Transgressive learning, resistance pedagogy and disruptive capacitybuilding as levers for sustainability

Earlier this month the 8th Report from the Global University Network fir Innovation (GUNi) was published with a wealth of contributions critiquing current resilient modes and models of education and outlinig alternative one in light of the current systemic global dysfunction we find ourselves in. I was asked to contribute a chapter on transgressive learning. The link to the chapter is here

You can find the entire book at www.guni-call4action.org

The full citation for my chapter is: Wals, AEJ (2022) Transgressive learning, resistance pedagogy and disruptive capacity building as levers for sustainability. In: Higher Education in the World 8 – Special issue New Visions for Higher Education, Barcelona: Global University Network for Innovation (GUNi). Open access: www.guni-call4action.org, p216-222.

Reconfiguring Environmental Sustainability in Early Childhood: a Post-anthropocentric Approach – Kassahun Weldemariam

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On April 24th my last formal activity for The Faculty of Education at the University of Gothenburg ended with the successful defence & disputation by my PhD student at GU, Kassahun Weldemariam. Kassahun worked for almost 5 years on a study on sustainability in early childhood education from a posthuman perspective. Prof. Karen Malone was his opponent while Dr. Beniamin Knutsson and Dr. Helena Pedersen were co/supervisors. Due to COVID19 the whole defence had to take place via Zoom which worked well but did strip the event from the usual rituals and festivities afterwards.

The purpose of his dissertation of which three chapters were published in peer reviewed journals and one as a book chapter,  was twofold. First, Kassahun explored how the notion of sustainability is conceptualized within early childhood education discourses and how it is manifested in early childhood curricula. Second, the dissertation examined post-anthropocentric possibilities of sustainability within early childhood education.

A major finding of the two studies, relating to the first purpose, is that early childhood education tends to have an anthropocentric bias and over-emphasizes the importance of children’s agency in enhancing their potential to contribute to sustainability. Using this finding as a backdrop, the major finding of the two subsequent studies, relating to the second purpose, is that post-anthropocentric analysis can help to challenge these shortcomings and offer the emergence of a different sustainability ethos. In doing so, sustainability is reconceptualized as a generative concept that opens up possibilities for children to learn-with, become-with and affected by non-humans, i.e. other species and non-human forces. Specific posthuman concepts such as assemblage, distributed agency and becoming-with are used as thinking tools.

Systematic literature review and curricula content analysis were employed as methods for study one and study two respectively. Study three and study four drew ideas from post-qualitative inquiry which employ concepts that allow to experimentally engage with the world and think with/become-with data.

The latter two studies empirically demonstrate emerging possibilities of learning for sustainability with the non-human others/material forces and other species. In the end, the dissertation highlights that post-humanist and new materialist perspectives can provide a post-anthropocentric conceptualisation of sustainability, which paves the way for a more relational ontology, one that could in turn create a pedagogical practice supporting sustainability.

It was a true pleasure working with Kassahun durng the last five years and I am convinced we will be hearing a lot from him in the future. A pdf of his dissertation can be found here>Kassahun Weldemariam_inlaga_med artiklar

Keywords: Sustainability, Anthropocentric, Post-anthropocentric, Assemblage, Subjectivity, Affect, Ontology, Epistemology, Agency, Becoming-With, Distributed Agency, Materiality