Transforming sustainability education through transdisciplinary practice

Baumber, A

Transforming sustainability education through transdisciplinary practice

Baumber, A

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Publisher:: Springer
Publication Type:: Journal Article
Citation:: Environment, Development and Sustainability: a multidisciplinary approach to the theory and practice of sustainable development, 2022, 24, (6), pp. 7622-7639
Issue Date:: 2022-08-10

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Field	Value	Language
dc.contributor.author	Baumber, A https://orcid.org/0000-0001-8560-8661
dc.date.accessioned	2022-06-22T04:35:17Z
dc.date.available	2021-08-03
dc.date.available	2022-06-22T04:35:17Z
dc.date.issued	2022-08-10
dc.identifier.citation	Environment, Development and Sustainability: a multidisciplinary approach to the theory and practice of sustainable development, 2022, 24, (6), pp. 7622-7639
dc.identifier.issn	1387-585X
dc.identifier.issn	1573-2975
dc.identifier.uri	http://hdl.handle.net/10453/158313
dc.description.abstract	Addressing urban sustainability challenges through transformative learning requires learners to be receptive to alternative viewpoints and to critically analyse their own assumptions and worldviews. Higher education institutions have an important role to play in addressing such challenges through their capacity to bring together diverse stakeholders and implement structured learning activities that can enable transformation on a personal and societal level. This article presents a case study of how urban sustainability has been incorporated into various courses run by the TD (transdisciplinary) School at the University of Technology Sydney. The findings illustrate that a transdisciplinary approach to higher education can facilitate transformative learning through a focus on real-world challenges, complex systems thinking, the integration of diverse knowledges and reflexivity. The lessons emerging from the case study demonstrate the importance of both enabling students to obtain a transdisciplinary skillset through their education and ensuring that educators adopt a transdisciplinary mindset to curriculum design.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	Springer
dc.relation.ispartof	Environment, Development and Sustainability: a multidisciplinary approach to the theory and practice of sustainable development
dc.relation.isbasedon	10.1007/s10668-021-01731-3
dc.rights	This is a post-peer-review, pre-copyedit version of an article published in Environment, Development and Sustainability: a multidisciplinary approach to the theory and practice of sustainable development. The final authenticated version is available online at: http://dx.doi.org/ 10.1007/s10668-021-01731-3
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	0502 Environmental Science and Management, 0701 Agriculture, Land and Farm Management, 1604 Human Geography
dc.subject.classification	Ecology
dc.title	Transforming sustainability education through transdisciplinary practice
dc.type	Journal Article
utslib.citation.volume	24
utslib.location.activity	Netherlands
utslib.for	0502 Environmental Science and Management
utslib.for	0701 Agriculture, Land and Farm Management
utslib.for	1604 Human Geography
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Provost
pubs.organisational-group	/University of Technology Sydney/Provost/TD School
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
utslib.copyright.embargo	2022-08-10T00:00:00+1000Z
dc.date.updated	2022-06-22T04:34:59Z
pubs.issue	6
pubs.publication-status	Published
pubs.volume	24
utslib.citation.issue	6

Abstract:

Addressing urban sustainability challenges through transformative learning requires learners to be receptive to alternative viewpoints and to critically analyse their own assumptions and worldviews. Higher education institutions have an important role to play in addressing such challenges through their capacity to bring together diverse stakeholders and implement structured learning activities that can enable transformation on a personal and societal level. This article presents a case study of how urban sustainability has been incorporated into various courses run by the TD (transdisciplinary) School at the University of Technology Sydney. The findings illustrate that a transdisciplinary approach to higher education can facilitate transformative learning through a focus on real-world challenges, complex systems thinking, the integration of diverse knowledges and reflexivity. The lessons emerging from the case study demonstrate the importance of both enabling students to obtain a transdisciplinary skillset through their education and ensuring that educators adopt a transdisciplinary mindset to curriculum design.

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http://hdl.handle.net/10453/158313