In this article, sustainability education is defined within the three orders of change—education about, for, and as sustainability. The third-order change, education as sustainability is defined as transformative sustainability education—an ontological change in how humans and the material world relate. The dominant higher educational paradigm tends to educate about subject matter (i.e., sustainability) distanced from material and focuses on individual human cognition. This does not go far enough to enact sustainable change. Rather, a human and nonhuman materialization within teaching and learning is explained through agential realism, as conceptualized by Barad. The author narrates her way through her own transformative learning journey as an environmental science and sustainability educator going from a reductionist paradigm instructor into a relationality paradigm educator living into sustainability. From dualist teaching in environmental and human health where the study of food was an object, she undertook teaching and research on the pedagogy of food as a material subject. The findings explore the practice of agential realism in relation to the field of transformative sustainability education, namely, that teaching and learning intra-actively engages body, mind, and all material, including food, water, soil, trees, people, and communities. This is a profoundly transformative pedagogic shift in higher education. Whether we teach sustainability-related subject matter or not, a relational ontology of teaching and learning has the potential to create the conditions for a transformative learning process through an iterative reconfiguring of our relationality—moving towards a social and ecologically sustainable society.

中文翻译：

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材料话语本体中的变革性可持续性学习

在本文中，可持续性教育被定义为三个变革顺序——关于可持续性、促进可持续性和作为可持续性的教育。三阶变革，即可持续性教育被定义为变革性可持续性教育——人类与物质世界关系的本体论变革。占主导地位的高等教育范式倾向于教育远离物质的主题（即可持续性），并侧重于个人的人类认知。这还不足以实现可持续的变革。相反，正如巴拉德所概念化的那样，教学和学习中的人类和非人类物质化是通过代理现实主义来解释的。作者讲述了她作为一名环境科学和可持续发展教育者，从还原论范式讲师转变为生活在可持续发展中的关系范式教育者的转型学习之旅。从以食品为研究对象的环境与人类健康的二元论教学开始，以食品为主体进行教学研究。研究结果探索了与变革性可持续性教育领域相关的代理现实主义的实践，即教与学在内部积极地参与身体、思想和所有材料，包括食物、水、土壤、树木、人和社区。这是高等教育中深刻变革的教学法转变。无论我们是否教授与可持续发展相关的主题，