Grassroots to Global Broader Impacts of Civic Ecology

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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

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Reflection methods: tools to make learning more meaningful – new open access guide

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This guide for trainers, educators and facilitators, compiled/written by Femke Gordijn, Natalia Eernstman, Jan Helder, Herman Brouwer and published by Wageningen UR’s Centre for Development Innovation (CDI), summarises methods that can be used to facilitate the process of reflection on the knowledge and experiences people acquire during a capacity development trajectory or training event. The authors believe that by explicitly integrating reflection in the learning process the learning will become clearer and better articulated and will contribute more strongly to meaningful change. They advise facilitators to deliberately include reflective learning sessions in their process design and implementation. This handbook can inspire you to do so and provides many methods which help to facilitate this. I was asked to write a Preface in which where I suggest that dealing with complex and even ’wicked’ sustainability challenges, above all, calls for learning individuals, learning organisations, learning networks and even a learning society.

“But not just any kind of learning, the kind of learning that is able to make explicit and question our assumptions, values and ways of seeing the world, learning that invites us to continuously reflect on the tensions and contradictions between them, learning that reveals the powers and inequities that tend to keep things the way they are or force us in directions we may not want to go. In other words, learning that questions the taken for granted, the normalised, the hegemonic and the routine. But also learning that enables us to make change and to transform others, and ourselves while learning from trying to do so.” (From the Preface, p6)

The book which can be downloaded here:

Link to the Open Access PDF is accompanied by 7 online videos of reflection methods.

You will find them here: Videos and other resources

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Help shape a global action plan for environmental education by providing feedback on the Call for Action from the GEEP

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I am fortunate to be one of the advisors to the Global Environmental Education Partnership (GEEP). The GEEP – which has been initiated a few years ago by the Environmental Protection Agency of Taiwan and the USA and coordinated by the NAAEE- is focused on building capacity for environmental education and sustainability around the world and using the power of education to help address global environmental and social problems. Its advisors are made up of researchers, policymakers, education practitioners, and others who represent government and non-governmental sectors from countries and regions around the world.

As environmental educators, we know that environmental education informs, inspires, and enlightens. It builds human capacity, provokes questions, enhances skills and shapes values and attitudes. It galvanizes individuals, families and communities to make informed decisions about the environment that lead to a sustainable society. Even more, it helps people connect deeply with each other, their communities, and the natural world.

Given the unprecedented challenges we face as a global society—from climate change and biodiversity loss to decreasing access to nature and a growing gap between the rich and poor—there has never been a more important time to scale up our environmental education efforts. Global leaders must make better use of education and capacity-building as strategies to improve the environment, along with tools of governance, regulation, economic and community incentives, and technology.

This Call for Action is asking the international environmental education community to take stock of where we are as a field and think ahead to the future. It includes ten draft actions, crafted with input from GEEP leaders from around the world, and is designed to get input from educators working in this field about our key priorities for the next decade.

You can help shape the future agenda by letting us know what you think. Which actions are most important? What’s missing? Visit ActNowForEE.org and cast your vote for your top three priorities and let us know what you think matters most. Your input will help create a global action plan for the next 10 years. Below you find the 10 proposed actions and here is a link to the brief survey where you can provide your input: express your ideas here!

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New book – Sustainability Science: Key issues

 

 

SustScienceSustainability Science Key Issues Edited by Ariane König (Université du Luxembourg, Luxembourg) and Jerome Ravetz (Oxford University, UK) is a comprehensive textbook for undergraduates and postgraduates from any disciplinary background studying the theory and practice of sustainability science. Each chapter takes a critical and reflective stance on a key issue of sustainability from contributors with diverse disciplinary perspectives such as economics, physics, agronomy and ecology. This is the ideal book for students and researchers engaged in problem and project based learning in sustainability science.

