<p> Institutions of Higher Education (IHEs) play a central role in global efforts toward environmental sustainability. With 23 campuses, the California State University (CSU) is the largest higher education system in the world. The CSU graduates over 100,000 students annually and significantly contributes to developing the workforce of the state and the country, which underlines the vast opportunity for the CSU system to influence culture change toward sustainability within California and beyond. This qualitative research study focused on CSU campus presidents because previous research has demonstrated the important role IHE leaders play on their campuses by setting a vision, establishing priorities, and allocating funding. This study aimed to investigate the 23 CSU campus presidents&rsquo; perspectives on sustainability in higher education. The semi-structured interview protocol explored how the presidents understood environmental sustainability, how they viewed the role of IHEs generally and the CSU system in particular in efforts toward sustainability, how they viewed their role as president, and what they perceived as barriers and enhancers to sustainability efforts on campus.</p>

<p> This ethnography explores the practices and activities of an experiential learning program in sustainable agriculture, the Student Experimental Farm at the University of California, Davis, from a community development and social justice perspective. We need more dialogue about the work to imagine and live new futures&mdash;ways in which human beings might rectify the social and environmental contradictions created by structural and historical injustices in their own lives and organizations. We need more records of the activities and approaches of programs attempting to do the work of changing a system inside and out&mdash;the subversive work of peaceful and self-determined adaptation to a more just way of working with ourselves, other people and nature. And importantly, we need more records of programs working in public view; not just in the oft-detached realms of liberal counterculture, though these spaces can be creatively rejuvenating, but in the institutions of education and politics&mdash;land grant universities in particular&mdash;that still carry much weight in the agricultural field, to which many practitioners are connected, and which most still consult as a major resource for guidance and knowledge. </p><p> This research is framed by three broad relationships for inquiry: the individual&rsquo;s relationship to oneself in the learning process, social relationships between members of a learning community, and institutional relationships that frame activity. In discussion I address issues of the opportunity for critical transformation in experiential learning, meaning and motivation for individuals in the learning process, and emphasize the value of peer relationships and a broader learning community for successful results. I present various social tensions between responding to the needs of both novice and advanced learners; between education and production in the student farm setting; and in socio-spatial identity and meanings. I argue for building communities of inquiry in sustainable agriculture education more proactively, with the goal of acknowledging cultural difference and working for social equity from the inside out. </p><p> Additionally, I discuss institutional relationships and structures at the Student Farm and in the undergraduate major in Sustainable Agriculture and Food Systems (SA&amp;F) staff, educators and students have developed to adapt existing institutional structures for more shared power in decision-making and progressive learning aims. I offer research findings, discussion and recommendations as resources that can be consulted by educators, student farmers, and those interested in developing contextualized learning programs for the purposes of social justice, sustainability, and community development.</p>

No description available.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2016-08-09T14:35:12Z No. of bitstreams: 1 Meilyng Leone Oliveira.pdf: 1097255 bytes, checksum: 9ecc06441f27179418a3d8cf6ac3c2fa (MD5) / Made available in DSpace on 2016-08-09T14:35:13Z (GMT). No. of bitstreams: 1 Meilyng Leone Oliveira.pdf: 1097255 bytes, checksum: 9ecc06441f27179418a3d8cf6ac3c2fa (MD5) Previous issue date: 2016-04-14 / This study's main axis Sustainable Development and how the education can be impactful in terms of environmental responsibility. The existing legal framework in Brazil on the subject provides for environmental education and education for sustainability, be applied in a holistic and cross-sectional shape, in relation to formal education as informal, and the study focused on education for sustainability in higher education institutions, even if performing empirical research with academics in the cities of Santos, São Vicente and Guaruja, in order to check at what stage is the education for sustainability in the universities of the region. / O presente estudo tem como eixo principal o Desenvolvimento Sustentável e de que modo a Educação pode ser impactante em termos de responsabilidade socioambiental. O arcabouço jurídico existente no Brasil sobre o tema prevê que a Educação Ambiental, bem como a Educação para a Sustentabilidade, seja aplicada de forma holística e transversal, tanto em relação à educação formal quanto à informal, tendo o presente estudo focado na Educação para a Sustentabilidade nas instituições de Ensino Superior, inclusive, realizando-se pesquisa empírica com professores universitários das cidades de Santos, São Vicente e Guarujá, com a finalidade de verificar em que estágio se encontra a Educação para a Sustentabilidade nas universidades dessa região.