Despite the disadvantage of not being able to work together, due to COVID19, in face-to-face and more embodied manner, with partners in India, South Africa, Rwanda, Somalia and Somaliland, we (the TESF-Team) are still able to generate a number of worthwhile background papers that seek to support the local education transformation projects that will commence within the next few months in each of these countries. The aim of this last background paper is to explain the overall methodological approach and key concepts that inform our work as researchers within the Transforming Education for Sustainable Futures Network Plus (https://tesf.network/). In particular, we will seek to explain what we mean by the idea of ‘knowledge co-creation’ which underpins our approach and what this means in practical terms for the design and implementation of research projects in the area of education for sustainable futures. The paper can be downloaded here: https://tesf.network/wp-content/uploads/2021/01/TESF-Background-Paper-Co-Creating-Education-for-Sustainable-Futures_Final_26012021.pdf
The TESF Network tesf.netw has just released a background paper on Mobilising Capacities for Transforming Education for Sustainable Futures. Transforming education for sustainable futures requires coalitions and collaborations which span traditional boundaries – academic, professional, geographical and generational. A key point of departure in the paper is that sustainability is not something which can be discovered by scientists and disseminated through policy and practitioner networks, but rather something which must be created through processes of collective deliberation, questioning, negotiation, and experimentation. This requires opening spaces for examining entrenched unsustainable patterns, habits and routines which have become ‘frozen’, and engaging in collective action which includes experimenting, making and learning from errors, and celebrating progress towards more sustainable alternatives.
The key elements of mobilising capacities for achieving more dialogical, deliberative and co-creative forms of sustainability in and through education, can be summarised as follows:
Transforming Education for Sustainable Futures requires mobilising capacities in the form of knowledge, skills, agency, relationships and other valuable resources which are distributed across communities, organisations, professions and other stakeholder groups.
From a holistic or ecological perspective, capacities are relational, emerging through social interactions and relationships-in-action, rather than being individual properties or attributes.
Mobilising capacities which are distributed, and fostering capacities which are relational, requires reaching out and bringing together diverse groups to pursue shared goals within a wider coalition or network.
This requires creating, or opening up, spaces for dialogue, deliberation, experimentation, decision-making, developing relationships, and collaborative inquiry, action and learning.
Across these spaces, intentional structures and processes can support the learning of individuals and groups within the network, and facilitate learning by the network.
A new paper just appeared in Environmental Education Research based on research by one of our talented Masters students Laura Schröder on the role of student participation in shaping Eco-Schools in Spain and The Netherlands. The focus of the study was on understanding the levers of student participation and of the factors leading to a whole-school approach. Engeström’s Second Generation Activity Systems Model was used as an analytical framework. The study also reflects on the merits and shortcomings of this framework. The analysis of the two cases revealed contradictions in the intended effect of the Eco-School programme on fostering student-led change towards sustainability and a whole-school approach.
The research suggests that student participation in Eco-School programme can be fostered by:
- using an activity-based ‘whole institution’ approach that interlinks a reflective and action-based procedure,
- adapting the students’ learning environment according to their needs and capabilities,
- providing for close teacher guidance in Eco-School activities and establishing good student-teacher-relationships, and, finally,
- incorporating the Eco-School programme into the school’s overall educational framework.
Here is a link to the publisher’s website where you can find the full paper: https://www.tandfonline.com/doi/full/10.1080/13504622.2020.1779186
Another article appeared in Sustainability – one of MDPI’s somewhat controversial journals (see my earlier blog posts about MDPI). The paper is led by former PhD student Thomas Macintyre and is the fifth and final publication associated with his PhD ‘The Transgressive Gardner’ (see under ‘PhD-students’ in the menu above). This empirical paper was quite thoroughly reviewed and took, certainly for MDPI-standards took rather long turnaround time. Good things do take time!
