446
S. Emery et al.
that embraces student researcher community collaboration. As this paper shows, SRs
are working hand in hand with Tasmanian communities to activate their own cultural
capital and to enhance that of the community members with whom they work, to
provide platforms for localised social change on sustainability issues and enter into
SDG discourses in Australia.
The case studies outlined in this paper illustrate the potential that SRs offer as
an under-realised asset for communities. We suggest that when SRs are provided
with the right kinds of enabling platforms, they are able to extend the benefit of
their research and growing cultural capital within the community. Through its events
and activities, EfSTas is one such enabling platform that affords student researchers
a forum for bringing their student researcher cultural capital into contact with the
community. The experiences of SRs and community working and learning together
demonstrate the reciprocity of partnerships that galvanise around SDGs.
Finally, we have written this paper as a means of contributing to discourses of
sustainability in higher education, to offer examples of how collaborations led by
SRs can bring together academic and local expertise to create educative moments
that contribute toward sustainable development. SDG 4.7 calls for ensuring that all
learners “acquire the knowledge and skills to promote sustainable development”. We
have shown how local knowledges and skills have been at the forefront of the progress
being made by a newly recognised Regional Centre of Expertise in Education for
Sustainable Development. It is hoped that this paper inspires new ways of considering
how student researchers can be agents of change in university contributions towards
SDG.
References
Australian Bureau of Statistics [ABS] (2006) 1362.6—Regional Statistics, Tasmania, 2007. Australian Bureau of Statistics. http://www.abs.gov.au/ausstats/abs@.nsf/mf/1362.6. Last accessed
26Apr 2018
Australian Bureau of Statistics [ABS] (2016) 2016 Census QuickStats—Burnie. Australian
Bureau of Statistics. http://www.censusdata.abs.gov.au/census_services/getproduct/census/2016/
quickstat/LGA60610. Last accessed 26 Apr 2018
Australian Curriculum Assessment and Reporting Authority (n.d.) F-10 Curriculum. Australian
Curriculum Assessment and Reporting Authority. https://www.australiancurriculum.edu.au/f-10curriculum/. Last accessed 26 Apr 2018
Baker V, Lattuca L (2010) Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Stud High Educ 35(7):807–827
Berman J (2008) Connecting with industry: bridging the divide. J High Educ Policy Manage
30(2):165–174
Bourdieu P (1986) The forms of capital. In: Richardson JE (ed) Handbook of theory of research for
the sociology of education. Greenwood Press, Westport, CT, p 46
Brindley M, Turner K (2015) The future role and contribution of regional capitals to Australia: a
Tasmanian perspective. Regional Development Australia—Tasmania, Launceston, TAS
De Sousa Santos B (2007) Beyond abyssal thinking: from global lines to ecologies of knowledges.
Review (Fernand Braudel Center) 30(1):45–89
S. Emery et al.
that embraces student researcher community collaboration. As this paper shows, SRs
are working hand in hand with Tasmanian communities to activate their own cultural
capital and to enhance that of the community members with whom they work, to
provide platforms for localised social change on sustainability issues and enter into
SDG discourses in Australia.
The case studies outlined in this paper illustrate the potential that SRs offer as
an under-realised asset for communities. We suggest that when SRs are provided
with the right kinds of enabling platforms, they are able to extend the benefit of
their research and growing cultural capital within the community. Through its events
and activities, EfSTas is one such enabling platform that affords student researchers
a forum for bringing their student researcher cultural capital into contact with the
community. The experiences of SRs and community working and learning together
demonstrate the reciprocity of partnerships that galvanise around SDGs.
Finally, we have written this paper as a means of contributing to discourses of
sustainability in higher education, to offer examples of how collaborations led by
SRs can bring together academic and local expertise to create educative moments
that contribute toward sustainable development. SDG 4.7 calls for ensuring that all
learners “acquire the knowledge and skills to promote sustainable development”. We
have shown how local knowledges and skills have been at the forefront of the progress
being made by a newly recognised Regional Centre of Expertise in Education for
Sustainable Development. It is hoped that this paper inspires new ways of considering
how student researchers can be agents of change in university contributions towards
SDG.
References
Australian Bureau of Statistics [ABS] (2006) 1362.6—Regional Statistics, Tasmania, 2007. Australian Bureau of Statistics. http://www.abs.gov.au/ausstats/abs@.nsf/mf/1362.6. Last accessed
26Apr 2018
Australian Bureau of Statistics [ABS] (2016) 2016 Census QuickStats—Burnie. Australian
Bureau of Statistics. http://www.censusdata.abs.gov.au/census_services/getproduct/census/2016/
quickstat/LGA60610. Last accessed 26 Apr 2018
Australian Curriculum Assessment and Reporting Authority (n.d.) F-10 Curriculum. Australian
Curriculum Assessment and Reporting Authority. https://www.australiancurriculum.edu.au/f-10curriculum/. Last accessed 26 Apr 2018
Baker V, Lattuca L (2010) Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Stud High Educ 35(7):807–827
Berman J (2008) Connecting with industry: bridging the divide. J High Educ Policy Manage
30(2):165–174
Bourdieu P (1986) The forms of capital. In: Richardson JE (ed) Handbook of theory of research for
the sociology of education. Greenwood Press, Westport, CT, p 46
Brindley M, Turner K (2015) The future role and contribution of regional capitals to Australia: a
Tasmanian perspective. Regional Development Australia—Tasmania, Launceston, TAS
De Sousa Santos B (2007) Beyond abyssal thinking: from global lines to ecologies of knowledges.
Review (Fernand Braudel Center) 30(1):45–89