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.

Exploring Drama-based Methods Higher Education for Sustainability – an invitation

Empatheatre is one example from South Africa showing how drama can educate towards empathy and social and environmental justicehttps://www.empatheatre.com/about

One of the Swedish PhD-Candidates I have been working with over the last few years, Julia Fries, based at Stockholm University, is co-organising two fascinating workshops focusing on drama-based approaches in higher education for sustainability.

Below you find an invitation to participate in two international workshops on new formats for Sustainability teaching, funded by the Swedish Research Council and organised by Stockholm Resilience Center and the Department for Teaching and Learning at Stockholm University.

The project explores how drama-based methods can support reflective, embodied and transformative learning about sustainability amongst higher education students. The research ambition is to further current understanding of the role of experiential learning and how these methods support such learning. The format designed will allow to both support pedagogic development in participants academic teaching practice, and address the research questions.

Two international workshops will bring together drama educators and educators in fields related to sustainability, to share different drama-based, interactive methods and explore what these can bring to education in sustainability sciences or sustainability in other subject areas.

Quote from project description:

This project concerns teaching and learning for Sustainability in Higher Education. The cross-disciplinary field of sustainability can be characterised as extremely unsettled and value-loaded, a challenging academic subject for both teachers and students. Consequently, adequate teaching methods has to be developed in order to tackle sustainability issues in a creative and inclusive way. This has been recognised in relation to primary and secondary education but not so much at university level. Attempts are made to achieve this, by adopting a less traditional teaching approach and relation to the world outside the university. Based on this, we propose two explorative workshops for university teachers/researchers.   The purpose of the first workshop is to introduce and explore a set of highly interactive teaching approaches to a group of university teachers/researchers in Scandinavia and Europe. After the first workshop, these teaching approaches will be applied, tried out and documented, as part of the participants ongoing teaching at their universities. The purpose of the second workshop is to evaluate these interactive approaches, by sharing teaching experiences and learning outcomes among students in higher education. The overarching aim is to explore and compare a set of interactive teaching approaches, in terms of applicability and student impact in Higher Education for Sustainability. Based on the outcome, scientific papers will be presented and/or a book will be published.

Practicalities: The first workshop will be in Stockholm 6-9 Sept. 2022 and the second in May or June 2023. Thanks to a grant from the Swedish Research Council we are able to offer 15 participants free meals and accommodation, but travel expenses are not included in the offer. Participants are expected to take part in both workshops. A detailed program for the first event will be presented later this spring. Questions can be directed to eva.osterlind@su.se or t.wall@ ljmu.ac.uk

Are you interested? Please register here: https://forms.gle/frRFxrbgdoL8mrabA

Cultivating imaginative disruptions and light-heartedness in times of gravity

Some journals are truly hidden gems – Airea is a peer-reviewed journal on Arts & Interdisciplinary Research. Together with wonderful colleague Anke de Vrieze of Wageningen UR and Åse Bjurström of University of Gothenburg, former PhD and MSc-student of mine, Natalia Eernstman and current PhD Kelli Rose Pearson, we contributed a paper to a Special Issue on ‘Interdisciplinary relationships within spaces and bodies of collaboration‘. Our paper is titled:

Designing Collective Artist Residencies – Cultivating imaginative disruptions and light-heartedness in times of gravity

A nice feature of this special journal is that it is fully open access: all wonderful papers can be freely downloaded from the journal’s website here! Please find below the abstract of our paper:

The Case for Transformative Public Education: Responding to Covid-19 now while addressing long-term underlying inequalities

Last Fall a consortium of which I am proud to be a part, along with the Education & Learning Sciences Group of Wageningen University received funding from the UK-government to a so-called GCRF Network Plus on Transforming Education for Sustainable Futures. The network is co-ordinated out of the University of Bristol and includes partners in India, Rwanda, Somalia/Somaliland, South Africa, the United Kingdom and the Netherlands. TESF undertakes collaborative research to Transform Education for Sustainable Futures. We have just released an introductory video (see above) and just released a timely paper:

TESFBriefing

Here is the link to the briefing paper:

The Case for Transformative Public Education: Responding to Covid-19 now while addressing long-term underlying inequalities

This paper addresses the following topics:

