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Wissenschaft und Bildung sind zentrale Felder und ein Hebel für eine nachhaltige Entwicklung. Mit dem neu entwickelten studentischen Lehr- und Lernformat "Transformative Innovation Lab" - kurz TIL - sollen Studierende dazu befähigt werden, selbstständig transformativ zu forschen. Dazu entwickelten und testeten die Forschenden unter Leitung des Wuppertal Instituts im Projekt "Entwicklung, Erprobung und Verbreitung neuer Qualifizierungsangebote für "Change Agents" zu transformativem Lernen am Beispiel Reallabore" (EEVA) das neue Lernkonzept. Die detaillierten Ergebnisse und zahlreiche Tipps zur Umsetzung haben die Projektbeteiligten in dem vorliegenden Praxis-Handbuch zusammengefasst, das sich an Lehrpersonen sowie weitere Multiplikatorinnen und Multiplikatoren richtet.
Science and education are central fields and a lever for sustainable development. With the newly developed student teaching and learning format "Transformative Innovation Lab" - TIL for short - students are to be enabled to conduct independent transformative research. To this end, the researchers, under the direction of the Wuppertal Institute, developed and tested the new learning concept in the project "Development, testing and dissemination of new qualification offers for 'change agents' for transformative learning using the real-world laboratory approach" (EEVA). The detailed results and numerous implementation tips have been published in a practical handbook aimed at academic teaching staff and other multipliers.
In current German debates on sustainable urbanisation and urbanism, new urban actors reviving buildings, brownfields or whole neighbourhoods are discussed as potential drivers of urban transformation towards sustainability as well as potential co-producers for conventional actors in urban development and planning. These actor's projects can be understood as spatially confined niches for experimentation with (built) urban space itself. Building upon the concepts of niche entrepreneurship (Pesch et al., 2017) and the framework of strategic action field theory (Fligstein & McAdam, 2011; 2015), we ask how these actors secure support for their projects and how these projects in turn are altered in this process. Based upon a case study from Wuppertal, Germany, we show that in struggling for support of powerful actors, these actors often have to significantly compromise, and that these compromises can be understood as contextualisation in the project's spatial and institutional environment.