I co-authored Chapter 2 with Michael A Peters titled: Flowers of resistance: Citizen science, ecological democracy and the transgressive education paradigm. Here’s a short intro to our joint effort. “When democracy can be hijacked, power corrupts and capitalism penetrates deeply into society, including into our schools, what prospects still exist for education for a more sustainable world? Democracy is painfully slow and open to manipulation: the question must be asked whether it is up to the task in the new global environment where action is through agreement of interest-based states. And yet in a post-truth world there are important issues that yoke science as empirical truth with democracy that we might christen ecological democracy which provides the warrant and justification for civil action, and demonstrates the new power of citizen science groups that can act autonomously in the interest of their local communities. In this paper we seek comfort, inspiration and support from emerging forms of ecological democracy, civic science and transgressive education.  The latter invites conflict and disruption as mechanisms to break with stubborn, unsustainable routines, that encourage people to leave their comfort zone. The resulting discomfort can be generative when it invites people to explore other options, to build new alliances or to re-think what they always thought to be normal or true. Learning on the edge of one’s comfort zones amidst a plurality of ideas, can help us interrogate and rethink the way we frame – or are made to frame – our experiences, as well as our cultural narratives and associated encultured and embodied ontological pre-dispositions.”

Full reference: Wals, A.E.J. and Peters, M.A. (2017) Flowers of Resistance: Citizen science, ecological democracy and the transgressive education paradigm König, A. & Ravetz, J. (ed.). 2017.  Sustainability Science: Key Issues.  London: Earthscan/Routledge.

Here’s the link to the book: Sustainability Science: Key Issues

Critical case-studies of non-formal and community learning for sustainable development

Together with UNESCO’s Alexander Leicht and Yoko Mochizuki I co-edited a special issue in the journal International Review of Education on Non-formal and Community Learning for Sustainable Development. Here you find a link to our introductory article.

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I am pasting the final two paragraphs of the editorial introduction below:

“If there is any overall conclusion or pattern which might be drawn from all the contributions to this special issue, it is that boundary crossing is becoming a critical element of learning for, within and from sustainable development. This connects well with Vare and Scott’s (2007) notion of ESD 2, but also with the future directions for environmental and sustainability education highlighted in a recent edited volume on this topic by Peter Corcoran et al. (2017). By moving between perspectives, navigating force fields, handling diversity and stepping in and out of one’s comfort zone, new possibilities emerge for rethinking how we work, live, connect and organise our lives. This also implies working on topics and themes in more integrated ways, covering the nexus of, say, water, energy, food, health, equity and climate, rather than trying to zoom in on “just” one of those aspects. Similarly, the SDGs can only be meaningfully addressed when viewed in their relationship with each other. Boundary crossing between forms of learning will be necessary as well, blending formal, non-formal and informal forms of learning on the one hand, and, for instance, experiential, social, place-based and ICT-supported learning on the other. The result might be a learning ecology or an ecology of learning, a concept used by George Siemens (2005) which requires the integration of principles explored by chaos, network, complexity and self-organisation theories.”

“As the target year for the achievement of the 2030 Agenda with its 17 SDGs is approaching, new forms of governance, education, learning and capacity-building will need to be supported which will enable blended forms of learning in vital partnerships between societal actors seeking to live more lightly and equitably on Earth, using their own context (historically, culturally, economically, socially and ecologically) as a starting point. This also means investing in capacity building for boundary-crossing, brokering relationships and building trust and social cohesion, as these processes and properties seem critical for social learning and transformation within communities. The cases featured in this special issue are only a few of many that exist around the world, but most are not researched, documented and shared very well, and herein lies another challenge: making learning towards sustainability in communities more visible and explicit, and finding better mechanisms for sharing them, not just through special issues in a peer-reviewed journal, but also in ways which can more directly inform, or rather, engage, policy and practice.”

UNESCO Chairs in Education for Sustainable Development reflect on accomplishments and challenges in new report

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A new UNESCO publication containing the reflections of  a number of UNESCO Chairs who focus on an aspect of Education for Sustainable Development (ESD) has just been published as an open access report.

Michelsen G. and Wells P. J. (Editors) A Decade of Progress on Education for Sustainable Development Reflections from the UNESCO Chairs Programme. Paris: UNESCO. Freely downloadable. Download the report here!

Conclusions  from the foreword by the editors.