  • What is Transformative Public Education
  • Why Transformative Public Education matters to the COVID-19 response
  • Why Transformative Public Education matters for addressing long-term underlying risks to communities
  • Examples of Transformative Public Education responses to COVID-19
  • Suggestions for governments and state welfare actors seeking to work with Transformative Public Education
  • Suggestions for community leaders working with Transformative Public Education
  • Transformative Public Education in times of physical distancing
  • Key readings and resources

On the TESF website you will also find other resources you may find of interest. Have a look here TESF Home Page

This is TESF’s first response to the C-19 situation, and we would like to see it widely distributed, given the timely nature of this topic.  Please do all you can to share it widely across your networks. https://tesf.network/resource/transformative-public-education/

Transformative Sustainability-oriented Open Education

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This new book published by Brill just came out and I am pleased to have been ablte contribute to its contents together with one of my colleagues from the University of Gothenburg, Anne Algers. Our chapter is part of a rich collection of chapters focusing on ways of opening education to allow for more dynamic forms of learning to emerge in a world that is trying to grapple with many of the existential and ecological crises that, both ironically and sadly, humanity itself has created. The chapter that Anne and I wrote (have look at the pre-print here: Sustainability_orientedOpenLearningAlgersWals2020) asks the question of “How can open education play a role in making academia more responsive and responsible in addressing ill-defined and ambiguous, but ever so urgent, sustainable development challenges?”  In our chapter, a case study from the field of sustainable development of food systems provides a narrative that illustrates the possible impact of open education; and the value of a culture of openness to individuals, to a community, and to society.

First, we provide a contextual background on the implications of openness in higher education. Second, we introduce the subject of sustainable development (SD) of our global food systems; and third, we discuss the concept of education for sustainable development (ESD). Fourth, by means of thick description (Geertz, 1973), we report a case study on open education which we discuss in light of learning theory, critical pedagogy, and sustainable development.

In the end we argue for a radical interpretation of open education which we refer to as transformative sustainability-oriented open education, where ”open” refers to inviting and expressing critique and marginalized perspectives in controversial societal issues, while transformative refers to enabling learners to bring about change.

Suggested citation: Algers, A. & Wals, A. J. (2020). Transformative Sustainability-Oriented Open Education. In: Conrad, D. & Prinsloo, P. (Eds.).  Open(ing) Education. (pp. 103-120). Leiden, The Netherlands: Brill | Sense. doi.org/10.1163/9789004422988_006

 

This work is licensed under the Creative Commons Attribution 4.0 International License.

Imaginative Disruptions: Creating Place- and Arts-based Responses to Climate Urgency

Imaginative disruptions

The Video

Taking place in 3 countries (Sweden, United Kingdom and The Netherlands) three ‘collective residencies’ brought together an intergenerational group of people who played, ate, (re)imagined, learned and created together, to design alternative futures around a selected ‘glocal’ issue, and explore what needs to be disrupted to realise these imagined realities; what is working with us and what is working against us? Two hopeful examples of local residents and one from academia show the power of arts-based approaches and the importance of hope and lightheartedness. The research was initiated and led by former MSc and PhD-students of mine, Natalia Eernstman

You can find more information and a link to the video here: Imaginative Disruptions Video

The Research

Imaginative Disruptions was a two-year creative research project that explored the transgressive potential of art and making to engage groups of citizens and experts in imaginative conceptions of alternative environmental narratives.

Underneath the project is the assumption that the structures and mind-sets of our modern society have made unsustainable living the default and sustainable living the exception. Acknowledging that environmental issues occur in the every-day lives of people rather than on drawing boards of technocrats, implies that designing and transitioning towards a more environmentally sustainable alternative should include citizen, lay or situated knowledges.  There are some signs that such knowledge is recognized and demanded in both science and society (e.g. the push for citizen science and multi-stakeholder social learning). However, the practical realisation of processes that include public dialogue, in which citizens become critics and creators of knowledge, are fairly under-developed.

Here are some of the things we aimed to find out:

What arrangements and conditions are needed to disrupt daily routines and generate new ones?

Does the recognition and inclusion of situated knowledges generate radically different perspectives on how we can live well and environmentally, or do they represent the fine-tuning and, thereby, the maintenance of the status quo?

What happens if you put adults and children in the same learning arrangement and invite them to learn, play and experiment collectively? Chaos or…?

