Transformative Learning for Sustainability

Lange, Elizabeth A.

doi:10.1007/978-3-030-11352-0_104

Cited by 18 publications

(15 citation statements)

References 13 publications

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“…This aspect is reinforced by the fact that I personally do not directly suffer from these consequences. This is in line with research on transformative learning approaches, which increasingly acknowledge the necessity of place-based learning, grounded in the relationship between place and people (Lange, 2019;Pisters et al, 2019). Several studies describe the value of appreciating the cultural, historical, and traditional connections between people and natural resources (Armitage et al, 2008;Bowers, 2005).…”

Section: Results Phases II and Iiisupporting

confidence: 73%

“…Transformative learning is still in an experimental and exploratory phase and therefore benefits from including various forms of knowledge without evaluating one form of knowing over the other (Lange, 2019). To foster epistemological justice, multiple perspectives can be explicitly invited into the classroom, for example, through audio and visual media.…”

Section: Justiceoriented Approachmentioning

confidence: 99%

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Transformative education: towards a relational, justice-oriented approach to sustainability

Walsh¹,

Böhme

Lavelle

et al. 2020

IJSHE

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Purpose 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. Design/methodology/approach 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. Findings 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. Originality/value 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.

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Section: Results Phases II and Iiisupporting

confidence: 73%

Section: Justiceoriented Approachmentioning

confidence: 99%

Transformative education: towards a relational, justice-oriented approach to sustainability

Walsh¹,

Böhme

Lavelle

et al. 2020

IJSHE

View full text Add to dashboard Cite

show abstract

“…At this level the transformation involves structural changes on economic, technological, political, and even ideological grounds. Transformative learning is then a process in which the learners develop awareness of far-reaching power structures and develop agency to transform society, even if the context is a familiar environment (Lange, 2019). According to Lange, the current unsustainable situation demands deep ontological and epistemological changes.…”

Section: The Transformative Learning Theorymentioning

confidence: 99%

Transformation toward sustainability in Finnish teacher education policy: Promises and shortcomings

Wolff

Laherto²,

Cheah³

et al. 2022

Front. Educ.

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While the state of the world is becoming ever more unsustainable, transformation and transformative learning have become increasingly relevant and raised attention in various sustainability education discourses. This is obvious in both policy and research. As teacher educators, we have studied how this sustainability and transformative education trend is visible in education policy. We have first read international policy and research on sustainability education and transformation. In a more thorough study, our focus has been on two recent and fundamental policy documents outlining the Finnish teacher education. Our results show that even if several UNESCO policies documents for years have called for a transformation toward sustainability through education, the Finnish teacher education policy has not yet fully acknowledged sustainability issues and teachers’ transformative agency in addressing them, but emphasize other aims. Therefore, it is mainly up to the individual teacher educators and the leaders of their faculties to decide on how to prepare student teachers not only to deal with changes in general, but to particularly bring about changes towards sustainability.

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“…Bez obzira na relativno kratku istoriju, obrazovanje odraslih za životnu sredinu danas se može posmatrati, kako to čine autori (Lange, 2019), kao jedan od najinovativnijih i najizazovnijih diskursa na polju obrazovanja odraslih. Povećana pažnja obrazovanju i celoživotnom učenju radi dostizanja ciljeva održivog razvoja podstiče i autore u oblasti obrazovanja odraslih da analiziraju različite aspekte održivosti koji imaju implikacije na obrazovanje (Elfert, 2019;Orlović Lovren, Popović, 2018;Webb, Holford, Hodge, Milana, & Waller, 2019).…”

Section: Trendovi I Pristupi U Obrazovanju Odraslih Za žIvotnu Sredinuunclassified

“…Prema viđenju Darlin Klover, OOŽS nastaje unošenjem pitanja životne sredine u obrazovanje odraslih (Clover, 2003) i razlikuje se od ranih koncepata ekološkog obrazovanja i po tome što se usmerava ka angažovanom, participativnom učenju više nego ka rešavanju ekoloških problema. Organske veze između teorija transformativnog učenja i andragogije i njihov vidljiv uticaj u OOŽS čine potencijalno značajan doprinos ambiciozno postavljenom cilju "transformacije našeg društva" ka održivosti, za koji se zalaže globalna politika i o čemu se intenzivno diskutuje u sve opsežnijoj literaturi o obrazovanju odraslih (Lange, 2019).…”

Section: Trendovi I Pristupi U Obrazovanju Odraslih Za žIvotnu Sredinuunclassified

The concept of environment in andragogical literature and university education of andragogues

Orlović-Lovren¹

2021

Andragoške studije

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This paper is based on the assumption that to facilitate the contribution of andragogy and adult education to the processes of "societal transformation", we as researchers and university teachers are required to question our own understanding and integration of the concept of the environment as one of the key dimensions of sustainable development in this area. The paper starts by asking the following questions: In what way are the environment and the relation of the human kind and environment conceptualized in andragogical literature? Does the integration of this concept contribute to the disappearance or the balance of knowledge about the environment within adult education, in a general sense and in university education, in particular, and in what way does it contribute? In our search for answers, we employed the qualitative trend analysis to conceptualize the environment in the works of authors in the field of environmental adult education, originating from the last decade of the 20th century and the beginning of the 21st century. We shall analyse terminological and conceptual relations among environmental and ecological constructs, as well as their relation to the concept of sustainable development.

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Transformative Learning for Sustainability

Cited by 18 publications

References 13 publications

Transformative education: towards a relational, justice-oriented approach to sustainability

Transformative education: towards a relational, justice-oriented approach to sustainability

Transformation toward sustainability in Finnish teacher education policy: Promises and shortcomings

The concept of environment in andragogical literature and university education of andragogues

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