Students as partners for critical climate learning
DOI :
https://doi.org/10.15173/ijsap.v7i1.5220Téléchargements
Références
Brewer, E., & Leask, B. (2021). Internationalizing the curriculum, teaching, and learning. In B. Leask, D. K. Deardorff, H. de Wit, H. Charles, & F. Marmolejo (Eds.), The handbook of international higher education (2nd ed., pp. 242–264). Stylus Publishing, LLC.
De Wit, H., & Altbach, P. G. (2021, December 4). Now is the time to get serious on the climate crisis. University World News. https://www.universityworldnews.com/post.php?story=20211130110255785
Fortune, T., Borkovic, S., Bhopti, A., Somoza, R., Nhan, H. C., & Rangwala, S. (2019). Transformative learning through international project-based learning in the global south: Applying a students-as-partners lens to a “high-impact” capstone. Journal of Studies in International Education, 23(1), 49–65. https://doi.org/10.1177/1028315318814571
Green, W. (2019). Engaging “students as partners” in global learning: Some possibilities and provocations. Journal of Studies in International Education, 23(1), 10–29. https://doi.org/10.1177/1028315318814266
Green, W., & Baxter, A. (2021). Engaging students as partners in international education. In B. Leask, D. K. Deardorff, H. de Wit, H. Charles, & F. Marmolejo (Eds.), The handbook of international higher education (pp. 306–324). Stylus Publishing, LLC.
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Helmers, E., Chang, C. C., & Dauwels, J. (2021). Carbon footprinting of universities worldwide: Part I—objective comparison by standardized metrics. Environmental Sciences Europe, 33(1), 30. https://doi.org/10.1186/s12302-021-00454-6
Matthews, K. E. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2). https://doi.org/10.15173/ijsap.v1i2.3315
Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50. http://hdl.handle.net/2027/spo.3239521.0014.205
Nam, A. H., & Lee, S. (2021). Students as partners. Implementation of climate change education within the Harvard Graduate School of Education. In F. M. Reimers (Ed.), Education and climate change: The role of universities (pp. 153–180). Springer International Publishing. https://doi.org/10.1007/978-3-030-57927-2_6
Salmon, M. (2022). Critical climate learning: Striking the right balance. EAIE Forum, 2022 (Spring), 9–11.
Shields, R. (2019). The sustainability of international higher education: Student mobility and global climate change. Journal of Cleaner Production, 217, 594–602. https://doi.org/10.1016/j.jclepro.2019.01.291
van der Leeuw, S., Wiek, A., Harlow, J., & Buizer, J. (2012). How much time do we have? Urgency and rhetoric in sustainability science. Sustainability Science, 7(1), 115–120. https://doi.org/10.1007/s11625-011-0153-1
Vaughan, A. (2021, October 19). UK university climate targets strongly criticised for lack of ambition. New Scientist. https://www.newscientist.com/article/2294126-uk-university-climate-targets-strongly-criticised-for-lack-of-ambition/
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Michael Salmon 2023
Cette œuvre est sous licence Creative Commons Attribution 4.0 International.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).