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Skatescape in the Making: Developing Sustainable Urban Pedagogies through Transdisciplinary Education

Author

Listed:
  • Kirsi Pauliina Kallio

    (Faculty of Education and Culture, Tampere University, 33014 Tampere, Finland)

  • Salla Jokela

    (Faculty of Social Sciences, Tampere University, 33014 Tampere, Finland)

  • Mikko Kyrönviita

    (Faculty of Management and Business, Tampere University, 33014 Tampere, Finland)

  • Markus Laine

    (Faculty of Management and Business, Tampere University, 33014 Tampere, Finland)

  • Jonathon Taylor

    (Faculty of Built Environment, Tampere University, 33720 Tampere, Finland)

Abstract

The current trend of higher education for sustainable urban development links with parallel developments in urban governance and environmental pedagogy. Many programs and policies identify cities and citizens as key drivers of change for sustainable futures, however scholarly work on the related pedagogies is lacking. These endeavors are clearly present in the Tampere city-region, Finland. Supported by national educational and city-regional strategies, the city is promoting sustainable lifestyles and infrastructures by means of multistakeholder governance including citizen participation and sustainability education. This paper analyzes, as a case study of transdisciplinary sustainability education, a collaboration between Tampere University, a skateboarding high school, and the Hiedanranta urban district developed as a real-life laboratory of sustainable urban development. We explore the pedagogical dimensions of the collaboration by drawing from the theoretical perspective of ‘positive recognition’ and conceiving the Hiedanranta skatescape —a socio-physical entity formed around skateboarding—as a ‘boundary object’. The paper suggests urban environments act as boundary objects that enable productive collaboration between various actors when informed by pedagogies of positive recognition. In conclusion, we propose that the value of this approach, binding together multistakeholder governance and transdisciplinary learning, lies in its capacity to encourage novel forms of sustainable agency.

Suggested Citation

  • Kirsi Pauliina Kallio & Salla Jokela & Mikko Kyrönviita & Markus Laine & Jonathon Taylor, 2021. "Skatescape in the Making: Developing Sustainable Urban Pedagogies through Transdisciplinary Education," Sustainability, MDPI, vol. 13(17), pages 1-16, August.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:17:p:9561-:d:621621
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    References listed on IDEAS

    as
    1. Natanya Meyer & Christelle Auriacombe, 2019. "Good Urban Governance and City Resilience: An Afrocentric Approach to Sustainable Development," Sustainability, MDPI, vol. 11(19), pages 1-18, October.
    2. Bridie McGreavy & Karen Hutchins & Hollie Smith & Laura Lindenfeld & Linda Silka, 2013. "Addressing the Complexities of Boundary Work in Sustainability Science through Communication," Sustainability, MDPI, vol. 5(10), pages 1-27, September.
    3. Jonathon Taylor & Salla Jokela & Markus Laine & Juho Rajaniemi & Pekka Jokinen & Liisa Häikiö & Antti Lönnqvist, 2021. "Learning and Teaching Interdisciplinary Skills in Sustainable Urban Development—The Case of Tampere University, Finland," Sustainability, MDPI, vol. 13(3), pages 1-16, January.
    4. Pia Bäcklund & Liisa Häikiö & Helena Leino & Vesa Kanninen, 2018. "Bypassing Publicity for Getting Things Done: Between Informal and Formal Planning Practices in Finland," Planning Practice & Research, Taylor & Francis Journals, vol. 33(3), pages 309-325, May.
    5. Jouni Häkli & Kirsi Pauliina Kallio & Olli Ruokolainen, 2020. "A Missing Citizen? Issue Based Citizenship in City‐Regional Planning," International Journal of Urban and Regional Research, Wiley Blackwell, vol. 44(5), pages 876-893, September.
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