Abstract
A theory-based class on interdisciplinary perspectives in sustainability faces a multitude of challenges including engaging students meaningfully in time of planetary crisis, despite a clear indication of the inherent interest of student to take action. After being introduced to weighty topics such as climate change, social and environmental justice, and environmental pollution, students feel a responsibility that comes with their deeper knowledge on these topics. In addition, students clearly needed productive outlets for recurring patterns of feeling angry, depressed, and terrified by the lack of adequate action in reaching planetary sustainability. As a result, I transformed this class into an experiential learning opportunity by incorporating a community engagement project, partnering students with local community gardens. More recently I have been tapping in to the “funds of knowledge” found in each class as there is always a great diversity of cultures represented that can and should serve to devise a richer learning experience for students. Data have been collected throughout four semesters and student products have been qualitatively analyzed to determine patterns and changes in perspectives on service-learning, civic responsibility, community strengthening, and sustainability. Findings suggest gardens as exceptional sites connecting key disciplines informing sustainability like local ecological knowledge, and environmental justice, while also providing a platform for students to identify their role at the personal, local, regional, and global scales.
Presenters
Lisa Shanti ChaudhariLecturer, HERE Center Director, Health Sciences and Sustainability, California State University, Northridge, California, United States Victoria Ayala
Details
Presentation Type
Theme
KEYWORDS
Community Gardens, Experiential Learning, Community Engagement, Sustainability
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