Absurd university

biologicist explanation

, 166–167

destruction of diversity

, 164–166

hope under construction

, 167–176

recruitment and shaping of sheepish teaching corps

, 163–164

refusal to social utility of knowledge

, 164

Academia

, 39–40

Academic venture

, 1

Action

, 65

Action Learning, Action Research Association (ALARA)

, 9–10

Action Research (AR). See also Participatory Action Research (PAR)

, 74, 109, 112

in courses

, 80–81

inception

, 109

participatory planning traditions

, 75, 78

in planning studies

, 80

in problem-orientated project work

, 81–87

problem-oriented participant-directed project learning

, 78–80

Action Research Network of the Americas (ARNA)

, 108

Active learning

, 11–12

challenges and possibilities

, 36–38

context matters

, 13–16

dialogue and hope

, 16–18

TPAR

, 29–35

as transformative education

, 18–29

Aesthetic experiments

, 82–84

Agency

, 152–153

Agrarian Reform process

, 16

American Dilemma (Myrdal)

, 27–28

Analytical capacity

, 64

Area renewal project

, 82

Aristotelian phronesis

, 120–121

Askovgården

, 82–83

Assimilated or Americanized model

, 34–35

Asymmetric binomial, destruction of

, 111–112

Authentic participation

, 111–112

Autonomy

, 30–31

Bi-Cultural model

, 34–35

Challenges

, 46, 64

Christian Theology of Liberation

, 30–31

Citizen’s Barometer

, 170–171

Civil rights movement

, 75

Climate crisis

Coda

, 138

Eco Vista and The World in 2025

, 134–137

education in triple quadruple quintuple sextuple crisis

, 129–130

Nearly Carbon-Neutral Conference

, 131–132, 134

NXTerra

, 131–132

pluriverse of climate justice universities

, 138–142

Climate Crisis 101

, 131–132

Climate Justice Movements

, 132

Co-counselling

, 34–35

Co-production

, 118–119

characterization

, 119

orientations

, 120–121

research approaches

, 119

Coda

, 138

Collaborative learning

, 154–156

Collaborative teaching/learning approach

, 12–13

Conflict

, 155–156

Conscientization

, 16–17

Consensus

, 155–156

Cooperation

, 146

Counterpoints Arts

, 96

Courses

action research in

, 80–81

design

, 52–57

Critical pedagogics

, 20–22

Critical pedagogues

, 67

Critical pedagogy

, 63–67

framework for transformative learning in contemporary societies

, 51

insights from pedagogical experience

, 52–62

methodological approach

, 46–47

theoretical insights

, 47–52

Critical reflexion

, 148

Critical theory

, 30–31

Critical Utopian Action Research tradition (CUAR)

, 75–76

Cultural action

, 26–28

Cultural anthropology

, 19

Cultural-spiritual approach

, 149

Culture as mind battlefields

, 19–20

Decision making

, 146

Deliberative social learning

, 154–156

Democratic science

, 111–114

Democratization

in action research tradition

, 109–111

of knowledge production

, 111–114

of research

, 107–108

Destruction of diversity

, 164–166

Destruction of thought

, 165

Developmental psychology tradition

, 152–153

Dialectics

, 20–21, 65

Dialogical communication

, 26–27

Dialogue

, 16–18

DisCO

, 141

Dissension

, 155–156

Earth in Crisis

, 136

Eco Vista

, 134–137

Eco Vista Green New Deal

, 136

Eco Vista Sourcebook

, 136

Eco Vista U

, 139, 142

Eco Vista: Imagine If (film)

, 136

Ecoversities Alliance

, 139

Education

, 3, 46, 146–147

in Soviet Union

, 146–147

in triple quadruple quintuple sextuple crisis

, 129–130

Education as mind battlefields

, 19–20

Education for Sustainability (EfS)

, 5, 46, 49, 52

in contemporary societies

, 63–67

Education for Sustainable Development (ESD)

, 147, 154

Emergent Strategy (2017)

, 136

Emotion

, 66

Empowerment

, 74, 81

Environmental Education (EE)

, 5, 46, 49, 52, 63, 67, 154

theoretical insights

, 47–52

Environmental Justice course

, 56, 59, 61

Environmental Studies Research Methods course

, 55–56, 59

Esperanto

, 173–176

as tool of university liberation

, 175–176

and university

, 174–175

Esperanto Studies Foundation (ESF)

