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- A common vocabulary, an unchanged grammar: SDG adoption and epistemic justice in european higher educationPublication . Veiga, Ivo; Vidal, Diogo Guedes; Rollo, Maria Fernanda; Alves, Fátima; Ralão, Joana; Catellani, AndreaAs the 2030 target date for the United Nations Agenda for Sustainable Development approaches, universities face an increasingly visible tension between rhetorical commitment to sustainability and the more demanding requirements of structural transformation. While existing scholarship has examined governance frameworks, institutional strategies, and curriculum reform, comparatively less attention has been paid to the epistemic assumptions embedded in indicator-driven sustainability agendas and to the ways managerial university governance may constrain more transformative forms of engagement. Pursuing three interconnected objectives, this study examines how the SDGs are perceived and integrated across teaching, research, and governance; explores the structural and epistemic barriers identified by respondents; and considers levels of support for more critical and justice-oriented approaches to sustainability in higher education. Drawing on a cross-sectional survey of 54 academics recruited through transnational COST Action networks, the study combines descriptive statistics with thematic analysis of open-ended responses. Given the network-based sample, the findings are exploratory. They suggest that institutional engagement with the SDGs is often uneven,selective, and shaped by existing organisational logics. A substantial majority of respondents favour critical reformulation of the SDGs rather than unreflective compliance, pointing to a persistent tension between technocratic approaches to sustainability and broader concerns with epistemic justice. The findings also indicate that more meaningful sustainability in higher education may require stronger recognition of Indigenous, local, and intergenerational knowledge, as well as greater institutional capacity for critical, plural, and reflexive engagement beyond metric alignment.
- “Lifting the Roof” with democracy-as-becoming: the potential of aesthetic and embodied learning for innovating governance in educational institutions a pattern approachPublication . Spahn, Lea; Weber, Susanne Maria; Jääskeläinen, Pauliina; Mpamhanga, Karen; Neves, Claudia; Oganisjana, Karine; OliverContemporary societies face interrelated crises that strain democratic institutions, social cohesion, and ecological conditions. This article approaches governance as a relational, processual practice that can be reconfigured in and through aesthetic and embodied approaches. Drawing on qualitative material generated in the three-year Horizon Europe/UKRI project Transforming Education for Democracy through Aesthetic and Embodied Learning, Responsive Pedagogy and Democracy-as-becoming, the analysis revisits case studies with a focus on aesthetic and embodied learning in adult, professional, and organizational learning settings to ask what patterns of governance innovation towards democracy-as-becoming become visible when democratic learning is enacted as embodied, situated practice. Empirically, the study draws on data generated through case trials in six European countries with a participatory action research design and unfolds five patterns with analytic vignettes that illuminate repeating moments, processes and situations of embodied governance. Conceptually, the article is informed by an epistemic shift towards commoning, framing governance as embedded in concrete practices of possibility rather than bounded procedures. A pattern-oriented re-reading identifies recurring situations in which governance shifts are enacted through power-sharing, transforming dialogue, relational well-being, and holistic learning. These shifts appear as changes in individual stance, collective practice, and institutional culture, including processes of unlearning hierarchy and reworking institutionalized power relations. By articulating “promising patterns” grounded in situated educational practice, the article links democratic renewal to common(ing) activities and collective imagination in education.