Transformational model of education for sustainable development (TMESD) as a learning process of socialization

Chikamori, Kensuke; Tanimura, Chie; Ueno, Masashi

doi:10.1080/14767430.2019.1667090

Cited by 8 publications

(12 citation statements)

References 10 publications

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“…Applying Klafki's (2007) constructivism approach, ESD helps the learners working with cashew materials to recognize what is known, assessing its felt importance and activating a creative capacity to act against the background of individual abilities and interests. This is con sistent with the Past-to-Present (retroduction) and Present-to-Future (retrodiction) proposed by Chikamori et al (2019) and discussed earlier in this paper. The inclusive approaches in the cashew material integrated Kullmann, Lütje-Klose & Textor's (2014) principles of inclusive didactics based on Klafki (2007), namely:…”

Section: Global Esd Materials: "Cashew -A Global Learning Challenge"supporting

confidence: 90%

“…Trangressing this underlying perspective of instrumental perspectives on ESD, Chikamori, Tanimura & Ueno (2019) argue for ESD as an inclusive learning journey of reflexive critical change. They note that ESD "insists on a version of SD [Sustainable Development] that refers to our present actions, is aligned with the wellbeing of present and future generations, and is based on our understanding of, and learning from, past activities" (Chikamori et al, 2019, p. 1).…”

Section: The Exclusionary Dimension In Esd As Social Interventionmentioning

confidence: 99%

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The development of education for sustainable development. Materials for inclusive education in South African curriculum settings

O'Donoghue¹,

Roncevic²

2020

ZEP

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From an opening standpoint that inclusion implies previous exclusions, this paper reviews the slow emergence of inclusive processes of Education for Sustainable Development (ESD) in the South African education system. It explores how the historical colonising process and modernist trajectories in the emerging nation state were exclusive and driven by interventionist forms of education while there was an uneven provision of education by race and for learners with disabilities. Today, national provision for special needs is being mainstreamed in new policies of inclusive education, shaping education provision with a broader inclusivity agenda. An emerging and more inclusive landscape for ESD is explored as co-engaged processes of transformation as an inclusive engagement of citizens intent on constituting the futures they want through deliberative processes of learning-led change. Here inclusive processes of social cohesion are strengthened and empowerment is promoted. The article reports two cases of learning materials for more inclusive ESD in South Africa. It describes how the broad scope of ESD and inclusion in South Africa developed around redress following the cultural exclusions of colonial history and the need for social cohesion as intervention-led processes for effecting social change.

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Section: Global Esd Materials: "Cashew -A Global Learning Challenge"supporting

confidence: 90%

Section: The Exclusionary Dimension In Esd As Social Interventionmentioning

confidence: 99%

The development of education for sustainable development. Materials for inclusive education in South African curriculum settings

O'Donoghue¹,

Roncevic²

2020

ZEP

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“…( 1) and (2) together form a basis to purposefully intervene in systems in context, which, apart from an opportunity in facilitating learning processes and contributing to sustainable systems change (3) generates capabilities for further sustainability transformation leadership work (Cf. Chikamori et al, 2019).…”

Section: The Enacted C-lab Curriculummentioning

confidence: 99%

Learning to Frame Complex Sustainability Challenges in Place: Explorations Into a Transdisciplinary “Challenge Lab” Curriculum

McCrory¹,

Holmén²,

Holmberg³

et al. 2021

Front. Sustain.

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Complex sustainability challenges may never be fully solved, rather requiring continuous, adaptive, and reflexive responses over time. Engagement of this nature departs from well-structured problems that entail expected solutions; here, focus shifts toward ill-structured or ill-defined issues characterized by wickedness. In the context of complex challenges, inadequate or absent framing has performative implications on action. By overlooking the value of framing, eventual responses may not only fall short; they may even displace, prolong, or exacerbate situations by further entrenching unsustainability. In educational settings, we know little about how curriculum designs support challenge framing, and how students experience and learn framing processes. In this paper we explore a transdisciplinary “Challenge Lab” (C-Lab) curriculum from a perspective of challenge framing. When considering framing in higher education, we turn to the agenda in education for, as and with sustainable development to be problem-solving, solutions-seeking or challenge-driven. We introduce framing as a boundary object for transformative praxis, where sustainability is held to be complex and contextual. This study is qualitative and case-based, designed to illuminate processes of and experiences into sustainability challenge framing in a transdisciplinary learning setting. Methodologically, we draw from student reflective diaries that span the duration of a curriculum design. We structure our results with the support of three consecutive lenses for understanding “curriculum”: intended, enacted, and experienced curriculum. First, we present and describe a C-Lab approach at the level of ambition and design. Here it is positioned as a student-centered space, process, and institutional configuration, working with framing and re-framing complex sustainability challenges in context. Second, we present a particular C-Lab curriculum design that unfolded in 2020. Third, we illustrate the lived experiences and practical realities of participating in C-Lab as students and as teachers. We reflect upon dilemmas that accompany challenge framing in C-Lab and discuss the methodological implications of this study. Finally, we point toward fruitful research avenues that may extend understandings of challenge framing in higher education.

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“…However, much uncertainty still exists about the relation between transformative learning and ESD. This relation has been recently examined in literature on the context of formal education (Chikamori, Tanimura, & Ueno, 2019;Schnitzler, 2019;Souza, Wals & Jacobi, 2019), however, the context of non-formal education has received less attention. In this paper, therefore, I discuss community-based learning activities of Kominkans, as one of the most popular forms of non-formal education in Japan, in the light of transformative learning theory and education for sustainable development.…”

Section: Promoting Transformative Learning and Education For Sustainable Development At Community Learning Centres In Japanmentioning

confidence: 99%

“…ESD is an educational activity that encourages changes in knowledge, skills, values, and attitudes to promote community development (Tanaka, 2009). it is based on the multi-disciplinarity of knowledge, which includes "environmental awareness of ecosystems and natural resources, their importance and limitations, the threats that human activities present to them, and build the skills necessary for monitoring, analysis, and intervention" (Blewitt, 2008). Besides this environmental pillar, ESD comprises economic and social pillars (Blewitt, 2008;UNESCO, 2014).…”

Section: What Is Education For Sustainable Development?mentioning

confidence: 99%

Promoting Transformative Learning and Education for Sustainable Development at Community Learning Centres in Japan

Mohamed

Hisai

2021

آفاق آسيوية

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Individuals and gover nments seek a community where sustainability prevails. The discourse on transformative learning receives great attention on the global level because of its contribution to promoting sustainable development. In Japan, the activities of community learning centers (Kominkan) are argued to promote sustainability. This paper examines these activities to reveal their relationship with transformative learning and Education for Sustainable Development (ESD). It examines the learning group activities of the 71 Kominkans of Hiroshima city to provide a comprehensive image of community-based learning activities and reveal the relationship between transformation and sustainability. This paper argues that Kominkan activities can develop an integrative form of both community-based transformative learning and community-based transformative ESD. The paper is concluded by suggesting an integrative model of promoting transformation and sustainability through community-based learning activities in Kominkans.

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Transformational model of education for sustainable development (TMESD) as a learning process of socialization

Cited by 8 publications

References 10 publications

The development of education for sustainable development. Materials for inclusive education in South African curriculum settings

The development of education for sustainable development. Materials for inclusive education in South African curriculum settings

Learning to Frame Complex Sustainability Challenges in Place: Explorations Into a Transdisciplinary “Challenge Lab” Curriculum

Promoting Transformative Learning and Education for Sustainable Development at Community Learning Centres in Japan

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