Abstract
While the United Nations Millennium Declaration identified several key benchmarks for sustainable development, the UN’s 2030 Agenda for Sustainable Development (ASD) now reaffirms, refines, and retools those sustainable development goals for the next 15 years. Specifically, the ASD calls for developing and extending opportunities for transitions to sustainable societies—a goal that necessarily includes more sustainable research practices capable of fostering the uptake of the values, behaviors, strategies, and lifestyles required to realize a sustainable future for all people and societies as well. This paper describes one such sustainable practice project: Scientific Animations Without Borders (SAWBO). Housed at Michigan State University in the United States, at all levels of its ESD project, SAWBO enacts a collaborative, flexible, adaptive, and resilient practice with global and local, scientific and indigenous, knowledge experts in order to transfer scientifically grounded knowledge about agricultural, public health, and socioeconomic issues of public concern to rural areas of Africa and other places affected by those concerns. SAWBO's principle medium of transfer uses animated, linguistically localized, educational videos, distributed free of cost, and intended to be both readily accessible and easily shared by all types of audiences, but especially by low-literate adult learners in developing regions. As such, SAWBO’s ESD approach addresses many of Agenda 2030’s 17 Global Goals and aligns with the global effort to develop educational approaches that are not only economically, but also socially and environmentally, sustainable. As a project, SAWBO also embodies a model of sustainability education practice adaptable to different methodologies across a variety of spaces and educational levels and is itself also methodologically sustainable.
Similar content being viewed by others
References
Abbott E, Miiro R, Mazur R, Mocumbe S, Pittendrigh BR, Bello-Bravo J, Jafali M (2017) Comparative effectiveness of video animation delivered by smartphones versus printed images in communicating bean-growing recommended practices to farmers in Uganda and Mozambique [Abstract]. In: The Feed the Future Legume Innovation Lab: Grain Legume Research Conference. Ouagadougou, Burkina Faso: Feed the Future Innovation Lab for Collaborative Research on Grain Legumes (Feed the Future Legume Innovation Lab)
Bakhtin MM (2006) The dialogic imagination: four essays. University of Texas Press, Austin
Belay K, Abebaw D (2004) Challenges facing agricultural extension agents: a case study from South-western Ethiopia. Afr Dev Rev 16:139–168
Bello-Bravo J, Pittendrigh BR (2012) Scientific animations without borders: a new approach to capture, preserve and share indigenous knowledge. J World Univ Forum 5:11–20. Available: http://wuj.cgpublisher.com/product/pub.173/prod.339
Bello-Bravo J, Pittendrigh BR (2014) Scientific animations without borders: how the need to spread entomological solutions has given rise to a new approach for international educational strategies for low-literate learners. Bull Entomol Soc Can 46:31–36. Available: http://esc-sec.ca/bulletin/bulletin_dec_2014a.pdf
Bello-Bravo J, Diaz R, Venugopal S, Viswanathan M, Pittendrigh BR (2010) Expanding the impact of practical scientific concepts for low-literate learners through an inclusive and participatory virtual knowledge ecosystem. J World Univ Forum 3(4):147–164
Bello-Bravo J, Seufferheld F, Steele LD, Agunbiade TA, Guillot D, Cutz G, Pittendrigh BR (2011). Scientific animations without borders: an international collaborative approach for building scientific educational materials for use on cell phones and the internet in developing nations. Int J Sci Soc 2:49–62. Available: http://ijy.cgpublisher.com/product/pub.187/prod.154
Bello-Bravo J, Seufferheld F, Agunbiade T, Steele LD, Guillot D, Ba M, Binso-Dabiré C, Baoua I, N’Diaye M, Tamò M, Pittendrigh BR (2013) Scientific animations without borders™: cell-phone videos for cowpea farmers. In: Boukar O, Coulibaly O, Fatokun C, Lopez K, Tamò M (eds) Innovative research along the cowpea value chain. Proceedings of the 5th World Cowpea Research Conference. IITA, Saly, Senegal. Available: http://crsps.net/resource/scientific-animations-without-borders-cell-phone-videos-for-cowpea-farmers/
