Imaginative Disruptions: Creating Place- and Arts-based Responses to Climate Urgency

Imaginative disruptions

The Video

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

The Research

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.

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The Funding

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.

Towards a Framework for Designing and Assessing Game-Based Approaches for Sustainable Water Governance – New paper (open-access)

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Together with Alice Aubert and Wietske Medema I co-authored a review paper on the designng and assessing of game-based approaches for sustainable water governance. In the paper we try to map these approaches using a heuristic that is derived from work Bob Jickling and I did well over 10 years ago on the positioning of sustainability-oriented education and learning. The resulting paper you can find below. Here is the abstratc. Disclosure: The paper appears in the journal Water which is part of MDPI whose publishing model I critiqued in an earlier blog post.

Abstract 

Most of the literature on serious games and gamification calls for a shift from evaluating practices to using theories to assess them. While the former is necessary to justify using game-based approaches, the latter enables understanding “why” game-based approaches are beneficial (or not). Based on earlier review papers and the papers in this special issue of Water entitled “Understanding game-based approaches for improving sustainable water governance: the potential of serious games to solve water problems”, we show that game-based approaches in a water governance context are relatively diverse. In particular, the expected aims, targeted audience, and spatial and temporal scales are factors that differentiate game-based approaches. These factors also strongly influence the design of game-based approaches and the research developed to assess them. We developed a framework to guide and reflect on the design and assessment of game-based approaches, and we suggest opportunities for future research. In particular, we highlight the lack of game-based approaches that can support “society-driven” sustainable water governance.
Here is the link to the full paper which is freely downloadable.

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

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

CDI