The paper addresses the need for more in depth understanding of signs and characteristics of transgressive learning in a context of runaway climate change. In a world characterized by systemic global dysfunction, there is an urgency to foster rapid systemic change which can steer our paths towards meeting the SDG goals. The contention of this paper is that, although there is a need for rapid change, it is fundamental to understand how such change can come about, so as to co-create and investigate learning environments and forms of learning that can lead to a systemic change towards sustainability. Anchored in the emerging concept of transgressive learning, this article employs the innovative Living Spiral model to track critical learning moments by facilitators and participants in multi-stakeholder Transformation Labs (T-Labs), which took place in 2017/2018 in various grassroots sustainability initiatives in Colombia and The Netherlands.
The results of the analysis highlight the importance of the values of “acknowledging uncertainty”, “community”, and “relationality” in disrupting world-views through promoting reflexivity in participants and facilitators. This paper concludes that more research on the power dynamics of “absences” in transformative research is needed to better capture the challenges of overcoming sustainability challenges.
Here is the pdf to the actual paper: https://www.mdpi.com/2071-1050/12/12/4873/pdf
Last Fall a consortium of which I am proud to be a part, along with the Education & Learning Sciences Group of Wageningen University received funding from the UK-government to a so-called GCRF Network Plus on Transforming Education for Sustainable Futures. The network is co-ordinated out of the University of Bristol and includes partners in India, Rwanda, Somalia/Somaliland, South Africa, the United Kingdom and the Netherlands. TESF undertakes collaborative research to Transform Education for Sustainable Futures. We have just released an introductory video (see above) and just released a timely paper:
Here is the link to the briefing paper:
This paper addresses the following topics:
- What is Transformative Public Education
- Why Transformative Public Education matters to the COVID-19 response
- Why Transformative Public Education matters for addressing long-term underlying risks to communities
- Examples of Transformative Public Education responses to COVID-19
- Suggestions for governments and state welfare actors seeking to work with Transformative Public Education
- Suggestions for community leaders working with Transformative Public Education
- Transformative Public Education in times of physical distancing
- Key readings and resources
On the TESF website you will also find other resources you may find of interest. Have a look here TESF Home Page
This is TESF’s first response to the C-19 situation, and we would like to see it widely distributed, given the timely nature of this topic. Please do all you can to share it widely across your networks. https://tesf.network/resource/transformative-public-education/
On April 24th my last formal activity for The Faculty of Education at the University of Gothenburg ended with the successful defence & disputation by my PhD student at GU, Kassahun Weldemariam. Kassahun worked for almost 5 years on a study on sustainability in early childhood education from a posthuman perspective. Prof. Karen Malone was his opponent while Dr. Beniamin Knutsson and Dr. Helena Pedersen were co/supervisors. Due to COVID19 the whole defence had to take place via Zoom which worked well but did strip the event from the usual rituals and festivities afterwards.
The purpose of his dissertation of which three chapters were published in peer reviewed journals and one as a book chapter, was twofold. First, Kassahun explored how the notion of sustainability is conceptualized within early childhood education discourses and how it is manifested in early childhood curricula. Second, the dissertation examined post-anthropocentric possibilities of sustainability within early childhood education.
A major finding of the two studies, relating to the first purpose, is that early childhood education tends to have an anthropocentric bias and over-emphasizes the importance of children’s agency in enhancing their potential to contribute to sustainability. Using this finding as a backdrop, the major finding of the two subsequent studies, relating to the second purpose, is that post-anthropocentric analysis can help to challenge these shortcomings and offer the emergence of a different sustainability ethos. In doing so, sustainability is reconceptualized as a generative concept that opens up possibilities for children to learn-with, become-with and affected by non-humans, i.e. other species and non-human forces. Specific posthuman concepts such as assemblage, distributed agency and becoming-with are used as thinking tools.
Systematic literature review and curricula content analysis were employed as methods for study one and study two respectively. Study three and study four drew ideas from post-qualitative inquiry which employ concepts that allow to experimentally engage with the world and think with/become-with data.
The latter two studies empirically demonstrate emerging possibilities of learning for sustainability with the non-human others/material forces and other species. In the end, the dissertation highlights that post-humanist and new materialist perspectives can provide a post-anthropocentric conceptualisation of sustainability, which paves the way for a more relational ontology, one that could in turn create a pedagogical practice supporting sustainability.
