Education in Times of Climate Change – comprehensive NORRAG Special Volume

Climate change is not a new issue for education, but new levels of consensus and concern are emerging, suggesting that new policy developments may follow. This NORRAG Special Issue (NSI 07) addresses the question of how education is to equip learners to participate in climate action that would fundamentally disrupt existing problematic systems. This NSI has the potential to inform pedagogical praxis, co-learning, curriculum, climate action, policy formulation, frameworks for evaluating success, resourcing decisions and what we might consider educative acts for engaging with climate change and its multi-dimensional uncertainties, risks and opportunities. 

Edited by South African Professors Eureta Rosenberg and Heila Lotz-Sisitka, this is one of the most comprehensive and ground braking collections of papers available at the moment. The special issue is completely open access. You can find the full table of contents here.

I am very pleased to have found two wonderful Norwegian colleagues – Astrid Sinnes of the Norwegian Life Sciences University and Ole Andreas Kvamme of the University of Oslo who were willing to join in writing a contribution which is titled: School Strikes as Catalysts for Rethinking Educational Institutions, Purposes and Practices

I am also delighted to see two of my former PhD’s, Thomas Macintyre and Martha Chaves, based in Colombia in the special issue as well with a paper on Climate Change Resilience through Collaborative Learning in the Colombian Coffee Region – they co-authored with Tatiana Monroy who, like omas and Martha volunteers for Fundación Mentes en Transición, Colombia, South America

There will be an online launch of the NORRAG Special Issue 07 (NSI 07): Education in Times of Climate Change, will take place on 6 October 2022 at 16:00 – 17:30 CEST. For more information about the llaunch event have look here!

Summer School River Lives and Living Rivers: Towards a transdisciplinary conceptualization

I feel very privileged to be part of one of the two major International River Research projects led by Wageningen UR colleague Prof. Rutgerd Boelens: Riverhood and RiverCommons. Riverhood and River Commons are both 5-year research projects that focus on enlivening rivers, river co-governance initiatives, and new water justice movements.

Riverhood is funded by the European Research Council (ERC) (Grant Agreement No 101002921) and aims to build groundbreaking transdisciplinary concepts and methodological tools to analyze and support new water justice movements’ institutions, strategies and practices for equitable and sustainable water governance. It does so through comparing initiatives in Latin America (Ecuador and Colombia) and Europe (Netherlands and Spain). The focus will be on movements promoting novel concepts and practices such as Rights of Nature, new water cultures or nature-inclusive hydraulics, to name just a few.

RiverCommons is funded by Wageningen University’s Interdisciplinary Research and Education Fund (INREF) and unites chair groups from the social and natural sciences, as well as partners worldwide. Its objective is to develop transdisciplinary concepts and methods for research, education, and multi-stakeholder interactions to understand and support river co-governance initiatives and sustainable socio-ecological river systems in Asia, Africa, Latin America and Europe.

While each of the projects has its specific objectives, activities, regions, and partners, there is immense potential for synergies and cross-pollination. Riverhood and River Commons will therefore be integrated in multiple ways, to together build a diverse and wide network of river scholars, activists, and institutions that commonly aim to understand and strengthen river co-governance around the world.

Both projects are united by a common framework that illuminates the different facets and complexities of river systems. The framework encompasses four dimensions: River-as-Ecosociety, River-as-Territory, River-as-Subject, and River-as-Movement. You can find more information about it in Concepts.

Another important component of both projects is the development of Environmental Justice Labs (Riverhood) and River Co-governance Labs (River Commons) to be organized in the case study sites to co-create knowledge and mobilize and exchange ideas for change.

One exciting immediate prospect and possibility for PhD’s from around the world is our Summer School “River Lives and Living Rivers: Towards a transdisciplinary conceptualization”

Here is the short introduction to the course:

World’s rivers are fundamental to social and natural well-being but profoundly affected by mega-damming and pollution. In response to top-down and technocratic approaches, in many places riverine communities practice forms of ‘river co-governance’, integrating ecological, cultural, political, economic and technological dimensions. In addition, new water justice movements (NWJMs) have emerged worldwide to creatively transform local ideas for ‘enlivening rivers’ into global action and vice versa. The Summer School aims to provide PhD students who conduct research on these ‘river commons’ and NWJMs with transdisciplinary concepts and approaches for studying their emerging ideas, concepts, proposals and strategies. The training thereby focuses on conceptualizing river systems in all senses, and capacity-building for (understanding and supporting) river knowledge co-creation and democratisation from the bottom up.

