Abstract This article aims to contribute to the knowledge of how the ‘scaling’ of Education for Sustainable Development (ESD) activities is conceptualized in practice through transactional learning encounters. In the context of the UNESCO Global Action Programme (GAP) on ESD, I discuss the re-actualisation of experiences as part of these encounters. The study is a result of data collected as part of a Re-Solve participatory research workshop held in South Africa in 2016, involving researchers and practitioners with experiences of ESD-activities in the Southern African region. To identify and analyse the transactional learning encounters a practical epistemology analysis (PEA) is used. The article draws on a Deweyan theory of learning as transactional encounters, supported with a tentative conceptual framework of scaling-ESD-activities-as-learning (SEAL). Throughout the study, I illustrate the transactional encounters, including the re-actualisation of participants’ past experiences of ESD-activities. These encounters enabled the conceptualization of contextually relevant concepts of scaling, thus constituting an enabling condition for reflective scaling practices.

中文翻译：

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“我认为如果我们有一个可以帮助我们的例子，效果会更好”：在合作概念化南非可持续发展实践教育规模方面的经验

摘要 本文旨在帮助了解可持续发展教育 (ESD) 活动的“规模化”如何在实践中通过交易学习遭遇概念化。在教科文组织可持续发展教育全球行动计划 (GAP) 的背景下，我讨论了作为这些遭遇的一部分的经验的重新实现。该研究是 2016 年在南非举办的 Re-Solve 参与式研究研讨会的一部分收集的数据的结果，该研讨会涉及具有南部非洲地区可持续发展教育活动经验的研究人员和从业人员。为了识别和分析事务性学习遇到的情况，使用了实用的认识论分析 (PEA)。这篇文章借鉴了 Deweyan 的学习作为交易性遭遇的理论，支持扩展 ESD 活动作为学习 (SEAL) 的暂定概念框架。在整个研究中，我说明了交易性遭遇，包括重新实现参与者过去的 ESD 活动经验。这些遭遇促成了与上下文相关的缩放概念的概念化，从而构成了反思性缩放实践的有利条件。