Scholarlink

This chapter identifies communication strategies that may be used to enable sustainable thinking and practice within our Higher Education Institution. Recognising the contingent nature of knowledge surrounding sustainability, we adopt a critical and integrated approach. This leads to our proposition that strategic sustainability communication can be improved in Higher Education (and beyond) through open and dialogical approaches that fully engage with complexity, uncertainty and a range of perspectives, rather than avoiding or feigning mastery of them. We call for more transdisciplinary connections, across sectors and regions, drawing on personal experiences, and that give especially heightened voice and agency to students, or other disempowered parties. These proposals require new modes of communication that cross established boundaries. To enable these modes, the interlocutors need the spaces and crucially the competencies to engage, including the potential to be reflexive. Finally, we discuss a short case study surrounding an App, designed to realise these strategies.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Boundary Crossing Approaches Through Education, Sustainability and Communication

  • 章节

  • 发表日期：

    2025年

查看全文
  • Mark Pope,
  • Elizabeth Hauke,
  • Milán Páczai,
  • Berin Pinar,
  • Eliott Stoclet

摘要

This chapter identifies communication strategies that may be used to enable sustainable thinking and practice within our Higher Education Institution. Recognising the contingent nature of knowledge surrounding sustainability, we adopt a critical and integrated approach. This leads to our proposition that strategic sustainability communication can be improved in Higher Education (and beyond) through open and dialogical approaches that fully engage with complexity, uncertainty and a range of perspectives, rather than avoiding or feigning mastery of them. We call for more transdisciplinary connections, across sectors and regions, drawing on personal experiences, and that give especially heightened voice and agency to students, or other disempowered parties. These proposals require new modes of communication that cross established boundaries. To enable these modes, the interlocutors need the spaces and crucially the competencies to engage, including the potential to be reflexive. Finally, we discuss a short case study surrounding an App, designed to realise these strategies.