Las Universidades frente a la crisis ambiental. Un estudio exploratorio sobre el anclaje socio-ecológico de las representaciones sociales elaboradas en el ámbito de la red UAGAIS (Universidades Argentinas para la Gestión Ambiental y la Inclusión Social)

Journal title PSICOLOGIA DI COMUNITA’
Author/s Laura Soledad Norton, Julieta Belén Grasso, Mauro Sarrica
Publishing Year 2023 Issue 2023/1
Language Spanish Pages 20 P. 34-53 File size 242 KB
DOI 10.3280/PSC2023-001003
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

Las redes universitarias para la sostenibilidad desempeñan un papel fundamental como comunidades epistémicas en las que coexisten políticas globales y prácticas locales. El pre¬sente estudio se centra en la red UAGAIS (Universidades Argentinas para la Gestión Ambiental y la Inclusión Social) con el objetivo de explorar las representaciones de la sostnibilidad que circulan en ella y sus anclajes. Los resultados de cinco entrevistas narrativas realizadas a miembros de la red, y sometidas a análisis del discurso, muestran que la sosteibilidad se reinterpreta a través del concepto de Extensión y se ancla en cuestiones socio-ecológicas concretas. La propia red es un dispositivo retórico a través del cual trabajar por la transformación de las universidades y el territorio, construyendo comunidades inclusivas y sostenibles. Palabras clave: sustentabilidad, universidad, extensión, discursos, comunidades, represen-taciones.

Le reti universitarie per la sostenibilità svolgono un ruolo fondamentale, come comunità epistemiche in cui policies globali e pratiche locali convivono. Il presente studio guarda alla rete UAGAIS (Universidades Argentinas para la Gestión Ambiental y la Inclusión Social) con l’obiettivo di esplorare le rappresentazioni della sostenibilità che in essa circolano ed i loro an-coraggi. I risultati di cinque interviste narrative svolte con membri della rete, e sottoposte ad analisi del discorso, mostrano che la sostenibilità è reinterpretata attraverso il concetto di Ex-tensión ed è ancorata a specifiche questioni socio-ecologiche. La rete stessa è un dispositivo retorico attraverso cui operare per la trasformazione delle Università e del territorio, costruendo comunità inclusive e sostenibili.

Keywords: reti universitarie, comunità sostenibili, rappresentazioni sociali, analisi del discorso, Extensión.

