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Joke Vandenabeele
Education, Culture & Society, KU Leuven, Vesaliusstraat 2, P.O. Box 03761, 3000 Leuven, Belgium

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Journal article
Published: 09 April 2021 in Sustainability
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In this article we address the issue of how an instrumental approach to sustainability education has dominated the scientific debate of the last 20 years. By conducting interviews and focus group interviews, we have investigated a community arts initiative in the Flemish city of Antwerp in which artists together with local inhabitants engaged in activities around two art installations and address the sustainability of a particular living environment. Our empirical study of this place-based initiative that we call a ‘critical zone observatory’ has been enriched by the work of Bruno Latour, Richard Sennett and Hans Schildermans. We conclude that a temporal and spatial shift in sustainability education (research) is needed from (1) development (a steady movement towards a planned future) and (2) human stewardship (the capability of people to shape their passive living environments) to (1) what we call co-sperity (a collective hope in the present) and (2) inhabitation (an attached and undetermined engagement with the dynamic of one’s habitat). By proposing a collective study pedagogy as an alternative to individual training, we suggest a need for future research on critical zone observatories.

ACS Style

Viktor Swillens; Mathias Decuypere; Joke Vandenabeele; Joris Vlieghe. Place-Sensing through Haptic Interfaces: Proposing an Alternative to Modern Sustainability Education. Sustainability 2021, 13, 4204 .

AMA Style

Viktor Swillens, Mathias Decuypere, Joke Vandenabeele, Joris Vlieghe. Place-Sensing through Haptic Interfaces: Proposing an Alternative to Modern Sustainability Education. Sustainability. 2021; 13 (8):4204.

Chicago/Turabian Style

Viktor Swillens; Mathias Decuypere; Joke Vandenabeele; Joris Vlieghe. 2021. "Place-Sensing through Haptic Interfaces: Proposing an Alternative to Modern Sustainability Education." Sustainability 13, no. 8: 4204.

Journal article
Published: 26 May 2020 in Sustainability
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Tactile spaces as learning environments influence individuals’ attitudes through social embeddedness or interconnections among people, and physical embodiedness through experiencing surroundings, potentially fostering deep commitments. When on-farm demonstrations operate as tactile spaces, they could potentially support the adoption of innovative agricultural practices. In this article, we introduce video analysis as a methodological approach to evaluate this potential of on-farm demonstration (OFD) as tactile spaces. We reflect upon this methodology with a lens on three Belgian on-farm demonstrations, each on a different topic with a different participant group, all including farmers. As a first result, this method assists in defining strengths and weaknesses of an OFD in terms of using its potential as a rich learning environment. Based on our cases, we suggest deliberately incorporating physical interaction opportunities and verbal references to the surroundings during OFDs, as our data reveals that physical embodiedness opportunities stimulate verbal and physical interactions. However, more research should confirm this. Secondly, our research resulted in lessons learned for future use of video to evaluate OFDs as tactile spaces, building on the VDA methodological framework of Nassauer and Legewie (2018). We summarise our insights in methodological guidelines, which can serve as a starting point to guide future research.

ACS Style

Hanne Cooreman; Joke Vandenabeele; Lies Debruyne; Fleur Marchand. The Use of Video to Evaluate On-farm Demonstrations as a Tactile Space for Learning. Sustainability 2020, 12, 4342 .

AMA Style

Hanne Cooreman, Joke Vandenabeele, Lies Debruyne, Fleur Marchand. The Use of Video to Evaluate On-farm Demonstrations as a Tactile Space for Learning. Sustainability. 2020; 12 (11):4342.

Chicago/Turabian Style

Hanne Cooreman; Joke Vandenabeele; Lies Debruyne; Fleur Marchand. 2020. "The Use of Video to Evaluate On-farm Demonstrations as a Tactile Space for Learning." Sustainability 12, no. 11: 4342.

Article
Published: 12 March 2020 in Studies in Philosophy and Education
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In recent years, the relation between studying and learning has been a topic of debate. This article is mainly interested in a concept of study practices, conceived of as practices that are strongly engaged with issues of living together in a superdiverse city. Such practices firstly require to think the relation between studying and learning in other-than-oppositional terms, and secondly, to raise questions concerning the political role of education. The aim of the article is double in that it wants to further elaborate the concept of study practices in relation to a concrete practice on the one hand, and, on the other, that it has the objective to rethink in educational terms the notion of solidarity—deeply entwined with matters of living together in superdiversity. These aims are pursued based on an analysis of the study practice of System_D, a film festival in the disadvantaged neighborhoods of Brussels, drawing on the work of Isabelle Stengers and Donna Haraway.

