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Article

Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers

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Education and Learning Science Group, Wageningen University, 6706 KN Wageningen, The Netherlands
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Fundación Mentes en Transición, Filandia 634007, Colombia
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Aldeafeliz ecovillage, San Francisco 253607, Colombia
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Alianzas para la Abundancia, Las Islas del Rosario 130019, Colombia
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Corporación Nuh Jay, Pasto 520001, Colombia
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Author to whom correspondence should be addressed.
Sustainability 2020, 12(7), 2601; https://doi.org/10.3390/su12072601
Received: 3 June 2019 / Revised: 7 January 2020 / Accepted: 13 March 2020 / Published: 25 March 2020
(This article belongs to the Special Issue Transgressive Learning and Transformations to Sustainability)
In times of global systemic dysfunction, there is an increasing need to bridge higher education with community-based learning environments so as to generate locally relevant responses towards sustainability challenges. This can be achieved by creating and supporting so-called learning ecologies that blend informal community-based forms of learning with more formal learning found in higher education environments. The objective of this paper is to explore the levers and barriers for connecting the above forms of learning through the theory and practice of an educational approach that fully engages the heart (feelings), head (thinking), and hands (doing). First, we present the development of an educational approach called Koru, based on a methodology of transgressive action research. Second, we critically analyze how this approach was put into practice through a community-learning course on responsible tourism held in Colombia. Results show that ICT, relations to place, and intercultural communication acted as levers toward bridging forms of learning between participants, but addressing underlying power structures between participants need more attention for educational boundaries to be genuinely transgressed. View Full-Text
Keywords: transgressive learning; decolonizing pedagogies; learning ecologies; Koru Educational approach; Colombia transgressive learning; decolonizing pedagogies; learning ecologies; Koru Educational approach; Colombia
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MDPI and ACS Style

Macintyre, T.; Chaves, M.; Monroy, T.; Zethelius, M.O.; Villarreal, T.; Tassone, V.C.; Wals, A.E.J. Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers. Sustainability 2020, 12, 2601. https://doi.org/10.3390/su12072601

AMA Style

Macintyre T, Chaves M, Monroy T, Zethelius MO, Villarreal T, Tassone VC, Wals AEJ. Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers. Sustainability. 2020; 12(7):2601. https://doi.org/10.3390/su12072601

Chicago/Turabian Style

Macintyre, Thomas, Martha Chaves, Tatiana Monroy, Margarita O. Zethelius, Tania Villarreal, Valentina C. Tassone, and Arjen E.J. Wals 2020. "Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers" Sustainability 12, no. 7: 2601. https://doi.org/10.3390/su12072601

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