Living Spiral Framework – Seeds of Sustainable Transitions

LivingSpiral

Over the past three years I have been fortunate to be a part of an ISSC supported Transformative Knowledge Network (TKN) called the T-Learning Network (see: T-Learning Network Website). The network has yielded several highly cited academic papers but, fortunately, also more practical ideas, concepts and tools. Three young and talented people in the network -Thomas Macintyre, Martha Chaves and Dylan McGary – co-created a lovely guide in both Spanish and English introducing one of the networks most exciting ideas: the Living Spiral Framework. This guide is targeted at researchers and practitioners interested in sharing their research into transformative and transgressive learning in the field of sustainability, climate change, and social and environmental justice.

In the introduction the guide states:

“We can understand transformative learning as transformations in beliefs, values and practices in a way that helps us live a more socially and ecologically responsible way. Delving deeper into the intricacies of transformation, we arrive at the emerging field of ‘transgressive learning,” a critical and action-oriented form of learning which challenges normalised systems which have become oppressive and detrimental to life.

We believe questioning our unsustainable beliefs, worldviews and practices as well as offering alternatives, is needed for such deeper learning to occur and transgress. To achieve this we need voices and narratives from actors within and outside of academia: from social learning facilitators, to indigenous shamen; from the city-based sustainability practitioners to the rural farmer, to have different perspectives on understanding transformation towards sustainability.

This guide provides a step-by-step guide for discovering how and to what extent, personal and collective learning journeys result in transformations towards sustainability, including the challenges and tensions experienced along the way. Moreover, it will allow you to follow the process cautiously to find your own indicators of transformation, unexpected results and opportunities, as well as other experiences along the way.” (Macintyre, Chaves, McGary, 2018 – p. 8).

Below you see the core of the framework which can be found here in its entirety Living Spiral Framework. If you want to more you can go http://www.transgressivelearning.org or email one of the authors: Thomas Macintyre <thomas.macintyre@gmail.com>

SpiralYou can also read our latest academic paper related to this work in the Journal of Action Research in its recent special issue on action research and climate change here: T-labs and climate change narratives: Co-researcher qualities in transgressive action–research

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Radical ruralities in practice: Negotiating buen vivir in a Colombian network of sustainability – new article!

The Journal of Rural Studies just released a new paper on the conceptualisation and realization of buen vivit in a Colombian sustainability network. Martha Chaves as a part of her PhD-work (see earlier blog posts on this) led a team of authors that also included Thomas Macintyre, Gerard Verschoor and myself.

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This paper explores the emerging concept of buen vivir –  interpreted as integrative and collective wellbeing  – as it is being envisioned and practiced by a network of sustainability initiatives in Colombia. As an example of a transition narrative currently taking place in Latin America and beyond, buen vivir represents a turn towards a more biocentric, relational and collective means of understanding and being in the world. Yet despite the many discourses into buen vivir (many of which tout it as an alternative to neoliberal models of development), there is a general lack of research into its varied forms of application, especially in terms of lived experiences. Drawing on the new ruralities literature, this paper explores the extent to which buen vivir visions and practices represent radical new ruralities e so-called alternatives to development. Data were collected from individuals and ecological communities in predominantly rural areas who are members of the Council of Sustainable Settlements of the Americas (CASA), a
network which promotes many of the principles of buen vivir. Through participatory methods, results demonstrate that CASA visions are based on constructing territorial relations through intercultural knowledge exchange and experimentation into alternative lifestyles. Despite the substantial challenges and contradictions of putting these visions into practice, we argue that lived experiences promote processes of self-reflection on what buen vivir really is or could be. We hold that the inclusive nature of buen vivir offers opportunities for diverse peoples to cohere around shared meanings of the ‘good life,’
while providing the freedom to live variations depending on social and ecological context.

Here’s the DOI: //dx.doi.org/10.1016/j.jrurstud.2017.02.007

For a sneak preview you can also have a look here: Chavesetal2017RadicalRuralities

Towards Transgressive Learning through Ontological Politics: Answering the “Call of the Mountain” in a Colombian Network of Sustainability

Just before the end of the year a fascinating paper appeared in the journal Sustainability authored by a multi-author team led by Martha Chaves who just completed het PhD in Wageningen last month.

Chaves, M., Macintyre, T, Verschoor, G & Wals, AEJ (2017)Towards Transgressive Learning through Ontological Politics: Answering the “Call of the Mountain” in a Colombian Network of Sustainability. Sustainability 2017, 9, 21; doi:10.3390/su9010021  Link to the paper.

Abstract: In line with the increasing calls for more transformative and transgressive learning in the context of sustainability studies, this article explores how encounters between different ontologies can lead to socio-ecological sustainability. With the dominant one-world universe increasingly being questioned by those who advocate the existence of many worlds—a so-called pluriverse—there lays the possibility of not only imagining other human–nature realities, but also engaging with them in practice. Moving towards an understanding of what happens when a multiplicity of worlds encounter one another, however, entails a sensitivity to the negotiations between often competing ontologies—or ontological politics. Based on an ethnographic methodology and narrative methods, data were collected from two consecutive intercultural gatherings called El Llamado de la Montaña (The Call of the Mountain), which take place for five days every year in different parts of Colombia. By actively participating in these gatherings of multiplicity, which address complex socio-ecological challenges such as food sovereignty and defence of territory, results show how encounters between different ontologies can result in transformative and potentially transgressive learning in terms of disrupting stubborn routines, norms and hegemonic powers which tend to accelerate un-sustainability. Although we argue that a fundamental part of the wicked sustainability puzzle lies in supporting more relational ontologies, we note that such learning environments also lead to conflicts through inflexibility and (ab)use of power which must be addressed if sustained socio-ecological learning is to take place. Keywords: ontological politics; transformative learning; transgressive learning; sustainability; Colombia; narrative methods.

Here’s the cover of Martha Chaves’ PhD-thesis which can be downloaded from the Wageningen University Library system.

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Answering the “Call of the Mountain”: Co-creating Sustainability through Networks of Change in Colombia

It is one thing to talk about wanting to live in harmonious relations with people, nature and Planet or Mother Earth, but quite another to put this into practice.

Today, Tuesday November 22nd, the day the FARC and the Colombian government are signing a new peace treaty, one of PhD students, Martha Chaves, successfully defended her dissertation. Martha’s thesis represents a systematic attempt to investigate individuals, communities, networks and gatherings of networks that seek to develop a more relational and caring way of living and of being in the world. In her native Colombia she studied what is it like to attempt to bring the principles of buen vivir such as; reconnecting to ancestral wisdom, questioning values of competition and individuality, and forming new relations to place and territory, into practice. Below you see a happy group of people who all played a role in the ceremony.

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Her research unveils the tensions between the dominant ontology or (ways of being) of modernity, and other marginalized more relational and cosmological ones such as those of Indigenous Andean communities. Her thesis also re-affirms the importance of plurality in creating the ‘dissonance’ that invites continuous learning that is sometimes at the edges of people’s comfort zones. More so, she shows how intercultural encounters between different ontological positions can lead to more a confronting and overcoming of our unsustainable habits. As such the thesis can help inform socio-ecological niches and movements across the globe that seek to provide a counter narrative to economic globalization, modernity and the neo-liberal agenda.

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After the defence – from left to right: Prof. Danny Wildemeersch, Prof. Rutgerd Boelens, myself, Dr. Martha Chaves, Dr. Gerard Verschoor, Deputy Rector Prof. Francine Govers, Prof. Heila Lotz-Sisitka and Prof. Noelle Aarts.

Furthermore, her results show or at least suggest that encounters between different ontologies can result in transformative and potentially ‘transgressive’ learning in terms of disrupting stubborn routines, norms and hegemonic powers which tend to accelerate unsustainablity. This finding connects well with here future work within the ISSC-funded project on T-learning (www.transgressivelearning.org) that I blogged about in the post below this one.

Afterwards there was a WASS seminar Symposium “Disruptive Networks of Change: Can ‘Transgressive’ learning alter the status quo?” where some critical follow-up questions were asked such as: What types of learning are needed to disrupt ingrained unsustainable behaviour? And how can learning-based change be upscaled? With invited speakers from the fields of environmental education and social learning, and building on the ISSC funded T-learning project which addresses issues of transformative/transgressive learning, we will set out to explore these questions, and possible paths towards more sustainable futures. Martha Chaves first presented here work briefly (presentation-for-defense-22-nov-2016), followed by responding presentations by Prof. Heila Lotz-Sisitka of Rhodes University in South Africa (issc-tkn-seminar-wageningenn) and by Prof. Danny Wildemeersch (paper-presentation-maynooth) of the University of Leuven in Belgium.