and Acosta [<reflink idref="bib28" id="ref9">28</reflink>]; Freire et al. [<reflink idref="bib18" id="ref10">18</reflink>]) present sustainability alternatives that do not perpetuate unlimited growth on a finite planet and address social inequalities as well as social justice giving/generating voice and value to people. Some examples are degrowth positionings, some emergencies born in Indigenous or/and afro-ancestries, and alternative economies (ecological, feminist, or social and solidarity).</p> <p>These development alternatives recognize that there are currently ways of organizing the life of the capitalist system that can be more sustainable. This is because they are not based on the commodification of life. In addition, they criticize the Western modernity as the only truth as well the technoeconomic rationality (Leff [<reflink idref="bib30" id="ref11">30</reflink>]). In this sense, we argue that <emph>end-of-pipe</emph> technology will not necessarily allow access to the challenges of sustainability. Post-developmentalist approaches (Escobar [<reflink idref="bib16" id="ref12">16</reflink>]) propose more radical ways to achieve sustainability, with plural perspectives anchored to the different biocultural territories. In addition, they seek to overcome fragmentation and individualism and slow the acceleration of contemporary life (Acosta [<reflink idref="bib1" id="ref13">1</reflink>]).</p> <p>To access the transition to sustainability, some authors opt for a dialogue between development and post-development (Scarano et al. [<reflink idref="bib48" id="ref14">48</reflink>]), while others reject the idea of continuing to contribute to unsustainability (Hidalgo-Capitán et al. [<reflink idref="bib21" id="ref15">21</reflink>]). Proposals such as an Ecosocial transition (Actis and Cotarelo [<reflink idref="bib2" id="ref16">2</reflink>]), beyond a green economy, begin by resizing the role of technology considering a paradigm of sustainable ecotechnological productivity (Leff [<reflink idref="bib30" id="ref17">30</reflink>]). From this perspective, the transition is established from the articulation of ecological, technological, and cultural processes changing the form of appropriation of nature in the world. Kopenawa and Albert ([<reflink idref="bib27" id="ref18">27</reflink>]) deny the merchandise view of nature through an ethnographic shamanic analysis in an Indigenous community assuming that life in all its expressions is central, and not <emph>capital</emph>. A new paradigm (or a rupture) for post-developmentalist matrices, consider changes in the 'ideological formations and social imaginaries that configure the value of natural resources, which naturalize the strategies of power and the political conditions that determine the social appropriation of nature' (Leff [<reflink idref="bib30" id="ref19">30</reflink>], 49). Assuming that capitalist thought is permeated in culture, not only in the economy, then changes must affect culture and pedagogical processes.</p> <hd id="AN0164873184-4">Pedagogical challenges for teaching non-hegemonic sustainability in HE</hd> <p>The challenges of higher education in times of crisis (Kidman and Chang [<reflink idref="bib26" id="ref20">26</reflink>]) demand new ways of organizing knowledge, curriculum, and didactics. According to Pablo ([<reflink idref="bib41" id="ref21">41</reflink>]), the best educational experiences arise in contexts of struggle that include school or university, through a commitment and a deepening of reflection on Environmental Education (EE) issues. For this author, emancipatory educational processes and scenes are achieved from these pedagogical experiences.</p> <p>Environmental sciences enable the teaching of non-hegemonic sustainability in the university through an integration of complex approaches to environment and society. These approaches go beyond the positivist perspectives that are commonly expressed in the biological and technical rationality models that dominate the field of environmental research (Cárdenas [<reflink idref="bib10" id="ref22">10</reflink>]) and HE curricula. The overcoming of these later models facilitates the emergence of new epistemologies implying the decolonization of nature (Alimonda [<reflink idref="bib6" id="ref23">6</reflink>]) and the opening of spaces for diversity and plurality. This becomes evident through the decommodification of nature and de-objectification that implies understanding it as a subject of rights (Lourenço [<reflink idref="bib34" id="ref24">34</reflink>]). It also enables charm with life (Simas and Rufino [<reflink idref="bib53" id="ref25">53</reflink>]) allowing the development of resistance to colonialism and assuming subjectivities in the unveiling of contemporary realities.</p> <p>The pedagogical challenges HE needs to face to teaching non-hegemonic sustainability require didactical changes at different levels (Espinet et al. [<reflink idref="bib17" id="ref26">17</reflink>]). One level deal with the definition of the aims so that teaching is oriented towards the development of students' eco citizenship. Sauvé ([<reflink idref="bib46" id="ref27">46</reflink>]) points at the importance of action development for eco citizenship education which involves the capacity of individual and collective participation in socio-ecological issues and problems. Eco-citizenship education orients itself towards justice in its three interwoven dimensions: political, economic, and environmental. The second level of didactical change deals with the contexts selected for the teaching of non-hegemonic sustainability. Massip et al. ([<reflink idref="bib36" id="ref28">36</reflink>]) suggest selecting socio environmental problems as context for learning in environmental sciences to facilitate students' development of more integrated and situated views of phenomena. These contexts need to navigate locally and globally so that a mutual influence is possible. Finally, the selection of conceptual tools constitutes the third level of didactical change. These tools include the identification of economic and ecological literacies, critical analysis of socio-environmental problems, and the definition of alternative models for the promotion of social and environmental change (Schugurensky [<reflink idref="bib49" id="ref29">49</reflink>]) and transformative action.</p> <p>These pedagogical challenges put a lot of pressure on university teachers since they demand important changes in traditional content and teaching methodologies. In fact, this pressure could be interpreted as the result of a tension between the normative versus the transformative aspects of teaching in HE. Carvalho, Farias, and Pereira ([<reflink idref="bib11" id="ref30">11</reflink>]) highlighted that the establishment of a new <emph>environmental ethos</emph> in HE would require normative as well as transformative pedagogical actions that would facilitate the deconstruction of what is considered hegemonic about sustainability in HE.