It was a true pleasure working with Kassahun durng the last five years and I am convinced we will be hearing a lot from him in the future. A pdf of his dissertation can be found here>Kassahun Weldemariam_inlaga_med artiklar
Keywords: Sustainability, Anthropocentric, Post-anthropocentric, Assemblage, Subjectivity, Affect, Ontology, Epistemology, Agency, Becoming-With, Distributed Agency, Materiality
Some readers of my blog of might call me a hypocrite – and I cannot really blame you – but despite strong reservations I continue to co-author work that is submitted to Sustainability – the journal, and mainly its publisher’s (MDPI’s) business model, I have critiqued in the past for mass and fast-publishing (find my critique here as well as the response of Paul Vazquez, CEO of MDPI) which can be found here). Sometimes the people I work with do need a quick-turn around time for their manuscripts and still wish to have work published in a recognized journal that has high impact and is open access (when paying the fee… which for the paper I am sharing here was discounted at 50% to acknowledge that lack of means of some of the contributing institutions, here in Brazil). As I stated in my critique, some work is of high quality and has been properly reviewed by two or more people which is the case in the paper I am sharing here which was just published.
Led by former PhD-student Daniele Tubino Sousa, this paper focuses on learning in the context of territorial problems such as the socio-ecological degradation of urban rivers represent a great challenge to achieving sustainability in cities. This issue demands collaborative efforts and the crossing of boundaries determined by actors that act from diverse spheres of knowledge and systems of practice. Based on an integrative territory notion and the boundary approach, the goal of this paper is to comprehend the boundary crossings that take place in multi-actor initiatives towards the resolution of this problem and what type of territorial transformation is produced as an outcome. Our analysis is built on participatory research on the Taquara Stream case, a degraded watercourse in a socio-ecologically vulnerable area, in southern Brazil. Our data analysis applied a visual chronological narrative and an interdisciplinary theoretical framework of analysis that combined concepts related to the territory (geography) and the boundary approach (education). We verified that local territorial issues functioned as boundary objects, fostering and facilitating dialogical interaction among involved actors, knowledge co-production, and collaborative practical actions that led to changes in the territory in terms of practices, comprehensions, and physical concrete transformations. We framed this study as one of territory-based learning meant to advance the understanding of territorial intervention processes towards urban sustainability.
The advantage of Open Access, indeed is that anyone (with a computer and access to the Internet, that is) can download it here: https://www.mdpi.com/2071-1050/12/7/3000/htm
Cornell University’s Civic Ecology Lab is starting a new online course on Climate Action during a time where the topic is more urgent then ever but also, when many people, the forunate ones, are locked-down into there home environment with access to technology and lots of time on their hands. Here is the basic info. You can also go straight to their website!
Overview. Many of us want to do something about climate change, but individual actions can feel inadequate in the face of the looming crisis. In the Network Climate Action: Scaling up your Impact online course, you will learn what the latest research says about how to scale up your individual actions through your social networks. You will choose a greenhouse gas mitigation action you take yourself and apply social influence research to persuade your family, friends, social media followers, or other social network to also take that action. You will be part of a unique online community that is applying innovative, exciting, and evidence-based approaches to fight climate change!
Participants. Environment, climate, and education professionals, volunteers, university students, or other climate concerned citizen from any country. Discussions will be in English. This is NOT a course about climate science, but rather about how you can take effective action to help address the climate crisis.
Cost. $60 fee. Most participants pay this fee.
Options available to pay a higher fee ($120) to sponsor another student, or pay a lower or no fee if you are unable to pay or live in countries without internationally accepted payment systems (e.g., Afghanistan, Iran).
Educational approach. The course is based on two principles: (1) Learning is social: participants learn by discussing ideas and sharing resources; (2) Learning should lead to action: participants will apply course content to implementing a climate action of their choice and by persuading one of their social networks to take that action alongside them.
Technology. Edge edX for readings, pre-recorded lectures, and discussion questions (asynchronous). We will also use Facebook and WhatsApp for optional informal discussions and sharing. We will host one webinar each week (Thursdays 8am NY time) and one “office hours” webinar for participants to ask questions each week (Wednesdays 8am NY time). Webinars will be recorded if participants are unable to attend in person.
