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- Creators: Cloutier, Scott
Description
Institutions of higher learning can be centers of meaning-making and learning and are expected to play a pivotal role in a global shift toward sustainability. Despite recent innovations, much sustainability education today is still delivered using traditional pedagogies common across higher education. Therefore, students and facilitators should continue innovating along pedagogical themes consistent with the goals of sustainability: transformation and emancipation. Yet, more clarity is needed about pedagogical approaches that will transform and emancipate students, allowing them to become innovators that change existing structures and systems. My dissertation attempts to address this need using three approaches. First, I present a framework combining four interacting (i.e., complementary) pedagogies (transmissive, transformative, instrumental, and emancipatory) for sustainability education, helping to reify pedagogical concepts, rebel against outdated curricula, and orient facilitators/learners on their journey toward transformative and emancipatory learning. Second, I use a descriptive case study of a sustainability education course set outside of the traditional higher education context to highlight pedagogical techniques that led to transformative and emancipatory outcomes for learners partaking in the course. Third, I employ the method of autoethnography to explore my own phenomenological experience as a sustainability student and classroom facilitator, helping others to identify the disenchanting paradoxes of sustainability education and integrate the lessons they hold. All three approaches of the dissertation maintain a vision of sustainability education that incorporates contemplative practices as essential methods in a field in need of cultivating hope, resilience, and emergence.
ContributorsPapenfuss, Jason (Author) / Merritt, Eileen (Thesis advisor) / Manuel-Navarrete, David (Thesis advisor) / Eckard, Bonnie (Committee member) / Cloutier, Scott (Committee member) / Arizona State University (Publisher)
Created2019
Description
this project is about interrupting existing patterns of urban loneliness. the project explores three urban typologies of loneliness and potential interferences for each landscape. obstacles to unloneliness are investigated, such as urban form and social media. each is evaluated for its effect on loneliness and how this effect can be used to influence urbanites to feel less lonely. the focus is on ideas and experimentation. physical interference seeks to challenge preconceptions of what a city is, how one experiences the urban environment, and the role social media plays in our daily lives. the goal is to determine a spatial representation of the effect urbanism and social media have on loneliness and to use that to suggest a new typology of public space to promote unloneliness within phoenix, san francisco, and new york city. physical interference is a manifestation of ideas surrounding the modern urban experience.
ContributorsMedeiros, Camille Nicole (Author) / Maddock, Bryan (Thesis director) / Neveu, Marc (Thesis director) / Cloutier, Scott (Committee member) / School of Sustainability (Contributor) / The Design School (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
This project draws sustainability material out of the textbook and into the body using a
role play simulation modeled around Michigan wolf management. In this case, role play simulation is a game fabricated to reflect the complexity of real-world conflict. The goal of the exercise is to engage players in mock negotiation and expand their knowledge of wicked environmental problems. By encouraging participants to question their own thought process, the activity aims to foster a transformational experience.
role play simulation modeled around Michigan wolf management. In this case, role play simulation is a game fabricated to reflect the complexity of real-world conflict. The goal of the exercise is to engage players in mock negotiation and expand their knowledge of wicked environmental problems. By encouraging participants to question their own thought process, the activity aims to foster a transformational experience.
ContributorsVermeer, Danielle Nicole (Author) / Cloutier, Scott (Thesis director) / Movahed, Neda (Committee member) / School of Geographical Sciences and Urban Planning (Contributor) / School of Sustainability (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05