Transformative education: towards a relational, justice-oriented approach to sustainability

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Authors

  • Zack Walsh
  • Jessica Böhme
  • Brooke D. Lavelle
  • Christine Wamsler

Purpose: This paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning. Design/methodology/approach: The paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants. Findings: The results show how relational approaches can support transformative learning for sustainability and provide concrete practices, pathways and recommendations for curricula development that other universities/training institutions could follow or learn from. Originality/value: Sustainability research, practice and education generally focuses on structural or systemic factors of transformation (e.g. technology, governance and policy) without due consideration as to how institutions and systems are shaping and shaped by the transformation of personal agency and subjectivity. This presents a vast untapped and under-studied potential for addressing deep leverage points for change by using a relational approach to link personal, societal and ecological transformations for sustainability.

OriginalspracheEnglisch
ZeitschriftInternational Journal of Sustainability in Higher Education
Jahrgang21
Ausgabenummer7
Seiten (von - bis)1587-1606
Anzahl der Seiten20
ISSN1467-6370
DOIs
PublikationsstatusErschienen - 11.12.2020

DOI