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Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context

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  • Jason Papenfuss

    (School of Sustainability, Arizona State University, Tempe, AZ 85287, USA)

  • Eileen Merritt

    (Mary Lou Fulton Teachers College, Arizona State University, Phoenix, AZ 85069, USA)

Abstract

Students, practitioners, and scholars of sustainability education are increasingly calling for divergent curricula and novel pedagogical approaches that cultivate transformation and emancipation at both the individual and institutional levels. For decades, ecovillages around the globe have provided alternatives for sustainable living and many have also developed alternative educational approaches. For this reason, ecovillages can be important learning laboratories for experimenting with sustainability education curricula and pedagogies, allowing scholars to learn across disciplinary, cultural, and worldview boundaries. In the present study, we conducted a descriptive case study of Findhorn Foundation College’s 5-week Ecovillage Design Education course. By applying a narrative analysis of archives, field notes, surveys, and interviews, we arrived at 17 different categorical elements across six major themes. Using the field data, we linked these categorical elements to three consistent pedagogical elements: ritual pedagogies, pedagogies of story, and collaborative pedagogies. We conclude by highlighting several inductive themes present in participant data that indicated potential hindrances, constraints, and cautionary tales regarding implementation of these pedagogies in higher education contexts situated in the Global North.

Suggested Citation

  • Jason Papenfuss & Eileen Merritt, 2019. "Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context," Sustainability, MDPI, vol. 11(14), pages 1-19, July.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:14:p:3880-:d:249017
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    References listed on IDEAS

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    1. Hong, Soonkwan & Vicdan, Handan, 2016. "Re-imagining the utopian: Transformation of a sustainable lifestyle in ecovillages," Journal of Business Research, Elsevier, vol. 69(1), pages 120-136.
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    Cited by:

    1. Heather L. Stuckey & Mark Peyrot & Riana Conway & Edward W. Taylor, 2022. "A conceptual validation of transformative learning theory," Social Science Quarterly, Southwestern Social Science Association, vol. 103(6), pages 1459-1474, November.
    2. María Consuelo Sáiz-Manzanares & Sara Gutiérrez-González & Ángel Rodríguez & Lourdes Alameda Cuenca-Romero & Verónica Calderón & Miguel Ángel Queiruga-Dios, 2020. "Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques," Sustainability, MDPI, vol. 12(17), pages 1-18, August.
    3. Zach Rubin, 2019. "Ecovillagers’ Assessment of Sustainability: Differing Perceptions of Technology as a Differing Account of Modernism," Sustainability, MDPI, vol. 11(21), pages 1-17, November.
    4. Benjamin Nölting & Heike Molitor & Julian Reimann & Jan-Hendrik Skroblin & Nadine Dembski, 2020. "Transfer for Sustainable Development at Higher Education Institutions—Untapped Potential for Education for Sustainable Development and for Societal Transformation," Sustainability, MDPI, vol. 12(7), pages 1-21, April.
    5. Uwe Demele & Benjamin Nölting & Wibke Crewett & Georgi Georgiev, 2021. "Sustainability Transfer as a Concept for Universities in Regional Transformation—A Case Study," Sustainability, MDPI, vol. 13(9), pages 1-25, April.

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