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首页> 外文期刊>Sustainability >Prefiguring Sustainability through Participatory Action Research Experiences for Undergraduates: Reflections and Recommendations for Student Development
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Prefiguring Sustainability through Participatory Action Research Experiences for Undergraduates: Reflections and Recommendations for Student Development

机译：通过参与式行动研究为本科生预测可持续发展：对学生发展的思考和建议

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PAR-based UREs are undergraduate research experiences (UREs)—built into university-community partnerships—that apply principles of participatory action research (PAR) towards addressing community-defined challenges. In this paper, we advance PAR-based UREs as an action-oriented framework through which higher education institutions can simultaneously enact and advance the United Nations sustainable development agenda, while cultivating student development. We draw upon interdisciplinary scholarship on sustainable development and PAR, as well as empirical findings from a pilot program, to accomplish dual goals. First, through the lens of six Sustainable Development Goal (SDG) clusters, we explore the synergies between undergraduate PAR engagement and sustainable development, explaining how PAR-based UREs can prefigure and facilitate SDG achievement by promoting cross-sector collaboration and supporting diverse stakeholder engagement through community-driven research and action. Second, within each SDG cluster, we offer complementary reflections and recommendations around the design and implementation of PAR-based UREs towards advancing students’ skills and abilities as: (1) Community Collaborators (and Learners); (2) Community-Engaged Researchers; (3) (Interdisciplinary) Scholars; (4) Agents of Change; (5) (Sustainable) Co-Innovators; and (6) Institutional Representatives. Finally, we discuss the critical role of higher education institutions in minimizing structural barriers to PAR-based URE implementation, given their prefigurative and practical potential for both SDG achievement and student development.
机译：基于PAR的URE是建立在大学与社区之间的伙伴关系的本科研究经验（URE），它们将参与式行动研究（PAR）的原理应用于应对社区定义的挑战。在本文中，我们将基于PAR的UREs定位为面向行动的框架，高等教育机构可通过该框架同时制定和推进联合国可持续发展议程，同时培养学生的发展。我们利用关于可持续发展和PAR的跨学科奖学金以及试点计划的经验发现来实现双重目标。首先，通过六个可持续发展目标（SDG）集群的视角，我们探讨了本科PAR参与和可持续发展之间的协同作用，解释了基于PAR的URE如何通过促进跨部门合作并支持各种利益相关者参与来预示和促进SDG的实现通过社区驱动的研究和行动。其次，在每个SDG集群中，我们围绕基于PAR的URE的设计和实施提供补充的思考和建议，以提高学生的技能和能力，包括：（1）社区合作者（和学习者）; （2）社区参与的研究人员; （3）（跨学科）学者; （4）变革推动者; （5）（可持续）共同创新者; （六）机构代表。最后，鉴于高等教育机构在实现可持续发展目标和学生发展方面的前瞻性和实际潜力，我们讨论了高等教育机构在最小化基于PAR的URE实施的结构性障碍方面的关键作用。

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