(How) is the knowledge produced through this heterogenous, vernacular, artistic, non-hierarchical and intergenerational process ‘useful’ to the community in question and a wider subject arena around it?  

What is the added value of creative / artistic techniques in the social learning that will take place?

The ‘data’ of the research project emerged from the residencies with people talking, creating and reflecting together. We aimed to collect what the residencies generate in ways that don’t disrupt the activities, and allow us record things that we didn’t know we were going to document in advance.

More background information can be found on our Imaginative Disruptions website here: Imaginative Disruptions Home Page.

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The Funding

The project was funded by the Swedish SEEDBox small grant scheme for innovative approached to education and research aimed at realizing a more sustainable world.

Should and Can Education Save the Planet? ECER2019 Keynote now online

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Last month I attended the European Conference on Educational Research (ECER in Hamburg this year. Around 3000 participants from over 60 countries attended the conference. Since the overall theme was ‘Education in an Era of Risk – the Role of Educational Research for the Future’ I had the honor of being asked as one of the plenary keynote speakers, as was my good colleague and friend Heila Lotz-Sisitka from Rhodes University in South Africa who, like myself, is a member of ECER/EERA’s subnetwork on Environmental and Sustainability Education (Network 30), one of the youngest and rapidly expanding networks.

The title of my talk was: Should and Can Education Save the Planet? In the talk I outlined the current global sustainability challenges form a learning perspective and I introduced the concept of sustainability-oriented ecologies of learning. I also introduced the notion of sustainability Bildung in which Biesta’s three tasks of education are reconfigured with Planet in mind to become eco-subjectification, eco-socialization and eco-qualification.

You can watch the full keynote here (also understandable for the deaf and hearing impaired as the talk was kindly supported with sign language).

Here is the official ECER2019 abstract of the keynote.

Education unwillingly has become a key mechanism for fostering economic development, innovation and growth. In the meantime, humanity is facing a range of sustainability issues that include: rising inequity, loss of democracy, runaway climate change and mass extinction. These issues can be so overwhelming that they can easily lead to apathy and despair which will only make them bigger. We appear to be at a tipping point where the decisions we make about how to live together will be crucial for the future of our planet. There is no better time than now to ask:  What is education for? What if education would serve people and planet rather than just or mainly economic interests?  Is this a role education should play? And, if so, what does such an education look like?

Based on emerging research and practices from around the world, I will sketch forms of education and learning that are: responsive, responsible and transformative in light of global sustainability challenges. Sustainability here is not seen as another subject to be added to an overcrowded curriculum, but rather as a continuous quest for finding ways to live more equitably, meaningfully and healthier on the Earth without compromising planetary boundaries and the futures of the coming generations. Such a quest requires a more relational pedagogy that can help establish deeper connections with people, places and other species. Such a pedagogy not only invites reflection on values and ethics, and the utilization of diversity, but also the critiquing and transgressing of the structures and systems that make living unsustainably easy and living sustainably hard.

 

Towards a Framework for Designing and Assessing Game-Based Approaches for Sustainable Water Governance – New paper (open-access)

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Together with Alice Aubert and Wietske Medema I co-authored a review paper on the designng and assessing of game-based approaches for sustainable water governance. In the paper we try to map these approaches using a heuristic that is derived from work Bob Jickling and I did well over 10 years ago on the positioning of sustainability-oriented education and learning. The resulting paper you can find below. Here is the abstratc. Disclosure: The paper appears in the journal Water which is part of MDPI whose publishing model I critiqued in an earlier blog post.

Abstract 

Most of the literature on serious games and gamification calls for a shift from evaluating practices to using theories to assess them. While the former is necessary to justify using game-based approaches, the latter enables understanding “why” game-based approaches are beneficial (or not). Based on earlier review papers and the papers in this special issue of Water entitled “Understanding game-based approaches for improving sustainable water governance: the potential of serious games to solve water problems”, we show that game-based approaches in a water governance context are relatively diverse. In particular, the expected aims, targeted audience, and spatial and temporal scales are factors that differentiate game-based approaches. These factors also strongly influence the design of game-based approaches and the research developed to assess them. We developed a framework to guide and reflect on the design and assessment of game-based approaches, and we suggest opportunities for future research. In particular, we highlight the lack of game-based approaches that can support “society-driven” sustainable water governance.
Here is the link to the full paper which is freely downloadable.