Certificates. Participants who complete the course are awarded a Cornell University certificate (PDF). Weekly assignments include lectures, readings, and discussion questions. Participants are required to participate in a minimum of one course webinar in person or by watching the recorded webinar. Required course project is a one-page report on the climate action you took with your network.
Learning outcomes. Participants will:
Describe the feasibility and effectiveness of actions to mitigate greenhouse gases across different countries and contexts.
Implement an action to reduce greenhouse gases themselves and among their social network.
Critically reflect on the results of their network climate action and write a one-page report of their action and reflections.
Participate actively in a global online community of climate-concerned citizens.
Topics. Topics. Week 1: Climate Solutions to reduce greenhouse gas emissions from www.drawdown.org. Week 2: Social Networks and spread of climate behaviors; Week 3: Social Mobilization; Week 4: Social Norms; Week 5: Social Marketing and Social Media.
Work load. 5 weeks (4-5 hours of work per week). Throughout the course, you will be working on your network climate action. During the last week, you will complete and submit a final report on your project to persuade one of your social networks to take a climate action.
Dates. April 7 – May 12, 2020. Assignments must be completed no later than May 19, 2020.
Instructors. An experienced and dynamic team from Cornell University Civic Ecology Lab: Marianne Krasny (Professor), Alex Kudryavtsev (Research Associate), Yue Li (Research Associate), Kim Snyder (Course Administrator), Melanie Quinones Santiago (Spanish language assistant), Wanying Wu (Chinese language assistant), plus 10 Chinese language teaching assistants.
Webinar Schedule. We provide two weekly webinars. You can watch them live or the recorded version.
Wednesdays, 8am NY time, “Office Hours” question/answer with instructor Marianne Krasny
8, 15, 22, and 29 April, 6 May
Thursdays, 8am NY time, Plant-rich Diet: Persuading family and friends (This webinar series also open to the public
26 March: Where’s the beet? How diet is a climate game changer; Jennifer Wilkins, Syracuse University
2 April: Harnessing Peer Pressure to Parry the Climate Threat; Robert H Frank, Cornell University
9 April: Menus of Change: Bringing the principles of health and wellness to life; Brendan Walsh,
Culinary Institute of America
16 April: Sustainable Diets and the EAT Lancet Report; Elizabeth Fox, Cornell University
23 April: Cornell Dining: Menus of Change principles reflected in our culinary program;
Lisa Zehr and Michelle Nardi, Cornell University
30 April: How Climate Behaviors Spread in Networks; Damon Centola, University of Pennsylvania
7 May: “Sustainable Tapas” Project: Complex behaviors and social mobilization approaches to climate action;
Fátima Delgado, Universitat Politècnica de Catalunya
With schools and universities across the globe needing to find ways to share their knowledge without face-to-face interaction with students, many of my colleagues are having to resort to online lecturing. In order to make some of my own knowledge and insights easily available I made a collage of short lectures that are available for not just my own students but to anyone who is interested. Below you can find the links to 8 short introductions.
- An Introduction to Environmental Education and Education for Sustainable Development (11 minutes)
2. Sustainability as an Attractively Vague Concept – a Competence Perspective (11 minutes)
3. An introduction to Wicked Sustainability Problems (12 minutes)
4. Intro: Transformative Learning in Relation to Sustainability (13 minutes)
5. Introduction to Social Learning and Sustainability – a short interview (4 minutes)
6. Introduction to Systems Thinking and Transitions (7 minutes)
7. Earth is Calling – Anybody Answering? How to use a smart phone as a teaching tool in education for sustainable development (21 minutes – note the actual lecture starts at minute 1 after a brief intro).