</p> <hd id="AN0164873184-5">Co-operative universities</hd> <p>The organization of co-operatives is a sociocultural practice based on social and solidarity economic models that set people's basic needs and work at the center to avoid the planet over exploitation for profit. The International Co-operative Alliance (ICA) defines a Co-operative as 'an autonomous association of persons united voluntarily to meet their common economic, social, and cultural needs and aspirations through a jointly-owned and democratically-controlled enterprise' (ICA [<reflink idref="bib22" id="ref31">22</reflink>], 60). The Spanish co-operative movement in education has a long and stable history starting back in the 1960s in the industrialized regions of Vasc Country and Catalonia (Inglada, Sastre, and Villarroya [<reflink idref="bib23" id="ref32">23</reflink>]; López, Moreno, and Fuentes [<reflink idref="bib33" id="ref33">33</reflink>]). Since 1999, the Spanish legislation defined co-operatives in education as '<emph>the co-operatives that develop teaching activities in different educational levels and modalities. They can also develop complementary out of school teaching activities and services facilitating teaching activities</emph>' (article 103, Law 27/1999, July 16, 1999)<emph>.</emph> Students' co-operatives have recently grown in number in Catalonia and have been supported by the Federation of Students' Co-operatives of Catalonia. A students' co-operative is a society formed and managed by students, with the collaboration of teachers, whose purpose is to undertake productive activities (Barbara Educació [<reflink idref="bib7" id="ref34">7</reflink>]). The educational value of students' co-operatives is that they empower its members to acquire tools and resources useful in everyday life through the development of a justice-based critical perspective.</p> <p>Universities are institutions focusing on knowledge (dissemination, transfer, construction, and elaboration) that have a key role in the transition towards social justice and environmental sustainability (Misiaszek and Rodrigues [<reflink idref="bib37" id="ref35">37</reflink>]). Co-operative universities constitute an alternative model to traditional ones supporting the values, principles, and practices of co-operatives (ICA [<reflink idref="bib22" id="ref36">22</reflink>]; Winn [<reflink idref="bib57" id="ref37">57</reflink>]; Van der Veen [<reflink idref="bib55" id="ref38">55</reflink>]). Although co-operative universities are not new, they have recently reemerged with strength as a response to the present socioeconomic challenges and to the EU call for a community engagement in the <emph>Renewed Agenda for Higher Education</emph> (TEFCE [<reflink idref="bib54" id="ref39">54</reflink>]). Despite the global recommendations for Sustainable Development Goals Education in universities (SDSN [<reflink idref="bib50" id="ref40">50</reflink>]), little is known about the contribution of co-operative universities to environmental sustainability.</p> <p>We claim co-operative universities as alternative institutions that might contribute to the teaching of non-hegemonic sustainability creating scenarios for potential change at all levels: teaching methodologies, curriculum, research and institutional organization and management. Co-operatives and non-hegemonic sustainability perspectives share similar values such as empowerment of marginalized communities, participatory governance, equity and justice, or interdependence and connectedness. A framework of a co-operative university has been developed grounded in the history of co-operative movement, the practice of democratic governance and common ownership, and the social production of knowledge (Cook [<reflink idref="bib12" id="ref41">12</reflink>]; Winn [<reflink idref="bib57" id="ref42">57</reflink>]; Neary and Winn [<reflink idref="bib38" id="ref43">38</reflink>]). The model identifies three routes by which universities might be reconstituted as co-operatives. This study is situated in the dissolution transition route towards co-operative universities focusing on the implementation of a students' co-operative at the classroom level. We call it <emph>Co-operative for learning</emph> to emphasize the goal of learning when the students' co-operative is implemented within classroom environments.</p> <p>This paper presents a pilot study addressing students' praxis on environmental education (EE) when engaging in service learning (S-L) for the community through the organization of co-operatives for learning (CxL) in a public university. The teaching innovation is supported by a team of diverse Global North–south educational researchers engaged in collaborative teaching and research. The question guiding the research study was: What are the experiences of undergraduate students from environmental sciences participating in co-operatives for learning about environmental education?</p> <hd id="AN0164873184-6">Methodology</hd> <p></p> <hd id="AN0164873184-7">The higher education context: teaching EE through S-L and CxL</hd> <p>The research activity took place during the pandemic academic year 2020–21 within the <emph>Environmental Sciences Undergraduate Degree</emph> offered at the Autonomous University of Barcelona (UAB), in Catalonia, Spain. The specific context for data collection was situated within the 6 ECT course <emph>Environmental Education and Communication (EE&amp;C),</emph> offered as an elective within the second semester of the fourth-year program. The teacher, an EE practitioner within the municipality of Sant Cugat del Vallès, a researcher, and co-author of this paper implemented an innovative teaching methodology based on S-L and CxL during the last two academic years with the support of a research team<emph>.</emph> The purpose of this teaching innovation was to provide a professionally relevant learning context for students conducive to the development of non-hegemonic views on sustainability.