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- All Subjects: Sustainability
- Member of: ASU Electronic Theses and Dissertations
Description
This research interconnects three case studies to examine survivability as a framework through which to explore historic, current, and future collaborations in the face of existential threats, social-ecological-technical uncertainty, and indeterminate futures. Leveraging archival research, document analysis, and ethnographic field work, this study focuses on artist Georgia O’Keeffe’s mid-20th-century construction of a nuclear fallout shelter, the COVID Tracking Project’s response work in the first year of the Coronavirus Disease 2019 (COVID-19) pandemic, and three decades of future-facing scientific research performed at Biosphere 2. These cases demonstrate multidisciplinary collaborations across individual, organizational, and institutional configurations at local, national, and international scales in threat contexts spanning nuclear weapons, pandemics, and increasing climate catastrophe. Within each of the three cases, I examine protagonists’ collaborations within knowledge systems, their navigation of scientific disciplinary boundaries, their acknowledgement and negotiation of credibility and expertise, and how their engagements with these systems impact individual and collective survivability. By combining complex adaptive systems (CAS) framings with Science and Technology Studies concepts, I explore ways in which transformations of hierarchy and epistemological boundaries impact, and particularly increase, social-ecological-technical systems (SETS) survivability. Including notions of who and what systems deem worthy of protection, credibility, expertise and agency, imaginations, and how concepts of systems survivability operate, this work builds a conceptual scaffolding to better understand the dynamic workings of quests for survival in the 21st century.
ContributorsWasserman, Sherri (Author) / Selin, Cynthia (Thesis advisor) / Richter, Jennifer (Committee member) / Jalbert, Kirk (Committee member) / Arizona State University (Publisher)
Created2022
Description
Universities and colleges in the United States (U.S.) are in a period of rapid transformation. Driven by the need for an educated workforce, higher education institutions are responding to rapid innovation, globalization, economic realities, and sociodemographic shifts. Simultaneously, extensive educational online networks connect millions of people worldwide enable learning and knowledge sharing beyond what society has experienced to date. In light of technological advancements, the preservation and presentation of certain ideals that undergird academia and the communication and application of knowledge are undergoing dramatic change. Within higher education, this is both a challenge and an opportunity to re-envision the commitment to educate the public. This research discusses potential forms of this redesign and how it can build upon and depart from previous iterations of higher education. How colleges and universities will adapt to become more relevant, engaging, and accessible is a pressing question that must be addressed.
Using case studies focused on creating sustainability education materials, this dissertation develops knowledge related to three interconnected areas of study that will contribute to redesigning higher education through participatory action research methodology. First, higher education has a civic responsibility to provide new ways of thinking, being, and doing globally and providing more access to education to broader society, especially through public research institutions. Second, with a vast array of available learning materials, higher education should invest in elegantly-designed experiences consisting of well-reasoned, meticulously-curated, and high-quality content that is aesthetically appealing, engaging, and accessible to a broad audience. Third, as universities transition from the gatekeepers of knowledge to the connectors of knowledge, they also need to ensure that a coherent mission is articulated and invested in by stakeholders to create an intentionally beneficial transformational effort. The transformation of higher education toward a more inclusive learning environment through new ways of thinking and elegantly-designed learning experiences will serve to improve our learning institutions. As part of the necessary core for an educated democracy, higher education institutions must strive to create a more equitable, inclusive, and diverse society.
Using case studies focused on creating sustainability education materials, this dissertation develops knowledge related to three interconnected areas of study that will contribute to redesigning higher education through participatory action research methodology. First, higher education has a civic responsibility to provide new ways of thinking, being, and doing globally and providing more access to education to broader society, especially through public research institutions. Second, with a vast array of available learning materials, higher education should invest in elegantly-designed experiences consisting of well-reasoned, meticulously-curated, and high-quality content that is aesthetically appealing, engaging, and accessible to a broad audience. Third, as universities transition from the gatekeepers of knowledge to the connectors of knowledge, they also need to ensure that a coherent mission is articulated and invested in by stakeholders to create an intentionally beneficial transformational effort. The transformation of higher education toward a more inclusive learning environment through new ways of thinking and elegantly-designed learning experiences will serve to improve our learning institutions. As part of the necessary core for an educated democracy, higher education institutions must strive to create a more equitable, inclusive, and diverse society.
ContributorsHale, Anne Elizabeth (Author) / Archambault, Leanna (Thesis advisor) / Johnston, Erik W., 1977- (Thesis advisor) / Richter, Jennifer (Committee member) / Arizona State University (Publisher)
Created2020