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

Walsh, Zack ; Böhme, Jessica ; Lavelle, Brooke D. and Wamsler, Christine LU (2020) In International Journal of Sustainability in Higher Education
Abstract

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... (More)

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.

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author
; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Anti-oppression pedagogy, Contemplative pedagogy, Eco-justice, Relational ontology, Sustainability education, Systems thinking
in
International Journal of Sustainability in Higher Education
publisher
Emerald Group Publishing Limited
external identifiers
  • scopus:85090131010
ISSN
1467-6370
DOI
10.1108/IJSHE-05-2020-0176
project
The Contemplative Sustainable Futures Program
language
English
LU publication?
yes
id
ef8afc9b-d2f5-4885-96b3-e1f02530a7f9
date added to LUP
2020-09-24 18:31:26
date last changed
2023-04-10 20:30:24
@article{ef8afc9b-d2f5-4885-96b3-e1f02530a7f9,
  abstract     = {{<p>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.</p>}},
  author       = {{Walsh, Zack and Böhme, Jessica and Lavelle, Brooke D. and Wamsler, Christine}},
  issn         = {{1467-6370}},
  keywords     = {{Anti-oppression pedagogy; Contemplative pedagogy; Eco-justice; Relational ontology; Sustainability education; Systems thinking}},
  language     = {{eng}},
  month        = {{08}},
  publisher    = {{Emerald Group Publishing Limited}},
  series       = {{International Journal of Sustainability in Higher Education}},
  title        = {{Transformative education : towards a relational, justice-oriented approach to sustainability}},
  url          = {{http://dx.doi.org/10.1108/IJSHE-05-2020-0176}},
  doi          = {{10.1108/IJSHE-05-2020-0176}},
  year         = {{2020}},
}