8. Three Strands of Research – a snapshot of research as ‘mining’, as learning and as activism (3 minutes)
9. Some thoughts on SDG 4
A new paper just came out in ‘Policy Futures in Education’ that I co-authored with Robert Stratford critiquing evidence-based approaches to policy making in the context of (re)orienting education towards sustainability in times of post-truth and alternative facts. In the aper we pose that there is a rational assumption built into some research projects that policy contexts are influenced by the quality of the evidence. This is, at best, only somewhat true some of the time. Through policy ethnographies, two education researchers working in the context of sustainability discuss their experiences with evidence-based policy. Central to both accounts is how critical messages about such issues as race, wellbeing and sustainability can become diluted and even lost. In the existing ‘politics of unsustainability’, and at a time of ‘post-truth’ politics, these accounts also show the limits of evidence-based policy.
We argue that those working with ‘the evidence’ need to be open about how evidence-based approaches can end up supporting the ‘status quo’. Moreover, while approaches such as knowledge mobilisation emphasise the relational qualities of policy contexts, and the importance of simple compelling narratives for decision-makers, they, like many other practices, do not sufficiently theorise the power structures surrounding knowledge and the policy context. In addition to the careful use of evidence, we argue that there needs to be greater emphasis on building healthy policy ecologies – including far more emphasis on building critical and creative policy alternatives, especially in areas like sustainability and education.
The paper can be found/downloaded here: Healthy Policy Ecologies Paper
Wageningen UR is one of the partners in the Transforming Education for Sustainable Futures (TESF) Network. TESF is a GCRF funded Network Plus, co-ordinated out of the University of Bristol, working with partners in India, Rwanda, Somalia/Somaliland, South Africa, the United Kingdom and the Netherlands. The network undertakes collaborative research to Transform Education for Sustainable Futures.
TESF just released a short video outlining the mission and way of working of the network. The coming months the four hub countries will launch their innovation grant scheme which will allow local partners to apply for funding to engage in educational reform towards sustainable development at different levels of education. Please go to the TESF-website for more information.
A new paper was published in the journal Local Environment this month led by one of my recently graduated PhD-students, Daniele Souza. The paper investigates community-based initiatives and collective learning practices in sustainability transition processes. This paper presents the results of a participatory study that investigated a local initiative in the community of Lomba do Pinheiro in south Brazil to examine social learning processes in the context of socio-ecological vulnerability. In this community, a group composed of local residents and members representing the public sector and local educational institutions has promoted several learning-oriented actions aimed at restoring a degraded local watershed and improving residents’ livelihoods.
The study used social learning as a lens through which the initiative enacted by this group may be understood, and analysed how local conditions, determined by a context of vulnerability, have influenced local processes. We applied a multi-dimensional analytical framework that included individual, collective, and territorial dimensions. The analysis focused on the leading group, the individuals who comprise it, and their actions in the territory, while considering local constraints. Our findings highlight the importance of (1) shared values, mutual trust, and affective bonds for group cohesion as well as concerted action, equalisation of diverse languages within the group, knowledge integration, and initiative persistence; (2) a practical-reflexive approach based on a sequence of actions that catalyses group learning and facilitates advancement within the wider community; and (3) the role of inter-sectoral articulations and the establishment of partnerships to support actions.
This paper raises questions about the limits of an exclusively bottom-up approach to solve complex problems in the context of extremely precarious conditions.
The full reference is: Souza Tubino, D., Wals, A.E.J., Jacobi, P. (2019) Learning-based transformations towards sustainability: a relational approach based on Humberto Maturana and Paulo Freire, Environmental Education Research, 25 (x), 1-15.
A link to the journal here!
This new book published by Brill just came out and I am pleased to have been ablte contribute to its contents together with one of my colleagues from the University of Gothenburg, Anne Algers. Our chapter is part of a rich collection of chapters focusing on ways of opening education to allow for more dynamic forms of learning to emerge in a world that is trying to grapple with many of the existential and ecological crises that, both ironically and sadly, humanity itself has created. The chapter that Anne and I wrote (have look at the pre-print here: Sustainability_orientedOpenLearningAlgersWals2020) asks the question of “How can open education play a role in making academia more responsive and responsible in addressing ill-defined and ambiguous, but ever so urgent, sustainable development challenges?” In our chapter, a case study from the field of sustainable development of food systems provides a narrative that illustrates the possible impact of open education; and the value of a culture of openness to individuals, to a community, and to society.
