Читать книгу The Wiley Handbook of Sustainability in Higher Education Learning and Teaching - Группа авторов - Страница 25

The students interviewed expressed diverse motivations for initiating and taking part in the SSH project, as could be expected for any student activist project. Motivations ranged from (i) wanting to drive long‐term social change through providing a legacy for other students to learn about and experience food growing, and giving students the right to grow their own food¹; to (ii) more individual experiential motivations, including wanting a different, more unusual university learning experience and the opportunity to grow their own food; to (iii) a desire to apply knowledge about sustainability beyond their degree. Two of the students interviewed approached the project seeing themselves as more knowledgeable “advisors” to other students, wanting to share their own knowledge about and passion for sustainability with others. Others saw their involvement as an opportunity for their own learning through active experience. This mirrors findings in other informal activism where there is typically a range of participants from those new to the field and those acting in more informal mentoring capacities (Ollis 2008).