</p> <p>The chosen context for the provision of S-L was the municipality of Sant Cugat del Vallès in Catalonia, Spain. This municipality is ranked in Spain as having one of the highest income per capita, the highest housing prizes, and the youngest population resulting in one of the most unequal municipalities in the country. The city is well known as an example of sustainable development guided by green capitalism principles. In this context, working towards the development of non-hegemonic sustainability represented an opportunity to introduce a JBES through projects such as agroecological initiatives favoring the most vulnerable population of the community. The teaching methodology was developed around four phases:</p> <p></p> <ulist> <item> <emph>Phase 1 CxL organization:</emph> Students and the teacher got organized as a co-operative through three types of co-operative bodies: tasks, commissions, and general assembly. The teacher's role was a facilitator of the co-operative work as well as a social actor of the community. The tasks constituted the different EE&amp;C projects developed by the students as a response to the community needs and demands. The commissions were co-operative bodies supporting the general functioning of the co-operative and the specific development of tasks. Four commissions were established with specific purposes: ecologist-evaluative, feminist-cure, legal-treasurer, and management. Each student participated in at least one task and one commission. The teacher and students met once a week for 4 h, one of which was devoted to co-operative management through the general assembly.</item> <p></p> <item> <emph>Phase 2 Task reception and selection for S-L</emph>: Students got to know the context and the actors of the municipality to receive the service demands that were articulated as tasks. The teacher built a list of tasks based on his socioenvironmental experience in the community and the general assembly of the co-operative made the selection. The following are some examples of the offered tasks: (a) Task 1: To improve the communication strategy within the ecological consumer association of 'El Cabas' to disseminate JBES guiding values such as social and solidarity economy, proximity farmers, ecological agriculture, zero waste, fair trade, critical thinking, and democratic participation; (b)Task 2: Promotion of family communication activities about the values of the association 'El Cabas'; (c) Task 3: To collaborate with secondary science teachers from public schools to design and implement an educational intervention on JBES around the need to introduce a diversity of energy sources in the municipality of Sant Cugat from an eco-social transition perspective; (d) Task 4: Provide support to the network of associations that work to promote social inclusion in the most vulnerable quarter in the municipality. This is done through the development of communication and education activities around urban food gardens from an agroecological perspective. In doing so they contribute to the empowerment of neighbors while they learn how to engage in agroecological tasks</item> <p></p> <item> <emph>Phase 3 Learning about EE&amp;C for JBES while planning and implementing the tasks in the community:</emph> The teacher slowly transfers the control of learning to the students so that the themes go from being more general and teacher led, to more specific and students led. The role of the co-operative is to regulate the process of students' learning ensuring that it is guided by the co-operative values.</item> <p></p> <item> <emph>Phase 4 Evaluation of the process</emph>: The evaluation commission decided the aims and activities with the support of the teacher. The aim of evaluation was to facilitate students' reflection on their environmental praxis towards JBES in two directions: students' engagement with the socio-environmental context (S-L) and methodological transformation of students' learning process (CxL).</item> </ulist> <hd id="AN0164873184-8">Data collection: focus groups and students' narratives</hd> <p>Data collection took place in two different moments of teaching innovation. At the beginning of the course, thirty students participated in four focus groups interviews which lasted between 30-50 min each (Kamberelis and Dimitriadis [<reflink idref="bib25" id="ref44">25</reflink>]). These interviews were conducted online through the university Teams platform and informed consent was obtained at the beginning of the interview. Students who did not provide consent were allowed to leave the focus group. They were recorded and transcribed by two researchers from the UAB research groups Gresc@ and GREDICS. The group of researchers was comprised of 8 members, 4 of which were associated with Latin American universities. At the end of the course, 23 students agreed to participate through writing an individual reflective narrative of approximately 5–6 pages long. This was according to the guidelines provided by the teacher dealing with the aims, content, processes, value, and improvement of CxL experienced by students.</p> <hd id="AN0164873184-9">A sociocultural frame for data analysis: dialectical tensions</hd> <p>An inductive thematic analysis was conducted in a collaborative way consisting of the following phases (Braun and Clarke [<reflink idref="bib8" id="ref45">8</reflink>]): (a) theme emergence (primary categorization leading to units of analysis); (b) meaning construction (secondary categorization leading to units of meaning); and (c) theoretical interpretation (identification of dialectical tensions). This analysis was oriented through a sociocultural theoretical and methodological framework based on the cultural sociology of Sewell ([<reflink idref="bib51" id="ref46">51</reflink>], [<reflink idref="bib52" id="ref47">52</reflink>]). It recognizes the limitations posed by deterministic visions of culture whose emphasis is placed on the explanation of a non-existent social stability limiting in this way the power of creation and transformation of individuals. He proposes to recognize the complexity of human behavior in context against these visions, and above all, to highlight the agency of individuals from which social transformation is explained. From this perspective, educational interactions can be conceptualized as emergent cultural productions. It also recognizes the complexity of human behaviors and patterns that manifest themselves through the tensions inherent in social dynamics.</p> <p>We use this dialectical vision mainly as an analytical instrument to be able to identify, understand and theorize the tensions or antagonisms present in the experiences expressed by the participants in two different social practices. The first is the co-operative as a non-hegemonic socio-economic model grounded in the epistemological tension between sustainability and development recognizing the value of non-hegemonic sustainability. The second social practice is the co-operative as a tool for teaching and learning in HE grounded in both the previous epistemological tension and the implications for teaching and learning (teaching methodologies, curriculum, and institutional implications of co-operative work) The social reality created in HE classrooms is structured and analyzed through dialectical tensions (Roth and Tobin [<reflink idref="bib44" id="ref48">44</reflink>]) that support the teaching innovation of co-operative for learning. One of the contributions of this new dialectical vision of culture is the recognition of the contradictions inherent in the social construction of meanings. Sewell ([<reflink idref="bib51" id="ref49">51</reflink>]; [<reflink idref="bib52" id="ref50">52</reflink>]) deeply shares the dialectical vision for the explanation of social dynamics from the use of two different entities but belonging to the same category. Although these entities seem opposite and contradictory, they are necessary and indispensable for the explanation of a given social phenomenon.