First, we provide a contextual background on the implications of openness in higher education. Second, we introduce the subject of sustainable development (SD) of our global food systems; and third, we discuss the concept of education for sustainable development (ESD). Fourth, by means of thick description (Geertz, 1973), we report a case study on open education which we discuss in light of learning theory, critical pedagogy, and sustainable development.
In the end we argue for a radical interpretation of open education which we refer to as transformative sustainability-oriented open education, where ”open” refers to inviting and expressing critique and marginalized perspectives in controversial societal issues, while transformative refers to enabling learners to bring about change.
Suggested citation: Algers, A. & Wals, A. J. (2020). Transformative Sustainability-Oriented Open Education. In: Conrad, D. & Prinsloo, P. (Eds.). Open(ing) Education. (pp. 103-120). Leiden, The Netherlands: Brill | Sense. doi.org/10.1163/9789004422988_006
This work is licensed under the Creative Commons Attribution 4.0 International License.
This morning I received a heart-wrenching email from an Australian colleague of mine who lives and works in Sweden but went home for the holidays to spend time with her family.
I write this letter with a very heavy heart to briefly outline the terrible bushfire crisis that continues in my homeland of Australia. I have (thankfully and gratefully) been on leave for a couple of weeks, but I fear when I return to work I will have trouble talking about this when, and if, people ask. So this note is to let you all know what I can tell you-without choking up/bursting in to tears.
She then went on describing the unfolding tragedy of the run-away wild-fires and the completely inapt, near criminal response from the government and dysfunctional culture that has been created over the years to make sure that ‘business-as-usual’ is not at risk.
Clearly, ‘business-as-usual’ is not an option; even conventional economists will agree that there are no jobs on a dead Planet. What is now desperately needed is a deep and meaningful repsonse that can unite people, rather than polarize them. Sadly, the latter continues to be happen and, even though I tend to ignore conspiracy theories, seems to be even cultivated to maintain current power and wealth distribution.
As we are entering a new decade, the twenties, I was reminded of the last twenties: the Roaring Twenties.
The Roaring Twenties – as a break in the normalized and a turn to something else
It is now 100 years when many people in the, granted, Western world, experienced the so-called Roaring Twenties. The following description is a synopsis Wikipedia.
The Roaring Twenties refers to the decade of the 1920s in Western society and Western culture that marked a period of economic prosperity with a distinctive cultural edge in the United States and Europe. In France, the decade was known as the “années folles” (‘crazy years’), emphasizing the era’s social, artistic and cultural dynamism. Jazz blossomed, the flapper redefined the modern look for British and American women and Art Deco peaked.
In many major democratic states, women won the right to vote. The right to vote had a huge impact on society.
The spirit of the Roaring Twenties was marked by a general feeling of novelty associated with modernity and a break with tradition. Everything seemed to be feasible through modern technology. New technologies, especially automobiles, moving pictures, and radio, brought “modernity” to a large part of the population.
Arguably, the Roaring Twenties also planted the seeds of unsustainability as (again borrowing from Wikipedia):
this period saw the large-scale development and use of automobiles, telephones, movies, radio, and electrical appliances being installed in the lives of thousands of Westerners. Aviation soon became a business. Nations saw rapid industrial and economic growth, accelerated consumer demand, and introduced significantly new changes in lifestyle and culture. The media, funded by the new industry of mass-market advertising driving consumer demand, focused on celebrities, especially sports heroes and movie stars, as cities rooted for their home teams and filled the new palatial cinemas and gigantic sports stadiums.
The Roaring Twenties represented a significant rupture or discontinuity that triggered a whole new way of living (and, yes, we must acknowledge, not for everyone, everywhere, and yes, as we know now, at the expense of the carrying capacity of the Earth) and shows that radical shifts at a large scale can happen in a relatively short period of time.
Entering the Transition Twenties…?
As the world is burning and not just metaphorically, as exemplified by runaway climate change, extreme loss of biodiversity, collapse of fragile ecosystems and the ever more tangible consequences of all this in our daily lives (in terms of stress, fear, anxiety for those still having the possibility to sit down behind a computer and ponder this over and blog about it, but in very real terms for those who need to flee, run, abandon, resort to poverty, etc., as is the case for (hundreds of) millions of people elsewhere in the world), we need another rupture to overcome systemic global dysfunction.
