Archive:

Creating a Learning Organization to Promote Sustainable Water Resources Management in Ethiopia

By Carol Atkinson-Palombo and Mekonnen Gebremichael

Partnerships between universities have the tantalizing possibility of providing fresh pathways to more sustainable societies. Institutions in sub-Saharan Africa are new players in this emerging development paradigm, but arguably are most in need of building capacity to address fragile and dynamic environmental and social conditions after decades of underinvestment in higher education. This paper documents the early stages of an Ethiopia-United States partnership to build capacity in institutions of higher education in Ethiopia in the critical area of sustainable water resource management that was funded by the United States Agency for International Development (USAID) and Higher Education for Development (HED). We explain how the concept of sustainability was interwoven with theories about learning organizations, supplemented by in-depth dialogue with stakeholders to assess existing capacity and future needs, and used to inform a strategic plan. The literature highlighted the need for a learning organization: a place where people continuously expand their ability to generate the results they truly desire, where innovative and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together. In 2011, the partnership established the Ethiopian Institute for Water Resources (EIWR) with the vision that it will become a key innovator in sustainable water resources management in Ethiopia by integrating education, research, outreach and training. One important observation so far is that in order to create a more substantive engagement than was realized in the “technology transfer” policies that shaped past North-South relationships, partnerships need to be authentic and characterized by open dialogue, mutual respect, and shared learning. Another is that the opportunities for fieldwork in Ethiopia’s complex social and physical landscapes also have enormous potential to create deep and learning experiences for other students of sustainability, thereby building capacity not just in Ethiopia but across multiple geographies.

Continue Reading

Northwest Earth Institute’s Discussion Guides Enhance Sustainability Education at University of Michigan

By Mike Shriberg

Mike Shriberg shows the power of implementing a true discussion-based curriculum in his sustainable campus course at the University of Michigan.

Continue Reading

Review of Critical Pedagogy, Ecoliteracy, & Planetary Crises: The Ecopedagogy Movement by Richard Kahn

By Beth Pollock

Beth Pollock provides the historical roots and inspiration of Kahn’s Ecopedagogy in Freire and Illich, giving us a good pre-view of what to expect in the book. She finds Kahn’s call for a new kind of pedagogy, founded in these greater thinkers, timely as we work towards establishing educational processes that provide the necessary literacy to face ecological and sustainability issues now and in the future.

Beth Pollock nos indica las raíces históricas y la inspiración por la formulación del “Ecopedagogía” de Richard Kahn, basado en Freire y Illich, dándonos un buen previsto de que los se espera en el libro. Ella encuentra algo pertinente en la llamada de Kahn para una nueva pedagogía, fundada en estos grandes filósofos, mientras trabajamos hacia el establecimiento de un proceso educativo que provee el entendimiento necesario para enfrentar los asuntos ecológicos y de sustentabilidad actualmente y en el porvenir.

Continue Reading

Sustainability Education and Transformational Change

By Rick Medrick

With elegant simplicity, Rick Medrick makes the case for the importance of transformational change as part of our education process to bring about sustainability. He brings forth the need for creating learning environments where real, transformational change, can happen. And he invokes the role of the “servant-leader” in establishing those environments as part of an organic and evolutionary change process that we can help to generate.

Con una sencillez elegante, Rick Medrick hace el caso por la importancia del cambio transformacional como parte de nuestro proceso educativo para llegar a la sustentabilidad. Trae al frente la necesidad de crear ambientes de aprendizaje a donde el cambio verdadero transformacional puede ocurrir. Y el invoca el papel del “líder-sirviente” en establecer estos ambientes como parte de un proceso de cambio orgánico y evolutivo que nosotros podemos ayudar en generar.

Continue Reading