Bello-Bravo J, Lovett PN, Pittendrigh BR (2015) The evolution of Shea Butter’s “paradox of paradoxa” and the potential opportunity for information and communication technology (ICT) to improve quality, market access and women’s livelihoods across rural Africa. Sustainability 7:5752–5772
Bello-Bravo Julia, Tamò Manuele, Dannon Elie Ayitondji, Pittendrigh Barry Robert (2017a) An assessment of learning gains from educational animated videos versus traditional extension presentations among farmers in Benin. Inf Technol Dev. https://doi.org/10.1080/02681102.2017.1298077
Bello-Bravo J, Lutomia AN, Abbott E, Mazur R, Mocumbe S, Pittendrigh BR (2017b) Making agricultural learning accessible: examining gender in the use of animations via mobile phones. In: Mills M, Wake D (eds) Empowering learners with mobile open-access learning initiatives. IGI Global, Hershey, pp 74–100. https://doi.org/10.4018/978-1-5225-2122-8.ch005
Bello-Bravo J, Zakari OA, Baoua I, Pittendrigh BR (2018) Facilitated discussions increase learning gains from dialectically localized animated educational videos in Niger. Inf Technol Dev 24(2):1–25. https://doi.org/10.1080/02681102.2018.1485004
Broman GI, Robèrt K-H (2017) A framework for strategic sustainable development. J Clean Prod 140(Part 1):17–31
Buckler C, Creech H (2014) Shaping the future we want: UN decade of education for sustainable development; final report. UNESCO, Paris. Available: http://unesdoc.unesco.org/images/0023/002303/230302e.pdf
Cornwall A (2008) Unpacking 'Participation': models, meanings and practices. Commun Dev J 43(3):269–283
Cornwall A, Brock K (2005) Beyond buzzwords “poverty reduction”, “participation” and “empowerment” in development policy (overarching concerns programme paper no. 10). UNRISD, Geneva, CH
Dewey J (1944) Democracy and education. Free Press, New York
FAO (2015) Building a common vision for sustainable food and agriculture. Principles and approaches. FAO, Rome
Griggs D, Stafford-Smith M, Gaffney O, Rockström J, Öhman MC, Shyamsundar P, Steffen W, Glaser G, Kanie N, Noble I (2013) Policy: sustainable development goals for people and planet. Nature 495:305–307
Holling CS (2000) Theories for sustainable futures. Conserv Ecol 4(2):7. http://www.consecol.org/vol4/iss2/art7/
Jucker R (2014) Do we know what we are doing? Reflections on learning, knowledge, economics, community and sustainability. Cambridge Scholars Publishing, Newcastle Upon Tyne
King K (2009) Education, skills, sustainability and growth: complex relations. Int J Educ Dev 29:175–181
Lambrechts W, Hindson J (2016) Research and innovation in education for sustainable development: exploring collaborative networks, critical characteristics and evaluation practices. Environment and School Initiatives (ENSI), Vienna
Lambrechts W, Mulà I, Ceulemans K, Molderez I, Gaeremynck V (2013) The integration of competences for sustainable development in higher education: an analysis of bachelor programs in management. J Clean Prod 48:65–73
Leeuwis C (2013) Communication for rural innovation: rethinking agricultural extension, 3rd edn. Blackwell, London
Lemon M, Jeffrey P, Snape JR (2014) Levels of abstraction and cross-cutting skills: making sense of context in pursuit of more sustainable futures. In: McGlade J, Strathern M (eds) The social face of complexity science: a Festschrift for Professor Peter M. Allen. Emergent, Litchfield Park, pp 27–48
Lemon M, Lambrechts W, Fleming M, Lee S-K (2016) Reflections on ‘committed’research into education for sustainable development: challenges and responses. In: Lambrechts W, Hindson J (eds) Research and innovation in education for sustainable development: exploring collaborative networks, critical characteristics and evaluation practices. Environment and School Initiatives (ENSI), Vienna, pp 168–183
Letseka M (2012) In defence of ubuntu. Stud Philos Educ 31:47–60
Liarakou G, Gavrilakis C, Flogaitis E (2014). Profiles of isolated communities and ways into integration. In CoDeS: designing a sustainable future through school community collaboration. CoDeS, Barcelona
Maredia MK, Reyes B, Ba MN, Dabire CL, Pittendrigh BR, Bello-Bravo J (2017) Can mobile phone-based animated videos induce learning and technology adoption among lowliterate farmers? A field experiment in Burkina Faso. Inf Technol Dev. https://doi.org/10.1080/02681102.2017.1312245