, 175

Ethical concerns

, 30

Ethnic hurt

, 33–35

Ethnic identity responses to ethnic discrimination

, 33–35

Ethnic Traditionalists or Loyalists

, 34–35

Ethno-mimetic method

, 99

Exemplarity

, 79

Experiential PAR methodology

, 12–13

Extension or Communication (Freire)

, 26–27

Fals-Borda, Orlando

, 12–14, 16–17, 108

Families

, 95

Flyvbjergs strategies for information-oriented selection

, 74

Freedom

, 30–31

Freire, Paulo

, 3, 11–12, 14, 16–17, 19–22, 148–149

Fujimori regime

, 16

Global Tapestry of Alternatives (GTA)

, 9–10, 39–40

Grassroots Academic Movement

, 168–170

Group work

, 79

Habermasian model

, 65–66

Hegemonic neoliberal university

, 1

Hope

, 16, 18, 66–67

Citizen’s Barometer

, 170–171

under construction

, 167–176

Esperanto and Liberation University Movements

, 173–176

UEA

, 171–173

Universidad de la Tierra

, 168

University and Social Engagement

, 168–170

Humanist anthropology

, 20–22

If I Only Had a Heart: A DisCO Manifesto

, 141

‘I–It’ mode of teaching

, 23

Imagination

, 66–67

Immigration in Úbeda

, 171–173

Instructional design

, 46

Instructor

, 67

Intercultural dialogue

, 11–12, 27–28

context matters

, 13–16

dialogue and hope

, 16–18

in Sweden

, 24–25

TPAR

, 29–35

Interdisciplinarity

, 79

International League of Esperanto teachers (ILEI)

, 175

Introductory Environmental Studies/Science course

, 52, 55, 57, 59

Isla Vista Community Services District

, 135–136

‘I–Thou’ mode of teaching

, 23

Knowledge

, 112

Knowledge action network (KAN)

, 131

Knowledge democracy

, 7–8, 108

democratic logic of research

, 118–122

democratizing research in action research tradition

, 109–111

and democratizing science and knowledge production

, 111–114

movement toward

, 114–118

orientations to

, 115

Learning

, 3, 50–51, 65, 146–147

Lee, Dorothy

, 12–13, 16–17, 19–22

Legas camponesas (peasant leagues)

, 15

Legislative theatre

, 97–98

Liberation University Movements

, 173–176

Linguistic emancipation

, 173–176

Marginal model

, 34–35

Marx’s Theory of Alienation and Dialectics

, 30–31

Meaning making

, 149, 154–156

Meaningful learning as existential challenge

, 22–23

Mexican Revolution

, 14–16

Migrant families

with no recourse to public funds enacting citizenship

, 99–102

resisting racism

, 96–97

Migration

, 96

Military conservative coup

, 16

Monological communication

, 26–27

Monologue or dialogue in intercultural communication and education

, 23–24

Multiculturalism

, 25–28

National Agricultural University La Molina (UNALM)

, 16

National Democrats

, 38

National Socialists

, 38

Natural resource management and environmental education tradition

, 154

Nearly Carbon-Neutral Conference (NCN Conference)

, 131–132, 134

Neurobiological approach

, 149

No Recourse to Public Funds Policy (NRPF)

, 95, 99–101

NXTerra

, 131–132

Objectivity

, 31–32

Områdefornyelsen Indre Nørrebro (area renewal project)

, 82

One-self

, 18–19

Organisation

, 146

Outdated universities

, 9

Participant control

, 79

Participatory Action Research (PAR). See also Transformative participatory action-research (TPAR)

, 3, 6–7, 11–12, 31–32, 38–39, 75–76, 95, 108–109

context matters

, 13–16

dialogue and hope

, 16–18

methodology

, 12–13, 111–112

migrant families resisting racism

, 96–97

migrant families with no recourse to public funds enacting citizenship

, 99–102

participatory theatre and walking methods

, 97–99

TPAR

, 29–35

Participatory Arts and Social Action in Research (PASAR)

, 6, 94, 96

Participatory arts-based research project

, 94

Participatory planning

, 75–78

traditions

, 75

Participatory Research (PR)

