Hope Pedagogies in Times of Crises: A cross-cultural study

This dissertation investigates how formal education can foster critical engagement with the intertwined social, political, and ecological crises of our time. Adopting a multiple-case study methodology, this research explores three schools in Argentina, Italy, and Uruguay that are recognised for their commitment to sustainability. By examining the pedagogical approaches and perceptions among students and educators, this study aims to understand how schools can scaffold the development of sustainability competences in students aged 11-15. This research, grounded in a critical cultural-historical framework, employs mixed-methods including semi-structured interviews, student survey, photovoice, self-narratives, and participant observation to offer a comprehensive analysis of how different educational settings influence the understanding and practice of sustainability. The findings highlight distinct pedagogical approaches across the schools: political education, STEM-oriented, and nature-based education. Each approach presents its own strengths and limitations in fostering both awareness and action toward critical engagement with social, political and environmental issues. This study highlights the need for educational practices that integrate social, political, and environmental dimensions to cultivate a holistic understanding and action among students. By practising hope, collective action and place-based education, schools can play a pivotal role in supporting students to address the complex challenges of our world. The findings of this study call for educational models that are adaptable, context-specific, and capable of fostering systemic change. Additionally, this research offers practical recommendations for educators and policymakers seeking to implement critical and transformative pedagogies in diverse educational settings.