</p> <hd id="AN0164873184-10">Results</hd> <p>Registering university students' experiences has provided narratives on how they envision CxL and the impact that this methodology has had on their views of themselves as environmental educators. We have identified four relevant dialectical tensions structuring students' agency as members of a co-operative for learning in HE while engaging in S-L within the community. These dialectical tensions deal with Instructional Methodologies in HE (innovation versus tradition), Connections with the EE profession (theory versus practice), Group work in HE (individual versus collective learning), and Views on Sustainability (Capitalism versus Degrowth).</p> <hd id="AN0164873184-11">Developing instructional methodologies in HE: the tension between innovation and tradition wh...</hd> <p>Discussions on HE teaching innovations are marked by different perspectives that emphasize changes of curricula, evaluation policies, teaching work, pedagogical practices, and the use of information and communication technologies (De Lima [<reflink idref="bib15" id="ref51">15</reflink>]). Likewise, these innovations are guided by the goal related to the democratization of access to universities (especially in the countries of the Global South) and the need to produce science and technology that respond to sustainable development (Wagner and Cunha [<reflink idref="bib56" id="ref52">56</reflink>]). In this study, pedagogical innovations are recognized and signified through CxL as a teaching methodology that contributes to the development of a degrowth vision of social and economic life. It promotes environmental sustainability in HE, based on a reflection on new ways of teaching and learning. As one student experiences: '<emph>In all these years living in formal education, this is the first time requesting me to question the way I am being taught'</emph> (Narrative student 14). This example presents a practical approach to critiquing the political economy of nature from a shamanic perspective (Albert [<reflink idref="bib5" id="ref53">5</reflink>]; Kopenawa and Albert [<reflink idref="bib27" id="ref54">27</reflink>]). It values a pedagogical tool beyond a societal view that emphasizes commercialization and objectification. Hence, pedagogical innovation provides a platform to transform our relationships with others and with nature.</p> <p>The implementation of the innovation in this study has a dual character since on one hand it affects the whole pedagogy of the subject, and on the other hand it is coherent with the theoretical contributions framing these pedagogical practices, i.e visions of post-development as pointed by the following student: '[...] <emph>On the issue of the co-operative ....we have seen that it was a very, very good strategy to start thinking about degrowth</emph>. [...]' (Focus Group, M.4). The entire structure of the subject has changed as a consequence of this teaching innovation including the teachers' role, the selected EE topics, the processes and products generated, and the evaluation. Students are very explicit identifying the innovative characteristics of the subject when narrating their experiences using counterexamples from other disciplines. A view on the opportunities that this subject provides that go beyond passing an exam is represented by the following students' excerpt:</p> <p>[...] <emph>What better way to learn to communicate than with a co-operative with different media such as radio, magazine, podcasts. That is, I can clearly see that you learn much more .... because in the end you could study this subject through a Power Point, reading it many times, memorizing it, and vomiting it in the final exam, and that's it! But to be able to make a co-operative or something like this, is much more interactive, right? [...] Maybe we don't have as many opportunities, and this is one that we have, we need to use it ... yes, yes ....</emph> (Focus Group P. 115).</p> <p>According to the students, working through CxL in the HE classroom generates new affordances (certain autonomies for action) and demands an active role from their side. Besides, this means a rupture with some existing university hierarchies and in class interactions between the teacher and students, towards the promotion of participative approaches to overcoming a traditional environmental sciences curriculum. However, the confrontation of the dialectical tension tradition/Innovation is different depending on students' background. Those having previous experiences with co-operatives in non-formal education outside the university hold different visions about the motivations and challenges of the innovation. They highlight that the proposal is easy to implement, and it represents a positive advantage for them. For students without previous experience in co-operatives, this teaching innovation motivates them to engage in the tasks of the subject, although with a level of difficulty or doubts: '[...] <emph>For me, it is something new and sometimes, I am so confused and I do not know anything, but this also encourages me more to be able to learn and work with that style. Therefore, I think it is a very positive thing</emph>. [...]' (Focus Group, L. 79). Another aspect of this dialectical tension deals with some students' difficulty of managing the learning of different subjects that sometimes have opposite and contradictory teaching methodologies. While recognizing the innovative character of CxL, they also acknowledge the pressure experienced by the cognitive demands of more traditional subjects. The question students ask is: are CxL an appropriate teaching methodology for any subject in the Environmental sciences degree?</p> <p>While innovation is signified from a new <emph>ethos</emph> in the face of the environmental issue marked by interdisciplinary relations, with the labor market and by valuing practice, the dialectical tension between innovation and tradition is produced from counterexamples with other disciplinary experiences throughout the environmental sciences degree. In this case, tradition means something that is aligned with a fragmented notion of the world and curriculum, predominantly Western in the way of teaching. Krenak ([<reflink idref="bib29" id="ref55">29</reflink>]), by highlighting the importance of Indigenous traditions and considering that the future is ancestral, calls us to think about more holistic relationships in the processes of signifying the world. Denaturalizing what is Western tradition in the environmental sciences curriculum represents a way to bring a non-hegemonic view of sustainability.