Ik maak sinds een paar jaar deeluit van een Nederlandse Community of Practice rondom Regenerative Higher Education bestaande uit PhDs en medewerkers van verschillende universiteiten en hoge scholen. Dit White Paper is het resultaat van de samenwerking in de Community of Practice en is samengesteld door Martine de Wit en gebaseerd op interviews met Bas van den Berg, Daan Buijs, Mieke Lopes Cardozo, Marlies van der Wee en Arjen Wals. Met input van Nina Bohm, Linda de Greef, Michaela Hordijk, Naomie Tieks, Koen Wessels, Rosanne van Wieringen, en Roosmarijn van Woerden. De illustraties en vormgeving zijn verzorgd door Mari Genova.
Het paper vertrekt vanuit de vraag:
Onderwijs dat het beste haalt uit onszelf en onze studenten, op weg naar herstel van de aarde. Hoe komen we daar?
Lees hier ons verhaal en laat ons weten wat resoneert, schuurt of wat het anderzins losmaakt!
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.
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.
I was invited to give the closing keynote of the 2020 Annual General Meeting and Networking of Learning for Sustainability Scotland. The event was held online for the first time on 12th January 2021. More than 150 members gathered to explore the theme Building Forward Better: The role of Learning for Sustainability – What role does Learning for Sustainability play in making the world a better place, and how can we make this a reality? You can find a summary of the event and link to each of the programma elements here: https://learningforsustainabilityscotland.org/2021/01/28/report-from-the-lfs-scotland-jan-dec-2020-agm/
My talk titled ‘T-learning in Times of Transition Towards a Sustainable World’ presented an ultimately hopeful perspective on the role of new forms of learning and more ecological approaches of education in overcoming global systemic dysfunction – outlining some principles, perspectives and sharing international practice. You can see the 40 minute talk introduced generously by Rehema White, here: https://media.ed.ac.uk/media/1_gcmxxtyz The talk is followed up by some responses to questions raised by the participants.
A new paper was published in the journal Local Environment this month led by one of my recently graduated PhD-students, Daniele Souza. The paper investigates community-based initiatives and collective learning practices in sustainability transition processes. This paper presents the results of a participatory study that investigated a local initiative in the community of Lomba do Pinheiro in south Brazil to examine social learning processes in the context of socio-ecological vulnerability. In this community, a group composed of local residents and members representing the public sector and local educational institutions has promoted several learning-oriented actions aimed at restoring a degraded local watershed and improving residents’ livelihoods.
The study used social learning as a lens through which the initiative enacted by this group may be understood, and analysed how local conditions, determined by a context of vulnerability, have influenced local processes. We applied a multi-dimensional analytical framework that included individual, collective, and territorial dimensions. The analysis focused on the leading group, the individuals who comprise it, and their actions in the territory, while considering local constraints. Our findings highlight the importance of (1) shared values, mutual trust, and affective bonds for group cohesion as well as concerted action, equalisation of diverse languages within the group, knowledge integration, and initiative persistence; (2) a practical-reflexive approach based on a sequence of actions that catalyses group learning and facilitates advancement within the wider community; and (3) the role of inter-sectoral articulations and the establishment of partnerships to support actions.
This paper raises questions about the limits of an exclusively bottom-up approach to solve complex problems in the context of extremely precarious conditions.
The full reference is: Souza Tubino, D., Wals, A.E.J., Jacobi, P. (2019) Learning-based transformations towards sustainability: a relational approach based on Humberto Maturana and Paulo Freire, Environmental Education Research, 25 (x), 1-15.
Still feeling very privileged and a bit lucky to be part of a very rich consortium of partners from 4 different continents – as one of 3 selected proposal out of more than 500 (!) original expressions of interest – to work on this ICSS-funded project on T-learning. The project just launched its website: http://transgressivelearning.org/ with the case studies form the 10 different countries. Here is what we are talking about:
Radical changes in society are needed for responding to climate change, and for transforming to sustainability. It is increasingly clear that people everywhere will need to learn to transform to sustainability in ways that are socially just, peaceful and ecologically sustainable.
It is now already widely known that transformations to sustainability can occur if people learn to make changes at niche level. This can drive wider social changes and regime shift transformations, especially if such forms of learning become more collective.
Transformations to sustainability do not come about easily because of ‘lock-ins’ in the system. Transformative, transgressive types of learning are needed to help ‘unlock’ the lock-ins and to strengthen wider forms of collective social learning.
Yet, we know little about the type of transformative, transgressive learning (t-learning) that enables such change.
Full reference: Lotz-Sisitka H, Wals AEJ, Kronlid D, McGarry D. (2015) ‘Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction’, Current Opinion in Environmental Sustainability , 16, 73-80, doi:10.1016/j.cosust.2015.07.018