856
S. M. Weber and M. A. Tascón
4.2 Connecting Sustainable Agriculture with Social
Development
As the prototype of an ecological university aims to contribute to global solidarity for
sustainable development, to ecosystem development and to sustainable development,
it is planned to develop studies in solidary economy, sustainable water use, Fair Trade
and sustainable education. As a Higher Education model it connects to debates on
system innovations and solidary economy.
Social and Solidarity Economy conceptually belongs to the framework of ‘diverse
economies’. Imagining economy differently implies to take notice of everything we
do to ensure the material and immaterial functioning and well-being of households,
communities and nations. It relates to an economy that can reflect a wider reality. A
reframed economy regards any actor as an economic actor, being able to contribute in
reshaping economies towards environmental and social well-being (Gibson-Graham,
Cameron and Healy 2013:3).
Approaches of ‘Social Agriculture’ debated in the Western World can be connected to the developmental model of ‘Buen Vivir’, presented by Acosta (2017).
Social agriculture is a potential solution to prevent rural depopulation, to stimulate
re-population of abandoned areas or to foster social cohesion in rural communities
(Cervinka et al. 2010). It connects to approaches like ‘green care’ as integral concepts on social and societal change as well as solidarity economy and social inclusion
(Haubenhofer et al. 2012; Sempik et al. 2010; Wiesinger et al. 2013).
Combining those concepts and unlocking social and economic capacities it generates synergy effects for users as well as for suppliers and for the community in general.
Social agriculture has the additional effect, that local people profit directly, also by
necessary infrastructure development like mobility structures or cultural events. They
allow new institutional arrangements in social, educational and healthcare services,
innovative care-settings; eco-social development, resilient communities and strategies for remote areas; Education for Sustainable Development, nature- and animal
based education. Additionally, the approach relates to a global interconnection of
Fair Trade.
4.3 A Fair Trade University
In order to secure the economical survival of indigenous communities, transcontinental and intercultural learning potentials are given in the field of ‘Fair Trade’. In order
to avoid rural exodus and depopulation, especially younger generations need to support and preserve their life chances. Fair Trade should therefore be regarded as a core
element of this version of an alternative Indigenous University. It addresses solidary
economy, sustainable global economical cycles and transformational education.
A Higher Education approach that connects transformative Higher Education
and the development of fair and sustainable trade within the global economical
S. M. Weber and M. A. Tascón
4.2 Connecting Sustainable Agriculture with Social
Development
As the prototype of an ecological university aims to contribute to global solidarity for
sustainable development, to ecosystem development and to sustainable development,
it is planned to develop studies in solidary economy, sustainable water use, Fair Trade
and sustainable education. As a Higher Education model it connects to debates on
system innovations and solidary economy.
Social and Solidarity Economy conceptually belongs to the framework of ‘diverse
economies’. Imagining economy differently implies to take notice of everything we
do to ensure the material and immaterial functioning and well-being of households,
communities and nations. It relates to an economy that can reflect a wider reality. A
reframed economy regards any actor as an economic actor, being able to contribute in
reshaping economies towards environmental and social well-being (Gibson-Graham,
Cameron and Healy 2013:3).
Approaches of ‘Social Agriculture’ debated in the Western World can be connected to the developmental model of ‘Buen Vivir’, presented by Acosta (2017).
Social agriculture is a potential solution to prevent rural depopulation, to stimulate
re-population of abandoned areas or to foster social cohesion in rural communities
(Cervinka et al. 2010). It connects to approaches like ‘green care’ as integral concepts on social and societal change as well as solidarity economy and social inclusion
(Haubenhofer et al. 2012; Sempik et al. 2010; Wiesinger et al. 2013).
Combining those concepts and unlocking social and economic capacities it generates synergy effects for users as well as for suppliers and for the community in general.
Social agriculture has the additional effect, that local people profit directly, also by
necessary infrastructure development like mobility structures or cultural events. They
allow new institutional arrangements in social, educational and healthcare services,
innovative care-settings; eco-social development, resilient communities and strategies for remote areas; Education for Sustainable Development, nature- and animal
based education. Additionally, the approach relates to a global interconnection of
Fair Trade.
4.3 A Fair Trade University
In order to secure the economical survival of indigenous communities, transcontinental and intercultural learning potentials are given in the field of ‘Fair Trade’. In order
to avoid rural exodus and depopulation, especially younger generations need to support and preserve their life chances. Fair Trade should therefore be regarded as a core
element of this version of an alternative Indigenous University. It addresses solidary
economy, sustainable global economical cycles and transformational education.
A Higher Education approach that connects transformative Higher Education
and the development of fair and sustainable trade within the global economical