</p> <hd id="AN0164873184-12">Connecting with EE professional world: the tension between theory and practice when participa...</hd> <p>The implementation of a co-operative for learning in the teaching of <emph>Education and Environmental Communication</emph> has promoted students' connection with the job market reality to which they are close to accessing. Students express unanimously that thanks to the experience of creating a co-operative they have had the opportunity to gain direct experience in a work environment:</p> <p> <emph>I think it is a very good way to learn to do EE since in the future this may be one of the ways to engage professionally. We have learned how a co-operative works and I probably would have never known that</emph>. (Narrative Student 13)</p> <p>Although the degree in Environmental Sciences is highly interdisciplinary, its approach continues to prioritize the teaching of theoretical knowledge to the detriment of action-oriented skills in real contexts. Some students even go so far as to claim that in this subject they have started to interact with the working world for the first time in their four years of Environmental Sciences degree completion: '<emph>Really, we have done very theoretical things in the degree of environmental sciences and we have touched a little bit of everything except directly entering the world of work in some way</emph>' (Focus Group P, 4).</p> <p>The connection with the job market is made from two fundamental contexts of the co-operative for learning: the internal and the external ones. The internal context is the working by commissions for the realization of EE&amp;C tasks. Students learned to organize themselves in commissions, to relate in groups, to respect the different proposals, to detect the necessary improvements in their personal attitudes and the tasks to be performed, as well as in the way they organize themselves. The external context is the establishing of professional contact with key actors of the community to identify problems and tasks based on a S-L methodology. Few students expressed this dimension as a work experience because of the social restrictions of Covid-pandemic during 2020–21 academic year.</p> <p>The teaching methodology merging CxL with S-L promotes the connection with the communities near the university through the detection of needs, as well as the design of proposals and their implementation with an educational purpose.</p> <p>While learning, students are prepared to educate and communicate environmentally in real contexts both internal and external. Therefore, they are also being educated. This dual purpose is part of the success factors articulated by students as shown in the following vignette:</p> <p> <emph>The format of the co-operative has worked very well because it has been the closest experience to a future work as environmentalists that we have had. It has worked thanks to the fact that we were learning while we were educating environmentally and therefore, it was a process twice as enriching</emph>. (Narrative Student 6)</p> <p>Nonetheless we have detected a certain tension in students' experiences when working in external contexts between the tasks invented from scratch by students and those offered by community actors being more structured. Clear approval is expressed for both types of activities and it is requested that they be further developed in future editions of the subject.</p> <p>The UAB together with other Spanish universities that are part of the CRUE (Conference of Rectors of Spanish Universities) have adhered to the document on the institutionalization of S-L as a teaching strategy that promotes social responsibility and sustainability (CADEP [<reflink idref="bib9" id="ref56">9</reflink>]). Despite this, the challenge of connecting with the job market for the promotion of a JBES through EE&amp;C is still alive and demands greater efforts to institutionalize this type of methodologies. The use of CxL allows to enrich the range of S-L proposals in university teaching providing a professional dimension of greater depth.</p> <hd id="AN0164873184-13">Group work in HE: the tension between individual and collective learning within co-operatives...</hd> <p>Group work is an educational strategy widely used in university teaching. Although it has different meanings in the educational research literature, we would like to highlight the most relevant for the HE: Cooperative Learning and Collaborative Learning. The group work proposal carried out within CxL shares some of the characteristics of Cooperative Learning originally identified by Johnson, Johnson, and Holubec ([<reflink idref="bib24" id="ref57">24</reflink>]) and later collected for the case of HE by Loh and Chin-Siand ([<reflink idref="bib32" id="ref58">32</reflink>]).</p> <p>Building a co-operative for learning in the classroom has made it easier to place learning at the center of a new sense of group work in contrast with the traditional practices of university education. Students understand the role of the collective as the act of working together to reach an end goal from everyone's point of view. They believe that group tasks exercise competences for the labor market and mention that in the future they will work in teams. They highlight the organizational dimension of group tasks from the commissions in the co-operative and that this facilitates collective work. At the individual level, relational skills such as belonging to a group, collaboration, organization, empathy and above all communication are learned. The voice of this student points to the importance of the positive interdependence that is generated in the co-operative as opposed to more traditional individual learning:</p> <p> <emph>In this subject, EE has been carried out through the formation of a co-operative. In this way, it has been possible that the learning of the different group members depended on the actions that each one has carried out. This is important, since in this way, it is achieved that each person is aware that their learning depends on the learning of the others and therefore the pace of learning of each one is respected</emph>. (Narrativa Student 7)</p> <p>Students are also aware of the limiting factors of group work affecting the dialectical tension Individual-Collective. One of them is the lack of time that conditions the decision-making processes within the co-operative to the point of distorting collective work:</p> <p> <emph>It is said that a lot of group work is currently done at the university, and that is the case. It is also said that it is because it is what we will find it later in the world of work. The reality is that group work, instead of being a joined activity, students have adopted the law of speed</emph>. (Narrative Student 16)</p> <p>Another factor is the diversity of motivations and levels of involvement towards the tasks of the co-operative shown by the members of the commissions. Although the co-operative reinforces the value of respect for diversity in all its manifestations, students find unfairly the lack of some students' individual responsibility that affects collective responsibility (individual and group accountability). Some individuals begin to wonder about the causes of this situation:</p> <p> <emph>During the course there have been times when I have detected a lack of solidarity between classmates, lack of task sharing in an equitable way and differences in the degree of involvement and participation. Is this due to a false assembly or that we are not a consolidated group?