Making (Non)Sense of Urban Water Flows: Qualities and Processes for Transformative and Transgressive Learning Moments

Abstract

Urban sustainability and justice depend upon the flow of water across complex urban space. Yet, the characteristics of urban space produce a fragmented sense of our water resources. Cape Town, South Africa, the context of this research, is one such city whose water challenges have been exacerbated by climate change-induced drought, to the extent that the city nearly shut off the water running to residents' taps. This context presents a particular challenge for the focus of this special issue, transformative and transgressive learning, an emerging arena of thought and practice concerned with learning processes that might foster more sustainable socio-ecological relations. The empirical material for this research draws from 12 arts-based inquiry workshops run with youth in an environmental organisation over four months, exploring a local water crisis. The data were generated through an engaged arts-based research process. The paper traces how transformative and transgressive learning in the context of urban water crisis might be characterised as making (non)sense by bringing the empirical material into dialogue with five entry points of transformative and transgressive learning literature rooted in Freirean educational praxis. This paper crafts and engages the concept of making (non)sense, a way of thinking about qualities and processes of learning praxis that responds to the wicked sustainability challenges we face today, particularly in terms of a Global South perspective. I argue such a praxis needs qualities and processes that disrupt and trouble the norm in the context of the socio-ecological challenge of urban water.

Sosyal Bilgiler Dersinde Dönüşümsel Öğrenme Kuramının Öğrencilerin Çatışma Çözme Becerisine Etkisi

“…While Smith et al (2014) reported transformative learning as a theory that directs individuals to behave in a controlled and calm manner, Saravanamuthu (2015) stated that transformative learning theory causes individuals to experience conflict with themselves and their environment. In the literature, there are also different studies (Southern, 2007;Kerton, & Sinclair, 2010;Kostoulas Makrakis, 2010) that concluded that transformative learning is a theory that directs individuals to behave in a controlled manner, as well as other studies James, 2019;Papenfuss, & Merrit, 2019) that reached the opposite results. Behaving in control in daily life is a characteristic of effective individuals that social studies education aims to raise.…”

“…When the literature was examined, it was determined that many studies (Southern, 2007;Kerton, & Sinclair, 2010;Kostoulas Makrakis, 2010;Stuckey et al, 2013;Saravanamuthu, 2015;Mogren, & Gericke, 2017;Westoby, & Lyons, 2017;Nada et al, 2018;Sterling et al, 2018;James, 2019;Papenfuss, & Merrit, 2019;Probst et al, 2019;Walshe, & Tait, 2019;Bush et al, 2020;Damianakis et al, 2020;Karkoub, & Abdulla, 2020;Zhu et al, 2020;Shonkoff et al, 2021) have been conducted on transformative learning. For example, Ntiri and Stewart (2009) investigated the effect of transformative learning theory-based practices on functional health literacy and diabetic awareness behaviours in a study in which elderly African-Americans with diabetes were participants.…”

Think Piece: Learning, Living and Leading into Transgression – A reflection on decolonial praxis in a neoliberal world

“…The result is an inability to embrace the plurality and empathy necessary to think and act anew. While a deeply problematic legacy, we should not underestimate the power and potential of the space that this absence offers transgressive learning researchers-as-T-learners to regenerate and re-invent praxis as is being shown in contemporary transgressive learning research-as-learning projects in environment and sustainability education (McGarry, 2014;Burt, 2019;James, 2019;Mudokwani & Mukute, 2019;Pesanayi, 2019;Kulundu-Bolus, 2020).…”

Mapping a Sustainable Future Through Conceptualization of Transformative Learning Framework, Education for Sustainable Development, Critical Reflection, and Responsible Citizenship: An Exploration of Pedagogies for Twenty-First Century Learning

“…Experiential learning, such as going on field trips or studying abroad, has been shown to have transformative effects when it occurs outside of a classroom. Transformational learning may be harnessed via hands-on experiences with sustainable practices and art projects, as well as through experimenting with sustainable behaviors (41). The most frequently cited internal component is students' willingness and receptivity to a transformative experience.…”