Skupnosti prakse kot metodologija za razvijanje inovacij v izobraževanju odraslih za trajnostni razvoj

In this article, we present findings on the characteristics of community of practice appearing in sustainable education in reference to preserving natural and cultural heritage. Our research originated in the poststructuralist theory of practice and in concepts of social learning. Freire’s learning theory was the basis for establishing the thesis that critical awareness is necessary for sustainable innovation. The empirical section of our research is based on an ethnographical collection of data in three different environments. We analysed cases of connected learning and activities, based both in local community and participants’ needs. All three cases join learning with innovative practices that develop social and environmental well-being. Our results reveal that innovative practices develop in connection with transformative learning: the dialogical linking of scientific and local behaviour and the identity of participants.