The public role of education in democratic sustainability transitions (PEDST)
This interdisciplinary international network for ground-breaking research on the Public role of Education in Democratic Sustainability Transitions (PEDST) brings together researchers from the universities of Uppsala (SE), Ghent (BE), Maynooth (IR) and Södertörn (SE). It aims to increase the quantity and quality of environmental and sustainability education (ESE) research through a common research programme. PEDST integrates expertise from sustainability transition studies, ESE research and research on public education and democracy. The interdisciplinary constellation of the PEDST network as well as its design as a scientific hub that connects numerous projects makes it possible to address research questions that are impossible to answer within a single research project and/or through the work of individual researchers. Thus, it will generate knowledge on the public role of education in democratic sustainability transitions as well as relevant, well-tested analytical models and methods.
Leif Östman (main applicant, Uppsala University), Lovisa Bergdahl (Södertörn University), Carl Anders Säfström (Maynooth University), Katrien Van Poeck (Ghent University), Niclas Månsson (Södertörn University), Elisabet Langmann (Södertörn University), Sharon Todd (Maynooth University), Gert Biesta (Maynooth University), Chris Shilling (Kent University), Jim Garrison (Virginia Tech University), Joacim Andersson (Malmö University), Hanna Hofverberg (Malmö University), Michael Håkansson (Stockholm University).
Funder and duration
Swedish Research Council, 2020-2022
SEDwise - Sustainability Education – Teaching and learning in the face of wicked socio-ecological problems
SEDwise is an International Thematic Network (ITN) established in 2016 in the context of Ghent University’s internationalisation policy. The aim of the network is to provide research-driven capacity-building on integrating sustainability in (university) education. Addressing sustainability issues in education is a challenging endeavour. Often characterised as ‘wicked problems’, these issues bring about major pedagogical challenges. Further research and capacity-building is required to support (university) teachers. SEDwise is established to contribute to that by enabling fruitful cross-fertilisation between research, education and services to society. The SEDwise network develops a broad range of activities such as pilot experiments aimed at integrating sustainability in university education in various fields, action research in which the educational pilot experiments are investigated as cases, research seminars for in-depth discussions about the pilot cases and theoretical issues, workshops on sustainability in university education, in-service training, summer schools about (education and) sustainability issues, presentations at international conferences, joint project applications for research projects, etc. SEDwise brings together university teachers within UGent who are strongly engaged in integrating sustainability in their educational activities with a selected group of ESE researchers in international partner institutions. Through the thus created interdisciplinary network, Ghent University serves as a 'living lab' where innovative experiments with sustainability education are co-created and turned into case studies for ESE researchers who act as ‘critical friends’.
Katrien Van Poeck and Nadine Deutzkens (coordinators, Ghent University), Leif Östman (Uppsala University), Stefan Bengtsson (Uppsala University), Michael Håkansson (Stockholm University), Ellen Vandenplas (Ghent University), Karin Rudsberg (Örebro University), Pernilla Andersson (Stockholm University), Johan Öhman (Örebro University), Johanna Lönngren (Umeå University), Jeppe Læssøe (Aarhus University), Arjen Wals (Wageningen University and Norwegian Agricultural University), Jonas Lysgaard (Aarhus University), Mandy Singer-Brodowski (Freie Universität Berlin), Karen Pashby (Manchester Metropolitan University), Matthias Barth (Leuphana University), Keri Facer (University of Bristol), Wim Lambrechts (Open Universiteit), Nanna Jordt Jørgensen (University College Copenhagen), Giulia Tasquier (Alma Mater Studiorum University of Bologna), Thomas Block (Ghent University), Francesca Ostuzzi (Ghent University), Michel De Paepe (Ghent University), Brent Bleys (Ghent University), Stef Craps (Ghent University), An Cliquet (Ghent University), Bea Merckx (Artevelde University of Applied Sciences), Erik Paredis (Ghent University), Griet Roets (Ghent University).
Funder and duration
Ghent University, 2016-2022
Public pedagogy and sustainability challenges
In this network, researchers at Ghent University (BE), University of Leuven (BE), Södertörn University (SE), University of Gdańsk (PO), Uppsala University (SE), Aarhus University (DK), Örebro University (SE), Maynooth University (IR) and Rhodes University (SA) share a scientific research interest in the relation between education and societal transformation. They want to deepen and widen our understanding of the public role of education in the face of sustainability challenges, nourish and facilitate further theoretical and empirical research and foster much-needed interdisciplinary collaboration of political theorists, educational theorists and sustainability education researchers. Through the organisation of symposia, guest lectures and scientific collaboration the network develops a theory of public pedagogy with a focus on sustainability challenges and addresses – both theoretically and empirically – questions such as: How can education play a democratic role in addressing sustainability challenges?; What are vital conditions or obstacles to make this possible?; What does this imply for designing sustainability education practices?; What are the theoretical, methodological and empirical implications of researching sustainability education as public pedagogy?
Katrien Van Poeck (coordinator, Ghent University), Leif Östman (Uppsala University), Stefan Bengtsson (Uppsala University), David O. Kronlid (Uppsala University), Michael Håkansson (Stockholm University), Jan Masschelein (University of Leuven), Maarten Simons (University of Leuven), Danny Wildemeesch (University of Leuven), Joke Vandenabeele (University of Leuven), Elisabet Langmann (Södertörn University), Lovisa Bergdahl (Södertörn University), Carl Anders Säfström (Maynooth University), Tomasz Szkudlarek (University of Gdańsk), Jeppe Læssøe (Aarhus University), Jonas Andreasen Lysgaard(Aarhus University), Monica Carlsson (Aarhus University), Johan Öhman (Örebro University), Louise Sund (Örebro University), Erik Andersson (Örebro University), Heila Lotz-Sisitka (Rhodes University), Rob O’Donoghue (Rhodes University).
Funder and duration
Research Foundation Flanders, 2017-2021