Morgan DL (1996) Focus groups as qualitative research, 2nd edn. Sage, Thousand Oaks
Novo M (2009) La educación ambiental, una genuina educación para el desarrollo sostenible [Environmental education, a genuine education for sustainable development]. Revista de Educación 2009:195–217
Pittendrigh BR, Bello-Bravo J (2010) Expanding the impact of practical scientific concepts in developing nations through cutting edge technologies. Presented at the World Universities Forum, Davos, Switzerland, 9-13 January 2010
Ribot J, Peluso NL (2003) A theory of access. Rural Sociol 68(2):153–181
Rockström J, Steffen W, Noone K, Persson Å, Chapin FS, Lambin EF, Lenton TM, Scheffer M, Folke C, Schellnhuber HJ (2009) A safe operating space for humanity. Nature 461:472–475
Schmidt P, Stiefel J, Hürlimann M (1997) Extension of complex issues: success factors in integrated pest management. Swiss Centre for Development Cooperation in Technology and Management, St. Gallen, CH
Sokame BM, Tounou AK, Datinon B, Dannon EA, Agboton C, Srinivasan R, Pittendrigh BRR, Tamò M (2015) Combined activity of Maruca vitrata multi-nucleopolyhedrovirus, MaviMNPV, and oil from neem, Azadirachta indica Juss and Jatropha curcas L., for the control of cowpea pests. Crop Prot 72:150–157
Sterling S (2009) Sustainable education: re-visioning learning and change. Green Books, Dartington
Tillich P (1966) Critique and justification of Utopia. In: Manuel FE (ed) Utopias and utopian thought. Houghton, Boston, pp 25–49
UNDESA (2017) SDG indicators: metadata repository. United Nations, New York
UNESCO (2002) UN decade of education for sustainable development 2005–2014: the DESD at a glance. UNESCO, Paris
UNESCO (2012) Education for sustainable development sourcebook (Learning and Training Tools no. 4). UNESCO, Paris
UNESCO (2017a) Education for sustainable development goals: learning objectives. UNESCO, Paris
UNESCO (2017b) SDG4.7. UNESCO, Paris
United Nations (2016) La Agenda de Desarrollo Sostenible. United Nations, New York
UNESCO (2000) The Dakar framework for action: education for all: meeting our collective commitments (adopted by the World Education Forum, Dakar, Senegal, 26–28 April 2000). UNESCO, Paris
UNESCO (2015) Rethinking education. Towards a global common good? UNESCO, Paris
Van Poeck K, Loones J (2011) Education for sustainable development: flag and cargo. Flemish government, Environment, Nature and Energy Department, Leuven
Verhulst E, Lambrechts W (2015) Fostering the incorporation of sustainable development in higher education. Lessons learned from a change management perspective. J Clean Prod 106:189–204
Waas T, Hugé J, Ceulemans K, Lambrechts W, Vandenabeele J, Lozano R, Wright T (2012) Sustainable higher education. Understanding and moving forward. Flemish Government—Environment, Nature and Energy Department, Leuven. http://www.vub.ac.be/klimostoolkit/sites/default/files/documents/sustainable_higher_education_understanding_and_moving_forward_waas_et_al_.pdf
Wals AE (2015) Social learning-oriented capacity-building for critical transitions towards sustainability. In: Jucker R, Mathar R (eds) Schooling for sustainable development in Europe. Springer, Dordrecht, pp 87–107. https://link.springer.com/chapter/10.1007%2F978-3-319-09549-3_6
WCED (1987) Our common future. Oxford University Press, New York. http://www.un-documents.net/our-common-future.pdf
Acknowledgements
This research was made possible by the Fulbright Commission in Spain and Fulbright Visiting Scholar Program Council for International Exchange of Scholars (CIES) and Institute of International Education (IIE).
Author information
Authors and Affiliations
Corresponding author
Additional information
Handled by Osamu Saito, United Nations University Institute for the Advanced Study of Sustainability, Japan.
Rights and permissions
About this article
Cite this article
Rodriguez-Domenech, M.A., Bello-Bravo, J. & Pittendrigh, B.R. Scientific animations without borders (SAWBO): an innovative strategy for promoting education for sustainable development. Sustain Sci 14, 1105–1116 (2019). https://doi.org/10.1007/s11625-018-0624-8
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11625-018-0624-8