</emph> (Narrative Student 14)</p> <p>Finally, the individual-collective dialectic is stressed by the diversity of previous experiences on non-formal educational projects of an assembly nature. Some students with previous experience consider it easy to participate in groups within the subject, while others without this experience consider it a challenge.</p> <p>Planning the teaching of the subject <emph>EE&amp;C</emph> taking into account JBES has meant introducing group work that shares the values of CxL. Students have experienced important tensions associated with group work leading to question the way of relating to other classmates to overcome the prevailing individualism in HEI. Thus, we claim the need to incorporate the principles and strategies of Cooperative Learning in the university when implementing CxL in the university classrooms.</p> <hd id="AN0164873184-14">Developing non-hegemonic views of sustainability: the tension between capitalism and degrowth...</hd> <p>The Worldview of environmental science students is concretized in their conception of EE as a tool to solve environmental problems. During their Degree in Environmental Sciences training, students have developed a vision of the environment that contemplates both its natural and social dimension. In this way, they understand that current environmental problems have a deep social root that determines them: '<emph>Currently, we distinguish problems as being either natural or social, but the fact is that problems that affect the environment indirectly also affect us, therefore they are social problems</emph>' (Narrative Student 8). This is not the case in university students of the bachelors of Elementary Education or Social Education who show little awareness about the socio-environmental nature of current problems as shown in a recent study (Massip et al. [<reflink idref="bib36" id="ref59">36</reflink>]). In this case, students conceive current problems as social or environmental, making it more difficult to work towards a change of more complex conceptions about the environment.</p> <p>Participating in CxL has allowed the emergence of values such as solidarity, participation, or community, the lack of which is related to the causes of the environmental problems of the present. We could affirm that working as a co-operative in HE allows to strengthen the central values on which an alternative socioeconomic model to capitalism is based, although it is not sufficiently articulated in the expressed worldviews of the students. In spite of this, some students have been able to situate co-operative work from an alternative economic perspective:</p> <p> <emph>Creating a new co-operative is like imagining a new economic model, on a small scale (... ....). Currently, working in a co-operative encourages group actions, fleeing from the individualism and selfishness on which this society has been built. Working within a co-operative is a great strategy to encourage and develop positive values (brotherhood, new ideas, justice, equality ...) that we need in a more sustainable and fairer society with us and with our environment, gaining in a new vision of the world and people, creating new principles and values</emph>. (Narrative Student 20)</p> <p>In any case, students' experiences are not built around important socio-economic concepts such as that growth is driven by the surplus value inherent in the capitalist proposal, or that a co-operative socializes that surplus value and therefore may not dedicate it to growth. These experiences do not have references to the Social and Solidarity Economy more focused on caring, the reproduction of communities, or attention to people's needs, than to the reproduction of capital. That is, the analysis of the economic environment and its transformation are not present in students' conceptions of EE, so the co-operative experience has not come to raise it with sufficient strength.</p> <p>Students do not know still much about degrowth economic proposals. However, they know that it is an alternative proposal to capitalism and to the traditional business model. They express, based on intuition, that degrowth is consistent with the methodological innovation in the subject that enhances the value of the collective, group tasks, cooperation, and horizontality. We believe that CxL in HE can contribute to the development of students' competences for what is characterized as a community-based proposal, focused on the solidarity economy, of an eco-social life, with results oriented to social justice and environmental sustainability. The current challenge of constructing an alternative worldview to capitalism such as degrowth in university students of environmental sciences lies in the development of a deeper economic thinking that would enrich ideas such as the one expressed by this student: '<emph>I associate degrowth to minimalism, that is, less is more ... but my ignorance is big!</emph>' (Focus group M, 225).</p> <hd id="AN0164873184-15">Discussion and conclusion</hd> <p>This study expects to contribute to Misiaszek and Rodrigues ([<reflink idref="bib37" id="ref60">37</reflink>]) position paper of this special issue by providing an exploratory response to the main question: <emph>What are the transformative measures needed, if any, to successfully teach HE students JBES praxis which often challenge long-established academic roles, hierarchies, and canons, as well as local-to-global influences well beyond the classroom walls?</emph> The results of this pilot study point at the mobilization power and agency of CxL whose aim is to promote students' learning in EE as well as to strengthen students' projection of their professional image.