ACS Style

Hans Schildermans; Joke Vandenabeele; Joris Vlieghe; Piotr Zamojski. Studying in the Superdiverse City: System_D and the Challenge of Solidarity in Brussels. Studies in Philosophy and Education 2020, 39, 257 -268.

AMA Style

Hans Schildermans, Joke Vandenabeele, Joris Vlieghe, Piotr Zamojski. Studying in the Superdiverse City: System_D and the Challenge of Solidarity in Brussels. Studies in Philosophy and Education. 2020; 39 (3):257-268.

Chicago/Turabian Style

Hans Schildermans; Joke Vandenabeele; Joris Vlieghe; Piotr Zamojski. 2020. "Studying in the Superdiverse City: System_D and the Challenge of Solidarity in Brussels." Studies in Philosophy and Education 39, no. 3: 257-268.

Journal article
Published: 05 September 2019 in Teoría de la Educación. Revista Interuniversitaria
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In this article, we propose study practices as a way to respond to the question Bruno Latour raised with regards to our current global predicament, namely where to land? In the first sections we explain the background of this question – socio-ecological challenges and transformations – and how study practices might help to offer an answer. The subsequent section sheds light on the theoretical developments in relation to which the notion of study practice has been conceived in the first place, in particular the methodological debates which saw a turn to practices on the one hand, and the theoretical discussions about the concept of study on the other hand. Analysis of the urban farming initiative Torekes in terms of a study practice allows for fleshing out the educational dynamics at play in such practices: composition, problematization, and attention. We contrast such an educational analysis with sociological and political analyses that understand this initiative as aimed at social cohesion or political subjectification respectively. In the last section, we argue how study practices, due to the ways in which they allow for the creation of a common world, might provide a response to the question how to live together on a damaged planet.

ACS Style

Hans Schildermans; Joke Vandenabeele; Joris Vlieghe. Study Practices and the creation of a common world. Unearthing the educational dynamics of an urban farming initiative. Teoría de la Educación. Revista Interuniversitaria 2019, 31, 87 -108.

AMA Style

Hans Schildermans, Joke Vandenabeele, Joris Vlieghe. Study Practices and the creation of a common world. Unearthing the educational dynamics of an urban farming initiative. Teoría de la Educación. Revista Interuniversitaria. 2019; 31 (2):87-108.

Chicago/Turabian Style

Hans Schildermans; Joke Vandenabeele; Joris Vlieghe. 2019. "Study Practices and the creation of a common world. Unearthing the educational dynamics of an urban farming initiative." Teoría de la Educación. Revista Interuniversitaria 31, no. 2: 87-108.

Journal article
Published: 21 January 2019 in Sustainability
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Over the last decades, the extent of human impact on Earth and the atmosphere has been the subject of large-scale scientific investigations. It is increasingly argued that this impact is of a geologically-significant magnitude, to the extent that we have entered a new geological epoch—the Anthropocene. However, the field of Higher Education for Sustainable Development (HESD) research has been slow in engaging in the Anthropocene debates. This article addresses that research gap by offering a theoretical analysis of the role and position of HESD, and more particularly of the lecturer and the student, within the Anthropocene. At present, the majority of HESD research can be categorized as either instrumental or emancipatory. This article’s central aim is to develop a third, navigational approach toward HESD research. In order to do so, the article first argues that developing understandings of the Anthropocene reconfigure traditional humanist conceptualizations of time, space and collectives. The article proceeds with advancing new, relational conceptualizations of educational spaces (as learning milieus), educational times (as rhythms that slow the present) and learning (as a situated activity that takes place through belonging). Embedded within these new conceptualizations, the proposed navigational approach aims to enable educational actors to orient themselves and to consequently navigate in, and to learn by making connections with, our more-than-human world.

ACS Style

Mathias Decuypere; Hanne Hoet; Joke Vandenabeele. Learning to Navigate (in) the Anthropocene. Sustainability 2019, 11, 547 .

AMA Style

Mathias Decuypere, Hanne Hoet, Joke Vandenabeele. Learning to Navigate (in) the Anthropocene. Sustainability. 2019; 11 (2):547.

Chicago/Turabian Style

Mathias Decuypere; Hanne Hoet; Joke Vandenabeele. 2019. "Learning to Navigate (in) the Anthropocene." Sustainability 11, no. 2: 547.