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Transformative education: towards a relational, justice-oriented approach to sustainability
International Journal of Sustainability in Higher Education ( IF 4.120 ) Pub Date : 2020-08-31 , DOI: 10.1108/ijshe-05-2020-0176
Zack Walsh , Jessica Böhme , Brooke D. Lavelle , Christine Wamsler

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.,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.,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.,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.

中文翻译:

变革性教育:迈向以关系为导向,以正义为导向的可持续性方法

本文旨在增加可持续发展的个人,社会和生态维度的相关知识,以及如何将其应用于支持变革性学习。本文提供了对课程的设计,内容和对生态正义的影响的反思性案例研究,将关系学习与公平和正义的视角相结合。反思性案例研究提供了关键的,探索性的自我评估,包括与主要利益相关者和课程参与者的访谈,小组讨论和调查。结果显示关系方法如何支持变革性学习以实现可持续性并提供具体的实践,途径和课程建议其他大学/培训机构可以遵循或学习的发展。实践和教育通常侧重于转型的结构或系统性因素(例如技术,治理和政策),而没有适当考虑机构和系统是如何通过个人代理和主体性的转变来塑造和塑造的。通过使用关系方法将个人,社会和生态转型联系起来以实现可持续发展,这为解决深层的变革变革点提供了巨大的未被开发和研究不足的潜力。
更新日期:2020-08-31
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