, 108–109

Participatory theatre and walking methods

, 97–99

Peasant Movement

, 15

Pedagogical practices with transformative potential

, 46

Pedagogy of praxis

, 47–48

Pedagogy of the Oppressed (Freire)

, 26–27

Phenomenology

, 30–31

Planetary approach

, 149

Planning studies (PS)

, 74

action research in

, 80

Pluriverse: A Post-Development Dictionary (2019)

, 136

Pragmatic TPAR

, 31–32

Pragmatism

, 31–32

Praxis

, 97–98

Private community road

, 85–86

Problem-orientated project work, action research in

, 81–87

Problem-orientation

, 78–79

Problem-oriented participant-directed project learning (PPL)

, 7, 74, 78, 80

Progressive education

, 146–147

Project work

, 78

Psychoanalytic approach

, 149

Psychodevelopmental approach

, 149

Qualitative methodology

, 33

Quality measurement

, 9

Racism

, 96–97

‘Red Universidad y Compromiso Social’

, 9–10

Reflection

, 65

Remote cultures

, 23–24, 27

Roskilde University (RUC)

, 74

model

, 74

Roskilde University pedagogical model

, 7

Runnymede Trust

, 95–96

School-based education

, 146

Science

, 16, 112–113

See You in Our Dreams

, 142

Self-determination

, 30–31

Self-education

, 110

Sheepish teaching corps, recruitment and shaping of

, 163–164

Short theatre scene

, 100–101

Significant others

, 18–19

Social change

, 46–47

Social engagement

, 168–170

Social inclusion in Sweden

, 24–25

Social knowledge

, 38–39

Social learning. See also Transformative learning

, 75, 148, 152, 154

distinctive traditions

, 152–154

social learning-orientated planning

, 75–76

Social mobilization

, 75

Social Movements

, 39–40

Social utility of knowledge, refusal to

, 164

Social-emancipatory approach

, 149

Socio-constructivism

, 30

Sociocultural linguistic approach

, 27

Sociological imagination

, 79

Sociopolitical equality

, 27–28

Socratic Dialogue

, 30–31

Student Reform Movements

, 14–16

Students’ perspectives

, 57–62

Study problems

, 3–4

Sustainable Cities course

, 56–57, 61–62

Sustainable street transition

, 84–87

Sweden Democrats

, 38

Swedish Dilemma

, 24

Swedish Interactive Research Association (SIRA)

, 9–10

Swedish International Development Agency (SIDA)

, 29

Swedish Participatory Action Research Community (SPARC)

, 9–10, 12–13

Systemic Alternatives

, 130, 132

Systemic thinking

, 64

Tapestry of Global Alternatives (TGA)

, 40

Things

, 18–19

Transformation

, 31–32

Transformative education

, 8, 77–78

Transformative intercultural education

, 28–29

Transformative learning

, 147–148, 152

approaches

, 149–150

Mezirow, Freire and Habermas

, 150–152

phases

, 150

Transformative participatory action-research (TPAR)

, 29, 31–32, 35

critical theory

, 30–31

ethnic identity responses to ethnic discrimination

, 33–35

experiential methodology

, 32–33

pragmatism or transformation

, 31–32

promise

, 38

socio-constructivism and ethical concerns

, 30

theory, methodology and social practice

, 32

Transformative research

, 3

Transformative social learning

, 156–157

Transgressive social learning

, 156–157

Transition U

, 139

Triple quadruple quintuple sextuple crisis, education in

, 129–130

UC-CSU NXTerra Knowledge Action Network

, 5–6

United Nations Organization for Education, Science and Culture (UNESCO)

, 13

Units of Engaged Action (UAC)

, 171–172

Units of Engaged Action (UEA)

, 171–173

Universidad Autónoma de México (UNAM)

, 29

Universidad de la Tierra (Unitierra)

, 39–40, 168

Universidad de las Américas, Puebla (UDLAP)

, 29

Universidad y Compromiso Social network

, 170

University of California at Santa Barbara (UCSB)

, 5–6

Useful knowledge

, 171

Value-neutrality

, 31–32

Verstehen sociology (Weber)

, 33

Walking methods

, 97–99

Whole Eco Vista Catalogue, The

, 142

World in 2025, The

, 134–137