Short Intro Video – Transforming Education for Sustainable Futures (TESF)

Wageningen UR is one of the partners in the Transforming Education for Sustainable Futures (TESF) Network. TESF is a GCRF funded Network Plus, co-ordinated out of the University of Bristol, working with partners in India, Rwanda, Somalia/Somaliland, South Africa, the United Kingdom and the Netherlands. The network undertakes collaborative research to Transform Education for Sustainable Futures.

TESF just released a short video outlining the mission and way of working of the network. The coming months the four hub countries will launch their innovation grant scheme which will allow local partners to apply for funding to engage in educational reform towards sustainable development at different levels of education.  Please go to the TESF-website for more information.





Environmental Education in Asia – Special Issue in the Japanese Journal of EE


This special issue edited by Shinichi Furihata and Sachi Ninomiya-Lim from Tokyo University of Agriculture and Technology and Tokai University respectively,  is the result of a 2-year collaborative project involving environmental education (EE) societies/ associations from Japan, Korea, Taiwan, North America, and Australia. In the editorial introduction the following is stated:

“The aim of the project was to create a platform to share ideas, practices, and theories of EE in the Asian region, with English as the common language. The discussion was organized around five core themes: 1) Development, current situation, and challenges of EE in formal education; 2) Development, current situation, and challenges of EE in non-formal education; 3) Research trends in EE; 4) Insights for EE in Asia from outside of Asia; 5) Review, comparison, and synthesis of findings to go beyond a presentation of EE in various countries and instead highlight the recurring transversal issues. We hope this special issue will contribute to furthering dialogue among EE scholars and practitioners in Asia, and to building bridges between EE in Asia and other regions.

The Japanese Journal of Environmental Education (JJEE), published by the JSOEE/JSFEE since 1991, has provided EE researchers and practitioners with an important space to share their ideas, thoughts, methods, and evaluative analyses, and to participate in theoretical discussions, etc., similar to many EE journals published in other countries and regions. However, since most of JJEE articles are written in Japanese (with summaries in English), its readership is essentially limited to Japanese language users, most of whom reside in Japan. Thus, although the JJEE has become a critical platform for communication among Japanese EE researchers and practitioners, there is a need to expand these discussions to a wider, global network, so that Japanese EE professionals may participate in international and transnational debates on issues of wider relevance in EE. Similarly, EE research in different journals published in Asian countries, including Korea and Taiwan, is mostly written in the local language and is therefore largely inaccessible to people who do not read these languages. The aim of this special issue, therefore, was to create a space where such discussions may be shared and connected. In addition, we decided to invite several prominent international researchers to provide their insights, ideas, and suggestions on developing EE in Asia, increasing Asian participation in the global EE arena, and promoting collaboration on EE with different countries and regions around the world.”

I was asked to write a reflective response paper together with Peter Blaze Corcoran and Joseph Weakland in which we look ahead to the future of EE in the region and beyond. Our paper titles “Preparing for the Ecocene: Envisioning futures for environmental and sustainability education” is based on the introduction to the recent book we edited for Wageningen Academic Publishers (see elsewhere in this blog). All papers are available as open-access and can be found here: Link to the entire Special Issue  You can find our closing paper in which we introduce the notion of the imaginary Ecocene here: Preparing for the Ecocene: Envisioning futures for environmental and sustainability education

Radical ruralities in practice: Negotiating buen vivir in a Colombian network of sustainability – new article!

The Journal of Rural Studies just released a new paper on the conceptualisation and realization of buen vivit in a Colombian sustainability network. Martha Chaves as a part of her PhD-work (see earlier blog posts on this) led a team of authors that also included Thomas Macintyre, Gerard Verschoor and myself.


