Abstract:

Both metacognition and self-awareness are key elements in the education of students. Yet, traditional education tends to be rather static when it comes to its methodology and understanding of education, which results in students passively accepting change without questioning its nature or purpose. This kind of superficial learning contrasts with the complex network of situated, multi-faceted, asymmetric power relations that students will be exposed to once they join their respective communities of practice, and calls for specific action that not only contextualises their learning environment but also fosters an approach in higher education that involves listening, dialogue, action and reflection. In order to develop a deeper understanding of their education, students need to assess the norm critically though engaged collaboration with their peers, linking their safe learning environment with the world that surrounds it. With that objective in mind, the project “Writing towards Sustainable Development” was born. Adopting the framework put forward by the 2030 Agenda for Sustainable Development, the project seeks to achieve a double goal in the education of our students: on the one hand, promoting critical-reflexive agency through the Sustainable Development Goals in the classroom; on the other hand, promoting action through expressive writing. These two tasks —reading and writing— embody the very essence of creative competence development and have proved to be efficient tools in order to foster critical-reflexive thinking, a vital characteristic in any transformation process, education included. Under the motto “Transforming our World”, the 2030 Agenda introduces five main plans of action: People, Planet, Prosperity, Universal peace and Larger freedom. These plans of action and goals have meant a new challenge for the international community towards eradicating poverty, widening the access to Human Rights, and achieving a greener global economic development. “Writing towards Sustainable Development” takes up the main objectives of the 2030 Agenda and introduces them in higher education scenarios, empowering the students involved to become critical agents of change. This presentation will introduce the project, how it is linked to our learning environments and how it engages our students’ needs and motivation under emancipatory premises.

Keywords:

ODS, 2030 agenda, emancipation, critical thinking, transformative pedagogy.