Mobilising capacities for Transforming Education for Sustainable Futures: Opening spaces for collaborative action and learning

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.

You can find the full paper here! https://tesf.network/resource/mobilising-capacities-for-transforming-education-for-sustainable-futures-opening-spaces-for-collaborative-action-and-learning/

In search of healthy policy ecologies for education in relation to sustainability: Beyond evidence-based policy and post-truth politics

pfe-cover-social

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