Education for Sustainable Development in the ”Capitalocene” – Call for abstracts

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There is still some time to submit your manuscript idea or abstract for this special issue Educational Philosophy and Theory (EPAT) that I am co-editing with my Swedish colleagues from the University of Gothenburg – Helena Pedersen, Beniamin Knutsson, Dawn Sanders and Sally Windsor. The deadline for – just the abstract – is May first. Go to the Routledge website for the details and see the description below!

Special Issue

ESD in the ”Capitalocene”: Caught up in an impasse between Critique and Transformation

Has Education for Sustainable Development (ESD) reached an impasse? Offering an application of Baudrillard’s thoughts to educational research, Paul Moran and Alex Kendall wrote in 2009 that education researchers are engaged in an act of forgery; a manufacture of presuppositions about what education is. Moran and Kendall argue that our research approaches, produce nothing but illusions of education, not because our approaches and methodologies are somehow flawed, rather that these illusions are what education is. Education, they claim, does not exist beyond its simulation.

Perhaps more provocatively, this implies that all critique of educational practice, from the revolutionary critical theory of Marx and the Frankfurt School via Foucauldian power analyses, as well as more recent ”new materialist” and post-qualitative approaches and beyond –are also part of the simulation of education process. These movements constitute an “improvement agenda” of education, and over and over again, more interventions are produced and critiques are repeated to foster improvements, pursued as if they were possible (Moran & Kendall 2009, p. 329).

We would like to take this Baudrillardian analysis of education as a springboard for thinking around ESD and capitalism. ESD is paradoxically positioned right at the nexus of looming ecological crises (”the Anthropocene” [Crutzen & Stoermer 2000]; the ”Capitalocene” [Malm & Hornborg 2014]) while at the same time the ESD field has been severely criticised for its presumed normativity (Jickling 1994). Quite regardless of the validity of this critique, embedded in the core idea of ESD is, arguably, a grandiose ”improvement agenda” – not only of education, but of the planetary condition as such. There is an asssumption that if we can find the appropriate way of ”doing” ESD, a sustainable world is within reach.

However, if there is nothing that may be called education “that exists independently of the methodologies, comments, curricula designs, testing regimes, forms of discrimination”, as Moran and Kendall (2009, p. 333) put it, what place is there – if any – for ESD under current conditions of predatory capitalism, exploitation of natural “resources”, transgression of planetary boundaries, and the destructive fantasy of infinite growth? Does ESD generate nothing but reproduction, much like capitalism itself (e.g. Hellberg & Knutsson 2018)? Is ESD an affect-organizing “comfort-machine” in the classroom (Pedersen 2019), sustaining the present order of things? Perhaps Bruno Latour (2004) captures the point most aptly: ”Are we not like those mechanical toys that endlessly make the same gesture when everything else has changed around them?” (p. 225) Latour suggests, that the critic “is not the one who lifts the rugs from under the feet of the naïve believers, but the one who offers the participants arenas in which to gather” (p. 246). Such arenas, Giroux observes, need “an understanding of how the political becomes pedagogical, particularly in terms of how private issues are connected to larger social conditions and collective force” (Giroux 2004, p.62).

Stratford (2017) has recently called for education researchers to identify and respond to the challenging philosophical issues evoked by the current ecological crises. Our initiative is a response to Stratfords’s call; however, our starting point differs from how educational philosophy can “improve education in the Anthropocene” (p. 3) and is rather concerned with the “impossibility” of this claim.

We suggest that the idea of ESD as producing illusions of education rather than a sustainable world, does not necessarily lead to an impasse, but can, in Moran and Kendall’s (2009) words, be a very useful place to begin. We are looking for theory-, philosophy-, and empirically-driven papers that address the  ”impossible” position of ESD in ”the Capitalocene” at an urgent juncture in history.

Contributions may address, for instance, the following areas of inquiry;

  • Has ESD reached an impasse, and if so; how can it be understood?
  • Are there ”functions” of ESD beyond the improvement agenda, and beyond the cycle of Critique and Transformation?
  • Is ESD a form of simulation and, if so, what purposes might such simulation serve?
  • How can ESD effectively interfere with capitalism, its forces and threats to life-supporting Earth systems?
  • In what arenas of intervention and action can ESD assemble its participants?
  • How can we reimagine education in extinction and post-extinction narratives?

