Pedagogy of Entanglement and other groundbreaking works – Springer SDG4-Series taking off

Recently, a few more titles appeared in the Springer SDG4 Series that are expanding horizons, addressing blind spots and offer guidelines for alternative ways of thinking and acting in and through education in light of pressing global sustainability challenges. One of them finally arrived on my desk today: Koen Wessel’s “Pedagogy of Entanglement: a response to complex societal challenges that permeate our lives”. This book is a real treasure that is based on Koen’s dissertation which he completed last year at Utrecht University (with joint supervision from Wageningen University).  You can find the book here.

The Springer Sustainable Development Goals Series aims to provide a comprehensive platform to the scientific, teaching and research communities studying issues in the fields of geography, earth sciences, environmental science, social sciences, engineering, policy, planning, and human geosciences in order to contribute knowledge toward achieving the current 17 Sustainable

Development Goals. Volumes in the series are organized by relevant goal and guided by an expert international panel of advisors.

The subseries that I am co-editing together with Nicole Ardoin of Standford University, focuses on SDG 4: Quality Education and more specifically on the following questions: What kind of quality or qualities must education have in order to be able to contribute to Sustainable Development as expressed by the SDGs? How can such education be developed, implemented and assessed in a wide range of contexts across the globe? How can quality education, that contributes to the well-being of all people and the whole planet, becomeaccessible for everyone?

Topics covered by the SDG 4 subseries include, but are to limited to: education policy and governance for ESD/ESE and Global Citizenship Education (GCE), conceptualizing sustainability competence other possible learning outcomes of ESD and GCE, pedagogical approaches to ESD/ESE and GCE, the role of teacher training/professional development in fostering ESD/ESE/GCE,

assessment of ESD/ESE and GCE-related learning, creating whole school or whole institution approaches to sustainability, making ESD/ESE and GCE accessible and relevant for all learners in a wide range of context across the globe.

Should you be interested in writing or editing a book for this Series, contact Zachary Romano in Springer’s New York office or drop me or Nicole a line!

From dysfunctional “enstranglement” to regenerative entanglement – freeing humanity from resilient destructive ways of being and becoming

Suffocation by Stefani Diers – for more of her great art work see:

This is just a suggested title for an essay I have started to write notes for. The idea of “enstranglement” popped-up in my head during one of the transformative dialogues sessions at Wageningen University organized by some very inspiring and dedicated colleagues.

At the moment I am ‘defining’ it as such:

Enstranglement – noun – refers to maladaptive destructive forms of entanglement where one is trapped in entrenched and dysfunctional systems that erode the well-being of people and planet…

But I am still playing around with it. This post is merely to get people to respond to the term and to invite people to write a paper with the above (temporary) title, together. You can respond in the blog or in another way that will get to me (no pun intended).