title: Promoting community socio-ecological sustainability through technology: A case study from Chile

authors: Aguayo Corvalan, Claudio

subjects: community education

abstract: The importance of community learning in effecting social change towards ecological sustainability has been recognised for some time. More recently, the use of Information and Communication Technology (ICT) tools to promote socio-ecological sustainability has been shown to have potential in community education for sustainable development (ESD). The effective design and use of technology for community learning implies an understanding of a range of cross- dimensional factors including: socio-cultural characteristics and needs of the target audience; considerations of available and culturally responsive types of technology; and non-formal pedagogical ESD strategies for community empowerment. In addition, both technology itself and social communities are dynamically evolving and complex entities. This article presents a case study which evaluated the potential of ICT for promoting ecological literacy and action competence amongst community members in southern Chile. The case study addressed the ecological deterioration of a lake, which is having deep social, economic, recreational and cultural implications locally. The authors’ research involved developing a theoret- ical framework for the design, implementation and use of ICT for community learning for sustainability. The framework was based on key ideas from ESD, ICT and community education, and was underpinned by a systems thinking approach to account for the dynamism and complexity of such settings. Activity theory provided a frame to address overarching socio-cultural elements when using technology as a mediating tool for community learning. The authors’ findings suggest that the use of an ICT tool, such as a website, can enhance ecological literacy in relation to a local socio-ecological issue.

text: Promoting community socio-ecological sustainability through technology: A case study from Chile The importance of community learning in effecting social change towards ecological sustainability has been recognised for some time. More recently, the use of Information and Communication Technology (ICT) tools to promote socio-ecological sustainability has been shown to have potential in community education for sustainable development (ESD). The effective design and use of technology for community learning implies an understanding of a range of cross- dimensional factors including: socio-cultural characteristics and needs of the target audience; considerations of available and culturally responsive types of technology; and non-formal pedagogical ESD strategies for community empowerment. In addition, both technology itself and social communities are dynamically evolving and complex entities. This article presents a case study which evaluated the potential of ICT for promoting ecological literacy and action competence amongst community members in southern Chile. The case study addressed the ecological deterioration of a lake, which is having deep social, economic, recreational and cultural implications locally. The authors’ research involved developing a theoret- ical framework for the design, implementation and use of ICT for community learning for sustainability. The framework was based on key ideas from ESD, ICT and community education, and was underpinned by a systems thinking approach to account for the dynamism and complexity of such settings. Activity theory provided a frame to address overarching socio-cultural elements when using technology as a mediating tool for community learning. The authors’ findings suggest that the use of an ICT tool, such as a website, can enhance ecological literacy in relation to a local socio-ecological issue.

year: 2017

title: Relational pedagogy and the arts.

authors: Fraser, Deborah

abstract: This article explores the notion of “relational pedagogy” in the Arts (drama, dance, music, and visual art) starting with the teacher–child relationship, peer relationships, and building communities of enquiry.

text: Relational pedagogy and the arts. This article explores the notion of “relational pedagogy” in the Arts (drama, dance, music, and visual art) starting with the teacher–child relationship, peer relationships, and building communities of enquiry.

year: 2007

title: The science-society relationship in Aotearoa: practicing responsible innovation in the New Zealand research and innovation system

authors: Finlay-Smits, Susanna

subjects: Responsible innovation

abstract: Reports on Aotearoa New Zealand’s research, science, and innovation (RSI) system suggest the sector could improve its social responsibility and create more social value. However, researchers and innovators within the sector find this challenging. Through qualitative interviews and a national survey of RSI system participants, this study explores the current perceptions, practices enacted, and support given around responsible research and innovation practices. Findings indicate that researchers and innovators have diverse understandings of what responsible research and innovation entails, viewing anticipation and reflexivity-aligned practices as the most important aspects of responsible research and innovation. Participants feel most supported by research organisations and funding bodies to enact such aspects of responsible practice. However, they perceive a discrepancy, across all dimensions explored, between what researchers and innovators should do, and what they actually do in terms of enacting responsible practices. Thus, significant room for improvement is identified, particularly regarding practices that align with researchers’ and innovators’ obligations under Te Tiriti o Waitangi, and requirements under Vision Mātauranga.

text: The science-society relationship in Aotearoa: practicing responsible innovation in the New Zealand research and innovation system Reports on Aotearoa New Zealand’s research, science, and innovation (RSI) system suggest the sector could improve its social responsibility and create more social value. However, researchers and innovators within the sector find this challenging. Through qualitative interviews and a national survey of RSI system participants, this study explores the current perceptions, practices enacted, and support given around responsible research and innovation practices. Findings indicate that researchers and innovators have diverse understandings of what responsible research and innovation entails, viewing anticipation and reflexivity-aligned practices as the most important aspects of responsible research and innovation. Participants feel most supported by research organisations and funding bodies to enact such aspects of responsible practice. However, they perceive a discrepancy, across all dimensions explored, between what researchers and innovators should do, and what they actually do in terms of enacting responsible practices. Thus, significant room for improvement is identified, particularly regarding practices that align with researchers’ and innovators’ obligations under Te Tiriti o Waitangi, and requirements under Vision Mātauranga.

year: 2023-05-17