  1. Abedin, M. A., & Shaw, R. (2015). The role of university networks in disaster risk reduction: Perspective from coastal Bangladesh. International Journal of Disaster Risk Reduction, 13, 381-389.
  2. Amaral, A. R., Rodrigues, E., Gaspar, A. R., & Gomes, Á. (2020). A review of empirical data of sustainability initiatives in university campus operations. Journal of Cleaner Production, 250, 1-16.
  3. Appe, S., Rubaii, N., Castro, L. D., & Capobianco, S. (2017). The concept and context of the engaged university in the Global South: Lessons from Latin America to guide a research agenda. Journal of Higher Education Outreach and Engagement, 21(2), 7-36.
  4. Boni, A., Lopez-Fogues, A., & Walker, M. (2016). Higher education and the post-2015 agenda: A contribution from the human development approach. Journal of Global Ethics, 12(1), 17-28. DOI: 10.1080/17449626.2016.114875
  5. Buckler, C., & Creech, H. (2014). Shaping the future we want: UN Decade of Education for Sustainable Development; final report. Unesco.
  6. Bustos, C., & Inciarte, A. (2012). Dimensión comunitaria de la responsabilidad social universitaria. Opción, 28(68), 367-379.
  7. Castro, P. (2015). The approach of social representations to sustainability: Researching time, institution, conflict and communication. In G. Sammut, E. Andreouli, G. Gaskell, & J. Valsiner (Eds.), Handbook of Social Representations (pp. 295-308). Cambridge: Cambridge University Press.
  8. Dlouhá, J., Henderson, L., Kapitulčinová, D., & Mader, C. (2018). Sustainability-oriented higher education networks: Characteristics and achievements in the context of the UN DESD. Journal of Cleaner Production, 172, 4263-4276.
  9. Disterheft, A., Caeiro, S., Azeiteiro, U. M., & Leal Filho, W. (2015). Sustainable universities. A study of critical success factors for participatory approaches. Journal of Cleaner Production, 106, 11-21.
  10. Dlouhá, J., Huisingh, D., & Barton, A. (2013). Learning networks in higher education: universities in search of making effective regional impacts. Journal of Cleaner Production, 49, 5-10.
  11. Doise, W. (1990). Individual cognitive functioning: societal aspects. In H. Himmelweit & G. Gaskell (Eds.), Societal Psychology (pp 92-111). London: Sage.
  12. Doise, W. (1992). L’ancrage dans les études sur les représentations sociales. Bulletin de Psychologie, 45(405), 189-195.
  13. Doise, W. (1993). La double dynamique sociale dans le développement cognitif. Journal International de Psychologie, 28, 611-626.
  14. Doise, W., Spini, D., & Clémence, A. (1999). Human rights studied as social representations in a cross-national context. European Journal of Social Psychology, 29(1), 1-29.
  15. Doise, W., & Staerklé, C. (2002). From Social to Political Psychology: The Societal Approach. In K. Monroe (Ed.), Political psychology (pp. 151-172). Mahwah, NJ: Lawrence Erlbaum.
  16. Elcheroth, G. (2006). Individual-level and community-level effects of war trauma on social representations related to humanitarian law. European Journal of Social Psychology, 36(6), 907-930.
  17. Elcheroth, G., Doise, W., & Reicher, S. (2011). On the Knowledge of Politics and the Politics of Knowledge: How a Social Representations Approach Helps Us Rethink the Subject of Political Psychology. Political Psychology, 32(5), 729-758.
  18. Fisher Onar, N., Liu, J. H., & Woodward, M. (2014). Critical junctures? Complexity and the post-colonial nation-state. International Journal of Intercultural Relations, 43(PA), 22-34.
  19. Gorrochategui, N. (2012). La extensión universitaria como expresión de la responsabilidad social universitaria (RSU). caso argentino, in J. Domínguez Granda and C. Rama (Eds.). La Responsabilidad Social Universitaria en la Educación a Distancia. Chimbote: ULADECH Católica. ISBN 978-612-45269-8-5.
  20. Jodelet, D. (1989). Les représentations sociales. Paris: Presses Universitaires de France.
  21. Kahle, J., Risch, K., Wanke, A., & Lang, D. J. (2018). Strategic networking for sustainability: lessons learned from two case studies in higher education. Sustainability, 10(12), 4646.
  22. Klein, J. T. (2010). A taxonomy of interdisciplinarity. In R. Frodeman (Ed.). The Oxford Handbook of Interdisciplinarity (pp. 15-30). New York: Oxford University Press.
  23. Laszlo, J. (1997). The Dual Character of the Social Representations Theory. Papers on Social Representations, 6(2), 155-172.
  24. Leal Filho, W., Salvia, A. L., Brandli, L., Azeteiro, U. M., & Pretorius, R. (Eds.) (2021). Universities, Sustainability and Society: Supporting the Implementation of the Sustainable Development Goals. Cham: Springer International Publishing. DOI: 10.1007/978-3-030-63399-
  25. Leone, G., & Sarrica, M. (2014). Making room for negative emotions about the national past: An explorative study of effects of parrhesia on Italian colonial crimes. International Journal of Intercultural Relations, 43, 126-138.