This paper explores the emerging concept of buen vivir –  interpreted as integrative and collective wellbeing  – as it is being envisioned and practiced by a network of sustainability initiatives in Colombia. As an example of a transition narrative currently taking place in Latin America and beyond, buen vivir represents a turn towards a more biocentric, relational and collective means of understanding and being in the world. Yet despite the many discourses into buen vivir (many of which tout it as an alternative to neoliberal models of development), there is a general lack of research into its varied forms of application, especially in terms of lived experiences. Drawing on the new ruralities literature, this paper explores the extent to which buen vivir visions and practices represent radical new ruralities e so-called alternatives to development. Data were collected from individuals and ecological communities in predominantly rural areas who are members of the Council of Sustainable Settlements of the Americas (CASA), a
network which promotes many of the principles of buen vivir. Through participatory methods, results demonstrate that CASA visions are based on constructing territorial relations through intercultural knowledge exchange and experimentation into alternative lifestyles. Despite the substantial challenges and contradictions of putting these visions into practice, we argue that lived experiences promote processes of self-reflection on what buen vivir really is or could be. We hold that the inclusive nature of buen vivir offers opportunities for diverse peoples to cohere around shared meanings of the ‘good life,’
while providing the freedom to live variations depending on social and ecological context.

Here’s the DOI: //

For a sneak preview you can also have a look here: Chavesetal2017RadicalRuralities

Envisioning Futures for Environmental and Sustainability Education – now available


Last month the fifth book in the Wageningen Academic Publishers Series on Education in the context of Sustainable Development, that started almost 10 years ago with Social learning towards a Sustainable World, appeared. Envisioning Futures for Environmental and Sustainability Education invited educational practitioners and theorists to speculate on – and craft visions for – the future of environmental and sustainability education. The book, I co-edited with Peter Blaze Corcoran and Joe Weakland, explores what educational methods and practices might exist on the horizon, waiting for discovery and implementation. A global array of authors imagines alternative futures for the field and attempts to rethink environmental and sustainability education institutionally, intellectually, and pedagogically. These thought leaders chart how emerging modes of critical speculation might function as a means to remap and redesign the future of environmental and sustainability education today.

Previous volumes within this United Nations Decade of Education for Sustainable Development series have responded to the complexity of environmental education in our contemporary moment with concepts such as social learning, intergenerational learning, and transformative leadership for sustainable futures. ‘Envisioning Futures for Environmental and Sustainability Education’ builds on this earlier work – as well as the work of others. It seeks to foster modes of intellectual engagement with ecological futures in the Anthropocene; to develop resilient, adaptable pedagogies as a hedge against future ecological uncertainties; and to spark discussion concerning how futures thinking can generate theoretical and applied innovations within the field.

The future of environmental education is an urgent question in the larger context of the Anthropocene, the geological epoch in which human activities have become the dominant driver in the ongoing evolution of Earth’s biosphere. Our contemporary ecological moment is characterized by complexity, uncertainty, and ‘accelerating change’ (Wals and Corcoran 2012). While the global impact of anthropogenic climate change is undeniable, the pace of temperature and sea level rise depends on ecological feedback loops that are not fully understood – and which may be increasing the rate of biosphere destabilization (Hansen et al.2015). From a social perspective, the Anthropocene is an age of what humanities scholar Rob Nixon (2011) terms ‘slow violence,’ or ecological violence and environmental injustice that occurs on spatial and temporal scales that are hard to understand or represent, most often against the world’s poorest peoples. In light of such developments, educators need strategies for anticipatory engagement with changing socio-ecological realities – both in the present and future – in order to be effective within their various embodied contexts. This volume explores how environmental educators can engage in imaginative mapping concerning large scale global processes, as well as create useful, situated knowledge for dissemination within their respective socio-ecological contexts.

Keywords: sustainability education, environmental education, education, sustainable development, social learning, transformative leadership, intergenerational learning

The opening chapter is available here: introchapterenvisioningfutures for free as an open access publication or at the publisher’s website where the book can be purchased: