Sustainability-oriented Ecologies of Learning as a Response to Systemic Global Dysfunction – new book chapter

EcologiesofLearning.pngEcologies for Learning and Practice edited by Ronald Barnett and Andrew Jackson, provides the first systematic account of the ideas of learning ecologies and ecologies of practice and locates the two concepts within the context of our contemporary world. It focuses on how individuals and society are being presented with all manner of learning challenges arising from fluidities and disruptions, which extend across all domains of life. This book examines emerging ways of understanding and living purposively in these new fluidities and provides fresh perspectives on the way we learn and achieve in such dynamic contexts.

Providing an insight into the research of a range of internationally renowned contributors, this book explores diverse topics from the higher education and adult learning worlds. These include:

  • The challenges faced by education systems today
  • The concept of ecologies for learning and practice
  • The role and responsibility of higher education institutions in advancing ecological approaches to learning
  • The different eco-social systems of the world—local and global, economic, cultural, practical, technological, and ethical
  • How adult learners might create and manage their own ecologies for learning and practice in order to sustain themselves and flourish

With its proposals for individual and institutional learning in the 21st century and concerns for our sustainability in a fragile world, Ecologies for Learning and Practice is an essential guide for all who seek to encourage and facilitate learning in a world that is fundamentally ecological in nature.

In the chapter I contributed I argue that the current sustainability crisis demands a radical re-orientation of the way we learn. I consider sustainability to be an emergent property of an ecology of learning that is reflexive purposeful cocktail of actors, perspectives, forms or learning, connections and support mechanisms, driven by an ethical concern for the wellbeing of people and planet both now and in the future. Sustainability-oriented learning then becomes an organic and relational process of continuous framing, reframing, tuning and fine-tuning, disruption and accommodation, and action and reflection, which is guided by a moral compass inspired by an ethic of care. Such learning implies or even demands a certain freedom to explore alternative paths of development and new ways of thinking, valuing and doing.

The chapter introduces sustainability-oriented ecologies of learning as a blended learning space where multiple actors, often having different backgrounds, co-create sustainability organically using a variety of tools, relations, and forms of learning. The concept of whole school or whole institution approaches is introduced as a way to enact such ecologies of learning in a systemic way (see the figure below from the 2016 Global Education Monitor Report published by UNESCO).

Full reference: Wals, A.E.J. (2019) Sustainability-oriented Ecologies of Learning as a response to systemic global dysfunction In: Learning Ecologies: Sightings, possibilities, and emerging practices Ronald Barnett and Norman Jackson (Eds.), London: Taylor & Francis. p. xx-xxx

Here is a link to the book on the publisher’s website!

WSA(2)

An ecology of learning created by a whole school approach to sustainability (source Global Education Monitoring Report, UNESCO, 2016)

Should and Can Education Save the Planet? ECER2019 Keynote now online

ECERKN

Last month I attended the European Conference on Educational Research (ECER in Hamburg this year. Around 3000 participants from over 60 countries attended the conference. Since the overall theme was ‘Education in an Era of Risk – the Role of Educational Research for the Future’ I had the honor of being asked as one of the plenary keynote speakers, as was my good colleague and friend Heila Lotz-Sisitka from Rhodes University in South Africa who, like myself, is a member of ECER/EERA’s subnetwork on Environmental and Sustainability Education (Network 30), one of the youngest and rapidly expanding networks.

The title of my talk was: Should and Can Education Save the Planet? In the talk I outlined the current global sustainability challenges form a learning perspective and I introduced the concept of sustainability-oriented ecologies of learning. I also introduced the notion of sustainability Bildung in which Biesta’s three tasks of education are reconfigured with Planet in mind to become eco-subjectification, eco-socialization and eco-qualification.

You can watch the full keynote here (also understandable for the deaf and hearing impaired as the talk was kindly supported with sign language).

Here is the official ECER2019 abstract of the keynote.

Education unwillingly has become a key mechanism for fostering economic development, innovation and growth. In the meantime, humanity is facing a range of sustainability issues that include: rising inequity, loss of democracy, runaway climate change and mass extinction. These issues can be so overwhelming that they can easily lead to apathy and despair which will only make them bigger. We appear to be at a tipping point where the decisions we make about how to live together will be crucial for the future of our planet. There is no better time than now to ask:  What is education for? What if education would serve people and planet rather than just or mainly economic interests?  Is this a role education should play? And, if so, what does such an education look like?

Based on emerging research and practices from around the world, I will sketch forms of education and learning that are: responsive, responsible and transformative in light of global sustainability challenges. Sustainability here is not seen as another subject to be added to an overcrowded curriculum, but rather as a continuous quest for finding ways to live more equitably, meaningfully and healthier on the Earth without compromising planetary boundaries and the futures of the coming generations. Such a quest requires a more relational pedagogy that can help establish deeper connections with people, places and other species. Such a pedagogy not only invites reflection on values and ethics, and the utilization of diversity, but also the critiquing and transgressing of the structures and systems that make living unsustainably easy and living sustainably hard.

 

Climate change, education and sustainable development – Podcast on FreshEd

freshed

What’s the connection between education and climate change? I was interviewed about this question by Will Rehm of FreshEd – a popular podcast on the future of education –  at the 2018 Global Education Meeting, a high-level UNESCO forum held in Brussels. The Forum reviewed the progress towards the Sustainable Development Goals. In our conversation, I raised the issue of the ‘hidden curriculum of unsustainability that is born out of schools focusing on preparing learners for the globalizing economy as workers and consumers’. I tried to move beyond providing a critique – which is relatively easy – to also sketch some hopeful practices and possibilities of whole school approaches towards sustainable development. In the interview I call for more freedom and dissonance in education systems to engage with every day and emergent challenges in relation to sustainability in general and climate change more specifically. You can find the interview here!

Citation: Wals, Arjen, interview with Will Brehm, FreshEd, 144, podcast audio, January 14, 2019.

Act Now for Environmental Education – A renewed global pledge for strengthening education and learning for a more sustainable world

GlobalActionThe Global Environmental Education Partnership (website) has created a pledge for reinvigorating Environmental Education world-wide in light of urgent sustainability challenges. In the pledge the global environmental education community is asked to work toward three visionary goals:

Every nation has an environmentally informed, empowered, and active populace and         
   workforce.
The leadership of every government, business, NGO, and educational institution uses
    environmental education to achieve environmentally sustainable outcomes.
Every educational institution incorporates environmental literacy into its mission, goals,
   and activities.
A tall order? Yes. But goals should be tall to keep them in sight as we advance step-by-incremental-step towards attaining them.

pledge letter  can be found here. By signing it you are endorsing these long-term goals and committing to do your part to achieve them. This website highlights 10 suggested areas for action. Hundreds of educators around the world have vetted these actions and helped outline key areas of focus for the field. Over time, GEEP will provide resources and support, including ongoing campaigns and activities, to help inspire action to move our collective agenda forward. By signing the pledge, you can stay connected to this global network.

Open on-line course – Civic Ecology: Reclaiming Broken Places – Registration now open

CivicEcology2018

In September the Cornell Open On-line Course “Civic Ecology: Reclaiming Broken Places” will run again. Participants of this online course explore the people, places, and practices that restore nature and revitalize neighborhoods. Colleague and environmental educator Marianne Krasny and her team at Cornell University have been running this course successfully for a few years now and the topic is more timely then ever. The content connects with a some excellent publications which Krasny and her team have put together recently and published with Cornell University Press. Including – just out – Grassroots to Global: the broader impact of civic ecology More info and Urban Environmental Education Review (edited by Krasny and Russ). More info!

Course Dates: Sept 18 – Nov 5, 2018
Register: Registration Form

View Course Trailer

“Sustainability” in higher education: from doublethink and newspeak to critical thinking and meaningful learning

Orwel

In times of systemic global dysfunction, post-truth, alternative facts, cultivated doubt and the erosion of meaning, I found it useful to turn back, once again, to George Orwell’s infamous “1984”.  Well over 10 years ago, in 2004, I co-authored a paper on the danger of ‘doublespeak’ and ‘Newspeak’ in relation to the integration of sustainability in higher education. Back then this was an emerging trend, nowadays, it sometimes signifies a transition in education but more often little more than rethoric and green gloss. For me this is a good reason to re-introduce this paper here with Orwell’s cautionary tale but also with some ideas about how to move forward responsibly. Below an excerpt from the paper which you can find here in its totality:  Jickling and Wals Orwell’s Cautionary Tale

Wals, A.E.J. & Jickling, B. (2002). “Sustainability” in Higher Education from doublethink and newspeak to critical thinking and meaningful learning. Higher Education Policy, vol. 15, 121-131.  SustinHEOrwellsCautionaryTale

“Sustainability talk can, when used by advocates with radically different ideas about what should be sustained, mask central issues under the false pretense of a shared understanding, set of values and common vision of the future.

However, critical thought depends on transcendent elements in ordinary language, the words and ideas that reveal assumptions and worldviews, and the tools to mediate
differences between contesting value systems. And worse still, sustainability talk can
lead us in the direction of Orwell’s (1989) famously satirical notion of “doublethink”
whereby ordinary citizens can increasingly hold in their minds contradictory meanings
for the same term and accept them both (Orwell, 1989, p. 223).

The power of universal discourse in reducing meaning to a minimum is such that, as in “1984”, antagonistic concepts can be conjoined in a single phrase (“war is peace”, “peace is war”) or concept (i.e. “sustainable growth”) (Jickling, 2001). Big Brother’s “Newspeak” was designated not to extend but to diminish the range of thought, and this purpose was
indirectly assisted by cutting down the choice of words to a minimum (Orwell, 1989,
p. 313).

In Newspeak concepts capable of opposing, contradicting or transcending
the status quo were liquidated. As a result of this devaluation of language the people
in “1984” found themselves in a state of linguistic dysfunction which was exactly
what Big Brother wanted (Jickling, 2001).

Seen this way sustainability tends to blur the very distinctions required to evaluate an issue thoughtfully. When comparing the sustaining of ecological processes with the sustaining of consumerism we immediately see inconsistencies and incompatibilities of values, yet many people, conditioned to think that sustainability is inherently good, will promote both at the same time.”

Grassroots to Global Broader Impacts of Civic Ecology

GrassrootsToGlobal

Together with my former PhD-student, friend and colleague in the T-Learning project (www.transgressivelearning.org)  Martha Chaves I co-authored a chapter on the Nature of Transformative Learning for Social-Ecological Sustainability for this new book edited by Cornell University colleague Marianne Krasny. The vignette from the publisher’s webpage featuring the book states:

Addressing participatory, transdisciplinary approaches to local stewardship of the environment, Grassroots to Global features scholars and stewards exploring the broad impacts of civic engagement with the environment.

Chapters focus on questions that include: How might faith-based institutions in Chicago expand the work of church-community gardens? How do volunteer “nature cleaners” in Tehran attempt to change Iranian social norms? How does an international community in Baltimore engage local people in nature restoration while fostering social equity? How does a child in an impoverished coal mining region become a local and national leader in abandoned mine restoration? And can a loose coalition that transforms blighted areas in Indian cities into pocket parks become a social movement? From the findings of the authors’ diverse case studies, editor Marianne Krasny provides a way to help readers understand the greater implications of civic ecology practices through the lens of multiple disciplines.

Contributors:
Aniruddha Abhyankar, Martha Chaves, Louise Chawla, Dennis Chestnut, Nancy Chikaraishi, Zahra Golshani, Lance Gunderson, Keith E. Hedges, Robert E. Hughes, Rebecca Jordan, Karim-Aly Kassam, Laurel Kearns, Marianne E. Krasny, Veronica Kyle, David Maddox, Mila Kellen Marshall, Elizabeth Whiting Pierce, Rosalba Lopez Ramirez, Michael Sarbanes, Philip Silva, Traci Sooter, Erika S. Svendsen, Keith G. Tidball, Arjen E. J. Wals, Rebecca Salminen Witt, Jill Wrigley

Here’s a link to Grassroots to Local