  26. Loorbach, D., Frantzeskaki, N., & Avelino, F. (2017). Sustainability Transitions Research: Transforming Science and Practice for Societal Change. Annual Review of Environment and Resources, 42(1), 599-626.
  27. Lozano, R., Barreiro-Gen, M., Lozano, F. J., & Sammalisto, K. (2019). Teaching sustainability in European higher education institutions: Assessing the connections between competences and pedagogical approaches. Sustainability, 11(6), 1-17.
  28. Lozano, R., Lukman, R., Lozano, F. J., Huisingh, D., & Lambrechts, W. (2013). Declarations for sustainability in higher education: becoming better leaders, through addressing the university system. Journal of Cleaner Production, 48, 10-19.
  29. Moscovici, S. (1973). Foreword. In C. Herzlich (Ed.) Health and Illness: A social psychological analysis. London: Academic Press.
  30. Norton, L. S., Sonetti, G., & Sarrica, M. (2022a). Crossing borders, building new ones, or shifting boundaries? Shared narratives and individual paths towards inter/transdisciplinarity in research centres for urban sustainability. Sustainability Science, 1-15.
  31. Norton, L. S., Sarrica, M., Lombardi, R., & Peruzzi, G. (2022b). Discourses on sustainability in a network of Argentine universities: exploring representations, cultural roots and transformative processes. International Journal of Sustainability in Higher Education. DOI: 10.1108/IJSHE-07-2021-028
  32. Oishi, S. (2014). Socioecological psychology. Annual Review of Psychology, 65, 581-609.
  33. Pohl, C., & Hadorn, G. H. (2007). Principles for Designing Transdisciplinary Research (pp. 36-40). Munich: oekom.
  34. Rouquette, M. L., Sautkina, E., Castro, P., Félonneau, M. L., & Michel-Guillou, E. (2005). Social representations theory and environmental studies. In B. Martens & A. Keul (Eds.), Designing Social Innovation : Planning, Building, Evaluating (pp. 109-115). Cambridge, MA: Hogrefe & Huber.
  35. Sammut, G., Andreouli, E., Gaskell, G., & Valsiner, J. (Eds.) (2015). The Cambridge Handbook of Social Representations. Cambridge University Press.
  36. Sarrica, M., Alecci, E., Passafaro, P., Rimano, A., & Mazzara, B. M. (2019). The social representations of cycling practices: An analysis of symbolic, emotional, material and bodily components, and their implication for policies. Transportation Research Part F: Traffic Psychology and Behaviour, 64, 119-132.
  37. Sarrica, M., Biddau, F., Brondi, S., Cottone, P., & Mazzara, B. M. (2018). A multi-scale examination of public discourse on energy sustainability in Italy: Empirical evidence and policy implications. Energy Policy, 114, 444-454.
  38. Sarrica, M., Brondi, S., Cottone, P., & Mazzara, B. M. (2016). One, no one, one hundred thousand energy transitions in Europe: The quest for a cultural approach. Energy Research & Social Science, 13, 1-14.
  39. Sonetti, G., Lombardi, P., Chelleri, L. (2016). True green and sustainable university campuses? Toward a clusters approach. Sustainability, 8(1), 83.
  40. Sonetti, G., Sarrica, M., & Norton, L. S. (2021). Conceptualization of sustainability among students, administrative and teaching staff of a university community: An exploratory study in Italy. Journal of Cleaner Production (316), 128292.
  41. Tejedor, G., Segalàs, J., & Rosas-Casals, M. (2018). Transdisciplinarity in higher education for sustainability: How discourses are approached in engineering education. Journal of Cleaner Production, 175, 29-37.
  42. Tünnermann, C. (2000). El nuevo concepto de la extensión universitaria y difusión cultural y su relación con las políticas de desarrollo cultural en América Latina, Anuario de Estudios Centroamericanos, 4(1), 93-126.
  43. UNECE (2005). UNECE Strategy for Education for Sustainable Development. High-Level Meeting of Environment and Education Ministries, (CEP/AC.13/2005/3/Rev.1), 15. 
  44. Wagner, W., & Hayes, N. (2005). Action, Objectification and Social Reality. In W. Wagner & N. Hayes (Eds.), Everyday Discourse and Common Sense. The Theory of Social Representations (pp. 244-282). London: Macmillan Education UK.
  45. Wagner, W. (2017). Embodied Social Representation. Journal for the Theory of Social Behaviour, 47(1), 25-31.
  46. Wals, A. E. J., & Jickling, B. (2002). “Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning. International Journal of Sustainability in Higher Education, 3(3), 221-232. DOI: 10.1108/1467637021043468

Laura Soledad Norton, Julieta Belén Grasso, Mauro Sarrica, Las Universidades frente a la crisis ambiental. Un estudio exploratorio sobre el anclaje socio-ecológico de las representaciones sociales elaboradas en el ámbito de la red UAGAIS (Universidades Argentinas para la Gestión Ambiental y la Inclusión Social) in "PSICOLOGIA DI COMUNITA’" 1/2023, pp 34-53, DOI: 10.3280/PSC2023-001003