</p> <p>The training of environmental educators for a fair and sustainable future within environmental sciences degrees will require teaching methodologies in HE that include non-hegemonic and dialectical views of sustainability based on degrowth socioeconomic models (Espinet et al. [<reflink idref="bib17" id="ref61">17</reflink>]), socio environmental problems as learning contexts (Massip et al. [<reflink idref="bib36" id="ref62">36</reflink>]), in addition to students' co-operatives as an organizational strategy that expands the impact of S-L in HE. As argued in Ajaps ([<reflink idref="bib4" id="ref63">4</reflink>]), the omission of non-hegemonic epistemologies inhibits holistic pedagogical approaches for effective sustainability teaching and learning. Nevertheless, content and epistemic transformations are not enough: we agree with Ajaps ([<reflink idref="bib4" id="ref64">4</reflink>]) and Cuenca-Soto et al. ([<reflink idref="bib14" id="ref65">14</reflink>]) when considering needed structural transformations. When Ajaps ([<reflink idref="bib4" id="ref66">4</reflink>]) point out the incompatibility of sustainability education and some pedagogical approaches, characterized by being decontextualized and promoting abstract learning, they do not consider concrete methodological implications neither co-operatives as a way to increase the sustainability coherence of HE pedagogical approaches. In contrast, Cuenca-Soto et al. ([<reflink idref="bib14" id="ref67">14</reflink>]) do consider critical transformative paradigms, 'where people become the protagonists, breaking walls so that there is a community participation' (<reflink idref="bib8" id="ref68">8</reflink>, 27). Lin et al. ([<reflink idref="bib31" id="ref69">31</reflink>]) go quite further, when linking the commitment to eco-justice pedagogy with students being active participants in their learning. In this study, we understand that a bachelor's in environmental sciences in a public university has the responsibility in front of the JBES approach considering the environment as the central object of the area, with interdisciplinary / transdisciplinary genesis that aims to train people to diagnose and propose alternatives to environmental problems and issues. Although the innovation presented corresponds to an experience of a single subject in the curriculum, the results indicate students' appreciation of the following aspects: (i) learning that goes beyond the subject increases power to generate a cultural change in internal and external relations to discipline and subject; (ii) practical actions linked to societal demands that generate possibilities for intervention in the community by practicing/experimenting with roles in the world of work; and (iii) material bases that would sustain the mediations of an innovative social exchange centered on work by co-operatives. These appreciations partially agree with those emerging from S-L projects in HE (f.e. Cuenca-Soto et al. [<reflink idref="bib14" id="ref70">14</reflink>]) where the students value horizontal and equal relationships, sharing responsibilities and making decisions together. In this case they were not organized co-operatively, but S-L offered them this experience linked to environmental and social commitments.</p> <p>In our work, we have seen that it is possible to characterize breaking points from the dialectical tensions of innovation/tradition, theory/practice, individual/collective and degrowth/capitalism to establish a students' environmental praxis committed to justice. These breaking points are the decommodification of work (by the initiative of co-operatives), the reconstruction of relationships with the other (by the active and collaborative role of students), and of nature (by the degrowth approach). They confer new perspectives on the notions of development and sustainability. They inaugurate pedagogical competences in the training of Environmental Educators that include the study and assessment of aesthetic and affective dimensions, reducing hierarchies in HE. Teaching is carried out through real learning situations such as S-L and in new models of work organization. Individual or collective implications in criticizing the capitalist model are also addressed.</p> <p>The dialectical tension (capitalism/degrowth) allows us to recognize that in such a worldview the 'environmental crisis' implies ecological confrontations and distributive conflicts, making explicit that environmental problems do not affect all subjects in the same way. The perspective of degrowth assumes that the concentration of wealth is also the result of processes of control of certain groups over certain environmental resources; consequently, it is necessary to decrease for Europe, which does not apply to all dimensions of the planet. In addition, by considering degrowth as a background/referential in/of the subject, the notion of development is deployed and advances to other models of sustainability, given that ecological productivity and technological innovation form a framework with cultural processes and valuation of nature claim its social appropriation (Leff [<reflink idref="bib30" id="ref71">30</reflink>]) We agree with Lin et al. ([<reflink idref="bib31" id="ref72">31</reflink>]) when considering that HE had and still has a role on intensifying neoliberal narratives and ideologies based on growth and development. When doing so HE is teaching competitive skills that facilitate students' contribution to ecosystem's degradation. A JBES approach in HE should promote action for environmental justice by providing conceptual and methodological opportunities for students to deconstruct neoliberal narratives and engage in community-based projects, internships, and research.</p> <p>The pedagogical innovation anchored to the JBES dimensions informs a coherence between the treatment of EE&amp;C in the subject. The JBES approach and its pedagogical contributions located contribute to "reinventions of disciplines and their epistemological foundations" (Misiaszek and Rodrigues [<reflink idref="bib37" id="ref73">37</reflink>], 215). From the methodological innovation recognized by the students (innovation/tradition tension), it is possible to launch an organized planned effort, and not spontaneous of changes in the subject that has to do with the local dynamics in which it operates. This entails the controversial debate of innovation, which is to confront the force of the instituted (Coscarelli [<reflink idref="bib13" id="ref74">13</reflink>]), of local power relations, the hegemony of techno-economic rationality (Leff [<reflink idref="bib30" id="ref75">30</reflink>]) to promote cultural changes that may affect the world of practice, because that is where the problems of institutions and actors are found (Coscarelli [<reflink idref="bib13" id="ref76">13</reflink>]). The proposed transformative measures seek to reconstruct notions of the future based on the updating of imaginaries, identities, and practices that seek to overcome power relations established in the search for life's potentialities, cultural diversity through alternative routes (Leff [<reflink idref="bib30" id="ref77">30</reflink>]) in the university-society relationship. This involves engaging students in dialogues and debates that challenge dominant and hegemonic perspectives. EE contributes to the construction of individual and collective identities, earthly, as living beings in a large network of shared life, in addition to promoting different forms of anchoring (in place, in time, in culture) and various forms of reconnection of human beings with life (Sauvé [<reflink idref="bib47" id="ref78">47</reflink>]). This approach conveys to promote trough the experience (generating a praxis) some affective values and new aesthetic dimensions (Payne et al. [<reflink idref="bib42" id="ref79">42</reflink>]) to enhance students' emotional and sensory connections with the world.