“The UNESCO Chairs, together with UNITWIN projects, made an active contribution to the worldwide UN Decade on Education for Sustainable Development. In particular, in the area of higher education, but also in other educational sectors, the UN Chairs have kick-started a wide variety of interesting activities, as the contributions to this volume demonstrate. Even though a number of UNESCO Chairs focusing on specific issues related to sustainable development, and to education for sustainable development, have been established in several countries over the past few years, it has unfortunately not yet been possible to anchor sustainability in the teaching that occurs in higher education – apart from individual examples, such as Sweden, where higher education institutions are legally required to promote sustainable development. UNESCO Chairs should be given the resources and opportunities to take on even greater responsibility for this area of education, as its graduates play a key role in disseminating ideas about how society should develop, and they make a significant contribution to sustainable development through science and research.

The SDGs mark an important turning point in the focus of the UNESCO Chair and UNITWIN Programme work as well as a challenge to build on their acknowledged achievements. As highlighted earlier, the SDGs place an earnest call on higher education institutions to focus their endeavours on addressing the world’s most fundamental developmental issues – not only those related to education but on all areas of human activity – from clean water and healthy living spaces, to peace building, issues of gender disparity and non-discriminatory prosperity. The challenges for the UNESCO Chairs on ESD, and indeed for all the UNITWIN Networks and Chairs across all fields of activity, is to now use their power of collective creative thought to find solutions to meet these challenges. The Chairs in ESD have now entered a period of consolidation and forward strategizing – a period which requires them to look beyond the theory to the practical and to pertinent problem solving. Turning theoretical knowledge into practice demands them to be at once trans-disciplinary in their implementation design worldwide, to cooperate and collaborate with the wider family of UNESCO Chairs and to urge the full embodiment of ESD into the broader research, teaching and learning higher education agenda towards 2030. The current publication provides a reference point, reflecting the past achievements of the UNESCO Chairs’ diverse areas of thematic focus during the worldwide UN Decade on Education for Sustainable Development, their outlook for the Global Action Programme (2015-2019) and beyond in the context of the Sustainable Development Goals.”

As on of the invited Chairs I wrote Chapter 2 titled Transformative Social Learning for Socio-Ecological Sustainability at the Interface of Science and Society: A Forward-looking Retrospective.

Wals, A.E.J. (2017). Transformative Social Learning for Socio-Ecological Sustainability at the Interface of Science and Society: A Forward-looking Retrospective. In: Michelsen G. and Wells P. J. (Editors) A Decade of Progress on Education for Sustainable Development Reflections from the UNESCO Chairs Programme. Paris: UNESCO, p. 18-28.

Online MSc-level Course on Education for Sustainable Development (15ECTS) starts in November at Gothenburg University

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Last year IDPP at Gothenburg University in Sweden, with support from ECS  at Wageningen University in The Netherlands, pilotted an on-line Masters Course on ESD. The course has been designed to become the the starter course for a whole MSc-degree in ESD that is currently under construction which we hope to launch in September of 2018. This November we will run the course again, not only because the course received positive evaluations but also because we think we can do even better having had the benefit of the feedback we received from students and our own reflections.

The course is of interest if you:

  • Want to work for increased public awareness, knowledge and action competence in sustainable development and responding to the UN’s Sustainable Development Goals (SDGs);
  • Are interested in supporting learning for sustainable development among diverse groups;
  • Are involved in social movements for people, animals, and the environment, and want to learn more about the role of education in creating a more equitable, peaceful, and ecologically viable world;
  • Are a teacher/educator looking for ideas and strategies to better integrate education for sustainable development in your classrooms or in community settings.

What is the role and responsibility of education to not only respond to sustainability problems, but also to prevent them and create more sustainable futures?

This question is at the core of the web-based course in Education for Sustainable Development. In this 15 credit MSc-level Master’s course you will critically and actively explore central concepts and perspectives in the field of education for sustainable development. The course content will be related to your own interests and prior experiences. You will be among other Master students from different parts of the world with different backgrounds (e.g. environmental sciences, social sciences, economics, arts and humanities).

It is a distance course, all teaching will be carried out online. Course language is English.

More information: Info about GU-ESD100 course at Gothenburg University

Or paste  www.idpp.gu.se/ESD100 into your browser.

Alternatively send an email to Sally.Windsor@gu.se or to me: Arjen.Wals@gu.se or

Note: For most European students the course is free. Non-EU citizens likely will have to pay a tuition fee.

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