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Learning in, with, and through the Territory: Territory-Based Learning as a Catalyst for Urban Sustainability

1
Graduate Program of Environmental Science, Institute of Energy and Environment, University of São Paulo, São Paulo 05508-010, Brazil
2
Department of Urbanism, School of Architecture, Universidade Federal do Rio Grande do Sul (UFRGS), Rua Sarmento Leite, 320, Porto Alegre 90050-170, Brazil
3
Education and Learning Sciences Group, Department of Social Sciences, Wageningen University andResearch, 6700EW Wageningen, The Netherlands
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(7), 3000; https://doi.org/10.3390/su12073000
Received: 28 February 2020 / Revised: 6 April 2020 / Accepted: 7 April 2020 / Published: 9 April 2020
Territorial problems such as the socio-ecological degradation of urban rivers represent a great challenge to achieving sustainability in cities. This issue demands collaborative efforts and the crossing of boundaries determined by actors that act from diverse spheres of knowledge and systems of practice. Based on an integrative territory notion and the boundary approach, the goal of this paper is to comprehend the boundary crossings that take place in multi-actor initiatives towards the resolution of this problem and what type of territorial transformation is produced as an outcome. Our analysis is built on participatory research on the Taquara Stream case, a degraded watercourse in a socio-ecologically vulnerable area, in southern Brazil. Our data analysis applied a visual chronological narrative and an interdisciplinary theoretical framework of analysis that combined concepts related to the territory (geography) and the boundary approach (education). We verified that local territorial issues functioned as boundary objects, fostering and facilitating dialogical interaction among involved actors, knowledge co-production, and collaborative practical actions that led to changes in the territory in terms of practices, comprehensions, and physical concrete transformations. We framed this study as one of territory-based learning meant to advance the understanding of territorial intervention processes towards urban sustainability. View Full-Text
Keywords: urban sustainability; vulnerable communities; territory; boundary crossing; boundary objects; brokers; social learning; knowledge co-production urban sustainability; vulnerable communities; territory; boundary crossing; boundary objects; brokers; social learning; knowledge co-production
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MDPI and ACS Style

Souza, D.T.P.; Kuhn, E.A.; Wals, A.E.J.; Jacobi, P.R. Learning in, with, and through the Territory: Territory-Based Learning as a Catalyst for Urban Sustainability. Sustainability 2020, 12, 3000. https://doi.org/10.3390/su12073000

AMA Style

Souza DTP, Kuhn EA, Wals AEJ, Jacobi PR. Learning in, with, and through the Territory: Territory-Based Learning as a Catalyst for Urban Sustainability. Sustainability. 2020; 12(7):3000. https://doi.org/10.3390/su12073000

Chicago/Turabian Style

Souza, Daniele T.P.; Kuhn, Eugenia A.; Wals, Arjen E.J.; Jacobi, Pedro R. 2020. "Learning in, with, and through the Territory: Territory-Based Learning as a Catalyst for Urban Sustainability" Sustainability 12, no. 7: 3000. https://doi.org/10.3390/su12073000

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