Curricular Practices Towards Sustainability and a Transformative Pedagogy

Abstract

In the 21st century, international organizations such as the United Nations and UNESCO have been pointing out the education role in the development of competencies to live in line with the sustainability and the objectives of the 2030 Agenda. The pedagogical/curricular practices aligned with a transformative pedagogy that mobilizes the agency power of the students constitute adequate procedures for the sustainability and the development of the objectives of the 2030 Agenda. Through a questionnaire, a study collected data from the pedagogical/curricular practices of 20 teachers from six countries, Denmark, Cyprus, Portugal, Italy, Latvia, and the Republic of North Macedonia, who belong to a European project aiming for sustainability and the development of skills. The analysis of the practices planned and developed by these teachers revealed that critical thinking was one of the most developed skills in the students. Although teachers valued the learning aspects of social issues and the strategies that lead to reflective questioning, the students’ agency power was underestimated. Therefore, considering that these practices were stimulated by belonging to a project, the study showed the need to continue projects that, based on a transformative pedagogy, encourage teachers to value pedagogical/curricular practices that develop the agency power of students.

The Whole-School Approach and Transformative Learning: The Case of a Portuguese School

“…The assessment of the activities revealed that adopting learner-centered approaches, which prioritize dialogue, collaboration, and reflection, played a crucial role in facilitating the development of critical thinking skills among students (Brookfield, 2017;Gruenewald, 2003;Leite et al, 2022). Integrating curricular, psychosocial, and community dimensions enabled students to work towards common goals such as inclusion and participation (Barros et al, 2022).…”

“…However, this model has come under scrutiny as research has shown that it can be ineffective in engaging students and promoting deep learning (Gipps et al, 2000;Sampaio & Leite, 2015). Additionally, in line with a transformative pedagogy approach (Coutts, 2019;Crowley & Moxon, 2018;Dorji et al, 2020;Leite et al, 2022), there has been an evolution from an idea of the pupil's job to the idea of the pupil as an agent in school decision-making (Fielding, 2011;Thomson & Gunter, 2006).…”

“…This approach, emphasizing dialogue, critical reflection, student agency, transformative pedagogy, and learning, promotes a more participatory and inclusive approach to education. To this end, a culture of youth participation inside schools is essential to foster transformative learning (Hodge, 2019;Leite et al, 2022), as young people's active participation in decision-making processes, dialogue, and engagement on issues that affect their lives can lead to a range of empowering dimensions and meaningful learning.…”

“…Based on this framework, this article presents a study to identify youth participation in a Portuguese school concerning the characteristics of a WSA and the possibilities of this participation corresponding to transformative learning (Hodge, 2019;Leite et al, 2022). The structure of the study was designed to answer the following research questions: (1) In what ways did the students participate in the activities carried out by the school?…”

Justicia Social y Desarrollo Sostenible en la Legislación Educativa Español

“…La educación no es un fin, sino el medio sine qua non las condiciones de habitabilidad del planeta no se orientarán 127 hacia la justicia social y la sostenibilidad. Una idea compartida de manera amplia por el profesorado europeo, pero sin un gran motor detrás que estimule la expansión del pensamiento crítico, el conocimiento de temas sociales y el aprendizaje de estrategias que conduzcan al cuestionamiento reflexivo (Leite et al, 2022). El alumnado del presente, es ciudadano de hoy y del futuro.…”