</p> <p>We understand the pedagogical contributions of CxL in HE as a practical movement that stands first as resistance and conflict to what is instituted, against the logic of an educational system structured by capital, by technical rationality, by exclusions. Later it moves towards sharing with students the management of the classroom with decision-making mechanisms for participation and definition of its own organizational and institutional scheme. With this study we would like to respond to Agyeman and Crouch ([<reflink idref="bib3" id="ref80">3</reflink>]) call to put environmental justice at the center of HE training in Sustainability.</p> <hd id="AN0164873184-16">Epilogue</hd> <p>The research presented in this paper has been done by a team of researchers from Europe (Catalonia, Spain) and Latin America (Mexico and Brazil). The way we have framed the research includes constructs such as Development and Sustainability that bridge both continents. Although EE is taught in universities from both continents, it does not engage in deep reflection on what socioeconomic models are behind the environmental transformations suggested in HE instruction. In this epilogue, we attempt to freely explore the potential of CxL in HE in two local university contexts in Latin America: Brazil and Mexico. In doing so, we hope to facilitate the dialogue between north–south university contexts in relation to how to promote EE for JBES. In the case of Latin America, introducing CxL in HE oriented to a JBES means working with post-development visions and in relevant contexts both locally and globally. Post-development, in countries like Brazil, is built from proposals anchored in Indigenous ancestral visions, as in the Teko Porã which is a Guarani term that means the 'beautiful road', or 'good living'. This philosophy is based on cosmology and the Indigenous way of life and is presented as an opportunity to collectively build new ways of life in which sustainability is not an objective, but a principle of life. Likewise, in the case of Mexico, which is considered one of the four major centers of genetic diversity and modern dispersal of food crops in the world, CxL can be applied in food production contexts. This would allow not only to move towards sustainability but also to recognize the legacy of Indigenous knowledge that has allowed us to conserve part of our biodiversity. Incorporating the learning of agroecological practices through the silver principles in the co-operative would be a possibility to move towards JBES. We consider that working through co-operatives as an educational project in HE is a way to develop a critical and transformative consciousness. Knowing and experiencing a community and collaborative work within social life, constitutes a basic competence for the construction of JBES.</p> <hd id="AN0164873184-17">Acknowledgments</hd> <p>We want to thank Pía José González García, Elisabeth Rodríguez Acevedo, and Raúl Almendro for their participation in the data collection of this study.</p> <hd id="AN0164873184-18">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0164873184-19">Data availability statement</hd> <p>This study has followed to orientations provided by the Ethics Committee on Animal and Human Experimentation (CEEAH) at Universitat Autònoma de Barcelona (UAB). https://<ulink href="http://www.uab.cat/web/human-research/presentation-1345735629170.html">www.uab.cat/web/human-research/presentation-1345735629170.html</ulink>. 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| Items | – Name: Title Label: Title Group: Ti Data: Co-Operatives for Learning in Higher Education: Experiences of Undergraduate Students from Environmental Sciences – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Espinet%2C+Mariona%22">Espinet, Mariona</searchLink><br /><searchLink fieldCode="AR" term="%22Llerena%2C+German%22">Llerena, German</searchLink><br /><searchLink fieldCode="AR" term="%22dos+Santos%2C+Laísa+M%2E+Freire%22">dos Santos, Laísa M. Freire</searchLink><br /><searchLink fieldCode="AR" term="%22de+Robles%2C+S%2E+Lizette+Ramos%22">de Robles, S. Lizette Ramos</searchLink><br /><searchLink fieldCode="AR" term="%22Massip%2C+Mariona%22">Massip, Mariona</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Teaching+in+Higher+Education%22"><i>Teaching in Higher Education</i></searchLink>. 2023 28(5):1005-1023. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Service+Learning%22">Service Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Praxis%22">Praxis</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Development%22">Educational Development</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/13562517.2023.2210078 – Name: ISSN Label: ISSN Group: ISSN Data: 1356-2517<br />1470-1294 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1394203 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13562517.2023.2210078 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1005 Subjects: – SubjectFull: Environmental Education Type: general – SubjectFull: Cooperation Type: general – SubjectFull: Service Learning Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Social Justice Type: general – SubjectFull: Praxis Type: general – SubjectFull: Universities Type: general – SubjectFull: Educational Development Type: general – SubjectFull: Spain Type: general Titles: – TitleFull: Co-Operatives for Learning in Higher Education: Experiences of Undergraduate Students from Environmental Sciences Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Espinet, Mariona – PersonEntity: Name: NameFull: Llerena, German – PersonEntity: Name: NameFull: dos Santos, Laísa M. Freire – PersonEntity: Name: NameFull: de Robles, S. Lizette Ramos – PersonEntity: Name: NameFull: Massip, Mariona IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 1356-2517 – Type: issn-electronic Value: 1470-1294 Numbering: – Type: volume Value: 28 – Type: issue Value: 5 Titles: – TitleFull: Teaching in Higher Education Type: main |
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