Now that 2020 has begun, we have 10 years towards 2030, the year in which the 17 SDGs need to be realized, the year that runaway climate change needs to be ‘under control,’ to turn the tide. The very resilient practices of ‘business-as-usual’ that normalise growth thinking, individualism, inequality, anthropocentrism, exclusion, and even catastrophes (there are so many catastrophes going on everywhere in one way or another, that it leads to a kind of acceptance and a kind of psyching numbing – which is not going to help dealing with them).
So let us start looking for, contribute to and build on all these niches, networks and innovations are fortunately also all around us, that seek to disrupt these normalized practices by not only questioning them but by providing alternative ones with (all) People and (the whole) Earth in mind. See as an example the figure below from Mark Beam’s ‘The World We Want Project’. For me, a key question is: how can education in all forms connect with these niches, networks and innovations? How can people learn from them, how can they contribute to them? How can we create sustainability-oriented ecologies of learning that can pave the way for a systemic transformation of the way ‘we’ (and ‘we’ is not all of us, I must say, either by force or by choice) we live on this Earth? Feel free to enter your response below!
Just before posting this I searched for ‘Transition Twenties’ on the Web and found that several others are talking about this as well! One blog post from a fellow 4TU-Colleague at Delft University blogged about this about this one week ago. See his blog here: Aldert Kamp’s Blog-Post on Entering the Transition Twenties in relation to Engineering Education but, for the Dutch readers, there is also a nice article available in the Volkskrant from December 27th by Wilma de Rek: De transition twenties breken aan – minder zal meer zijn
More ideas please via Twitter using #transitiontwenties
Taking place in 3 countries (Sweden, United Kingdom and The Netherlands) three ‘collective residencies’ brought together an intergenerational group of people who played, ate, (re)imagined, learned and created together, to design alternative futures around a selected ‘glocal’ issue, and explore what needs to be disrupted to realise these imagined realities; what is working with us and what is working against us? Two hopeful examples of local residents and one from academia show the power of arts-based approaches and the importance of hope and lightheartedness. The research was initiated and led by former MSc and PhD-students of mine, Natalia Eernstman
You can find more information and a link to the video here: Imaginative Disruptions Video
Imaginative Disruptions was a two-year creative research project that explored the transgressive potential of art and making to engage groups of citizens and experts in imaginative conceptions of alternative environmental narratives.
Underneath the project is the assumption that the structures and mind-sets of our modern society have made unsustainable living the default and sustainable living the exception. Acknowledging that environmental issues occur in the every-day lives of people rather than on drawing boards of technocrats, implies that designing and transitioning towards a more environmentally sustainable alternative should include citizen, lay or situated knowledges. There are some signs that such knowledge is recognized and demanded in both science and society (e.g. the push for citizen science and multi-stakeholder social learning). However, the practical realisation of processes that include public dialogue, in which citizens become critics and creators of knowledge, are fairly under-developed.
Here are some of the things we aimed to find out:
What arrangements and conditions are needed to disrupt daily routines and generate new ones?
Does the recognition and inclusion of situated knowledges generate radically different perspectives on how we can live well and environmentally, or do they represent the fine-tuning and, thereby, the maintenance of the status quo?
What happens if you put adults and children in the same learning arrangement and invite them to learn, play and experiment collectively? Chaos or…?
(How) is the knowledge produced through this heterogenous, vernacular, artistic, non-hierarchical and intergenerational process ‘useful’ to the community in question and a wider subject arena around it?
What is the added value of creative / artistic techniques in the social learning that will take place?
The ‘data’ of the research project emerged from the residencies with people talking, creating and reflecting together. We aimed to collect what the residencies generate in ways that don’t disrupt the activities, and allow us record things that we didn’t know we were going to document in advance.
More background information can be found on our Imaginative Disruptions website here: Imaginative Disruptions Home Page.
The project was funded by the Swedish SEEDBox small grant scheme for innovative approached to education and research aimed at realizing a more sustainable world.