Submission Guidelines

Please send your abstract of 250-500 words, along with references and a brief bio, to both Helena Pedersen and Beniamin Knutsson, University of Gothenburg.

Final article manuscripts will be approx. 6000 words.

  • Abstract due: May 1, 2019
  • Notification of acceptance: May 20, 2019
  • Manuscript submission deadline: November 1, 2019

Guest Editors:

  • Helena Pedersen, University of Gothenburg
  • Beniamin Knutsson, University of Gothenburg
  • Dawn Sanders, University of Gothenburg
  • Sally Windsor, University of Gothenburg
  • Arjen Wals, University of Wageningen

Link to the publisher’s website is here!

EPAT

Using a social learning configuration to increase Vietnamese smallholder farmers’ adaptive capacity to respond to climate change

LocEnvPaper

Link to the T&F site for the article

My former PhD-student Le Thi Hong Phuong now has a fourth paper from her dissertation which she only defended a few months ago, accepted in Local Environment a T&F journal on justice and sustainability (one of the oldest journals in this area!). Here is the abstract:
ABSTRACT

Social learning is crucial for local smallholder farmers in developing countries to improve their adaptive capacity and to adapt to the current and projected impacts of climate change. While it is widely acknowledged that social learning is a necessary condition for adaptation, few studies have systematically investigated under which conditions particular forms of social learning are most successful in improving adaptive capacity of the most vulnerable groups. This study aims to design, implement and evaluate a social learning configuration in a coastal community in Vietnam. We make use of various methods during four workshop-based interventions with local smallholder farmers: interviews with key farmers and commune leaders, farmer-to-farmer learning, participatory observations and focus group discussions. The methods for evaluation of social learning configuration include in-depth interviews, focus group discussions and structured survey interviews. Our findings show that the social learning configuration used in this study leads to an increased problem ownership, an enhanced knowledge-base with regard to climate change impacts and production adaptation options, improved ability to see connections and interdependencies and finally, strengthened relationships and social cohesion. The results suggest that increased social learning in the community leads to increase in adaptive capacity of smallholder farmers and improves both their economic and environmental sustainability. We discuss the key lessons for designing learning configurations that can successfully enhance adaptive capacity and smallholder farmers’ agency and responsiveness to the challenges posed by climate change impacts.

 

New book – Sustainability Science: Key issues

 

 

SustScienceSustainability Science Key Issues Edited by Ariane König (Université du Luxembourg, Luxembourg) and Jerome Ravetz (Oxford University, UK) is a comprehensive textbook for undergraduates and postgraduates from any disciplinary background studying the theory and practice of sustainability science. Each chapter takes a critical and reflective stance on a key issue of sustainability from contributors with diverse disciplinary perspectives such as economics, physics, agronomy and ecology. This is the ideal book for students and researchers engaged in problem and project based learning in sustainability science.

I co-authored Chapter 2 with Michael A Peters titled: Flowers of resistance: Citizen science, ecological democracy and the transgressive education paradigm. Here’s a short intro to our joint effort. “When democracy can be hijacked, power corrupts and capitalism penetrates deeply into society, including into our schools, what prospects still exist for education for a more sustainable world? Democracy is painfully slow and open to manipulation: the question must be asked whether it is up to the task in the new global environment where action is through agreement of interest-based states. And yet in a post-truth world there are important issues that yoke science as empirical truth with democracy that we might christen ecological democracy which provides the warrant and justification for civil action, and demonstrates the new power of citizen science groups that can act autonomously in the interest of their local communities. In this paper we seek comfort, inspiration and support from emerging forms of ecological democracy, civic science and transgressive education.  The latter invites conflict and disruption as mechanisms to break with stubborn, unsustainable routines, that encourage people to leave their comfort zone. The resulting discomfort can be generative when it invites people to explore other options, to build new alliances or to re-think what they always thought to be normal or true. Learning on the edge of one’s comfort zones amidst a plurality of ideas, can help us interrogate and rethink the way we frame – or are made to frame – our experiences, as well as our cultural narratives and associated encultured and embodied ontological pre-dispositions.”

