Social, Transformative, and Sustainable Learning in a Jamaican School and Community

Angelis, Romina De

doi:10.18848/1832-2077/cgp/v15i01/15-31

Cited by 2 publications

(1 citation statement)

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“…The most prominent learning outcome is the increase of new knowledge and practical skills linked to sustainability-related issues, which range from the understanding of concepts and technical information to the ability to implement environmental management practices (Diduck and Mitchell, 2003;Sims and Sinclair, 2008;Chao, 2017;Phuong et al, 2019). Reflection and the reconstruction of values, norms and IJSHE 21,5 perspectives represent another learning outcome in which learners become more empathetic and compassionate (Young and Karme, 2015), move away from self-interest to more collective concerns (Sims, 2012), give more importance to environmental resources and social justice (Moyer et al, 2016) and sometimes gain a sense of unity and interconnectedness with their natural and social surroundings (de Angelis, 2019). The latter is also related to changes in life perspectives and worldviews (Feriver et al, 2016;Papenfuss and Merritt, 2019).…”

Section: Critical Reflectionmentioning

confidence: 99%

Transformative learning in the field of sustainability: a systematic literature review (1999-2019)

Aboytes

Barth

2020

IJSHE

131

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Purpose This study aims to investigate how transformative learning has been conceptualised and operationalised in education for sustainable development (ESD) and sustainability learning and to collect evidence on how to support transformative learning in formal and non-formal environments. Design/methodology/approach The authors conducted a systematic literature review to provide a structured and replicable search and analysis of the relevant literature to produce a bibliometric overview that combines a quantitative description of the body of literature and qualitative analysis of the learning processes, outcomes and conditions. Findings The convergence between transformative learning and sustainability has become an emerging field of inquiry, despite the superficial use of transformative learning theory in many studies. By examining the learning process, outcomes and conditions in the core sample of studies, this study demonstrates that transformative learning theory – if carefully studied – can contribute to the design and implementation of educational interventions and assessments of learning towards sustainability. Furthermore, the sustainability context provides an empirical grounding that highlights the fact that social learning, the role of experience and the development of sustainability competencies are inherently part of transformative learning. Originality/value To date, few attempts have been made to better understand how transformative learning theory has been used in sustainability learning and ESD research. This systematic review allows for a better comprehension of how concepts and mechanisms elucidated in transformative learning theory are operationalised in sustainability learning and ESD research and serves as a source of inspiration for those researchers and practitioners who aims to make sustainability education, teaching and learning more transformative.

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