Full reference: Wals, A.E.J. and Peters, M.A. (2017) Flowers of Resistance: Citizen science, ecological democracy and the transgressive education paradigm König, A. & Ravetz, J. (ed.). 2017.  Sustainability Science: Key Issues.  London: Earthscan/Routledge.

Here’s the link to the book: Sustainability Science: Key Issues

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

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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

Envisioning Futures for Environmental and Sustainability Education – now available

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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: http://www.wageningenacademic.com/doi/abs/10.3920/978-90-8686-846-9

 

Unreasonable doubt, viral nonsense and the Post-truth Trump era – avoiding hopelessness and creating sustainability by default

 

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On December 17th, one year ago, the warmest December 17th on record on The Netherlands, I gave my a second inaugural address at Wageningen University titled: Beyond unreasonable doubt –  education and learning for socio-ecological sustainability in the anthropocene  (link to the text) the address took place exactly 6 months after Donald Trump announced his candidacy for President of the USA. At that time nobody really thought he had any chance but that was then. Now that we have entered a new phase of potential depression, hopelessness, psychic numbing, withdrawal, giving up, loss of energy, it seems like the challenge of moving towards a more sustainable world has become greater than ever before which is why I am re-posting the video that Wageningen University made back then about the role of education in creating more critical, mindful, empathic and responsible citizens willing and able to turn the tide and making living lightly and equitably on the Earth the default rather than the exception.

Here is the link to the 2,5 minute video that may be more accessible than the booklet (I hope it spreads as rapidly as some of the non-sense that spreads with lightening speed these days):

Breathing sustainability

 

Answering the “Call of the Mountain”: Co-creating Sustainability through Networks of Change in Colombia

It is one thing to talk about wanting to live in harmonious relations with people, nature and Planet or Mother Earth, but quite another to put this into practice.

Today, Tuesday November 22nd, the day the FARC and the Colombian government are signing a new peace treaty, one of PhD students, Martha Chaves, successfully defended her dissertation. Martha’s thesis represents a systematic attempt to investigate individuals, communities, networks and gatherings of networks that seek to develop a more relational and caring way of living and of being in the world. In her native Colombia she studied what is it like to attempt to bring the principles of buen vivir such as; reconnecting to ancestral wisdom, questioning values of competition and individuality, and forming new relations to place and territory, into practice. Below you see a happy group of people who all played a role in the ceremony.

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Her research unveils the tensions between the dominant ontology or (ways of being) of modernity, and other marginalized more relational and cosmological ones such as those of Indigenous Andean communities. Her thesis also re-affirms the importance of plurality in creating the ‘dissonance’ that invites continuous learning that is sometimes at the edges of people’s comfort zones. More so, she shows how intercultural encounters between different ontological positions can lead to more a confronting and overcoming of our unsustainable habits. As such the thesis can help inform socio-ecological niches and movements across the globe that seek to provide a counter narrative to economic globalization, modernity and the neo-liberal agenda.

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After the defence – from left to right: Prof. Danny Wildemeersch, Prof. Rutgerd Boelens, myself, Dr. Martha Chaves, Dr. Gerard Verschoor, Deputy Rector Prof. Francine Govers, Prof. Heila Lotz-Sisitka and Prof. Noelle Aarts.

Furthermore, her results show or at least suggest that encounters between different ontologies can result in transformative and potentially ‘transgressive’ learning in terms of disrupting stubborn routines, norms and hegemonic powers which tend to accelerate unsustainablity. This finding connects well with here future work within the ISSC-funded project on T-learning (www.transgressivelearning.org) that I blogged about in the post below this one.

Afterwards there was a WASS seminar Symposium “Disruptive Networks of Change: Can ‘Transgressive’ learning alter the status quo?” where some critical follow-up questions were asked such as: What types of learning are needed to disrupt ingrained unsustainable behaviour? And how can learning-based change be upscaled? With invited speakers from the fields of environmental education and social learning, and building on the ISSC funded T-learning project which addresses issues of transformative/transgressive learning, we will set out to explore these questions, and possible paths towards more sustainable futures. Martha Chaves first presented here work briefly (presentation-for-defense-22-nov-2016), followed by responding presentations by Prof. Heila Lotz-Sisitka of Rhodes University in South Africa (issc-tkn-seminar-wageningenn) and by Prof. Danny Wildemeersch (paper-presentation-maynooth) of the University of Leuven in Belgium.