Envisioning Futures for Environmental and Sustainability Education – Call for Chapters!

** NEW SUBMISSION DEADLINE: DECEMBER 1ST, 2015 **

Together with my good friend Peter Blaze Corcoran and with support of the Dutch government I have been involved in a Series of books on Education and Learning in for Sustainability published by Wageningen Academic Publishers in The Netherlands. This year we are starting to collect contributions from around the world for the fifth book in this Series ‘Envisioning Futures for Environmental and Sustainability Education’. Earlier books included: Social Learning towards a Sustainable World (2007) – available for free via http://www.wageningenacademic.nl), Young People, Education and Sustainable Development (2009), Learning for Sustainability in Times of Accelerating Change (2012) and Intergenerational Learning and Transformative Leadership for Sustainable Futures (2014).

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In ‘Envisioning Futures for Environmental and Sustainability Education’ the editors (Peter Blaze Corcoran, Joe Weakland and myself – with support of Heila Lotz-Sisitka) invite educational practitioners and theorists to speculate on – and craft visions for – the future of environmental and sustainability education. We wish to explore what educational methods and practices might exist on the horizon, waiting for discovery and implementation. How might the collective project of imagining alternative futures help us rethink environmental and sustainability education institutionally, intellectually, and pedagogically? How might we use emerging modes of critical speculation as a means to map and (re)design the future of environmental and sustainability education today?

The future of environmental education is an urgent question in the larger context of the Anthropocene, the geological epoch in which human activities have become the dominant driver in the ongoing evolution of Earth’s biosphere. Our contemporary ecological moment is characterized by complexity, uncertainty, and “accelerating change” (Wals and Corcoran 2012). While the global impact of anthropogenic climate change is undeniable, the pace of temperature and sea-level rise depends on ecological feedback loops that are not fully understood – and which may be increasing the rate of biosphere destabilization (Hansen et al. 2015). From a social perspective, the Anthropocene is an age of what humanities scholar Rob Nixon (2011) terms “slow violence,” or ecological violence and environmental injustice that occurs on spatial and temporal scales that are hard to understand or represent, most often against the world’s poorest peoples. In light of such developments, educators need strategies for anticipatory engagement with changing socio-ecological realities – both in the present and future – in order to be effective within their various embodied contexts. This volume explores how environmental educators can engage in imaginative mapping concerning large scale, global processes, as well as create useful, situated knowledge for dissemination within their respective socio-ecological contexts.

The full Call can be found here: envisioning futures book CFP 11-14-15!

Specific topics of interest might include but are not limited to the following: the role of academic centers in education for sustainability; education and the United Nations Sustainable Development Goals; environmental education, climate change education; global citizenship; environmental education past, present, and future; learning about the future through critical analysis of the past; post-UNDESD 2015 era; forecasting, backcasting, future studies; critical speculation, science fiction prototyping; big data, data mining, data analytics, predictive algorithms; indigenous futurism, afrofuturism; the Earth Charter; epistemological uncertainty, “wicked problems,” feedback loops, accelerating change; religion, eschatology; virtual environments, gaming, digital spaces; transhumanism, posthumanism, animality; extinction, Anthropocene, geoengineering; social implications of demographic shifts, population increase and decline; social innovation for a green economy; the economy of aging; slow violence, intergenerational justice; transformative leaders.

Contributors and chapters

Contributions to the book will be solicited through open call and invitation. Please feel free to suggest authors you’d like us to invite. Because we seek to research the role that centers play in universities in transition to sustainability, we will invite partners in the International Intergenerational Network of Centers to contribute to this volume. We strive to include a diversity of genders, geographical locations, and generations.

“Book +”

We plan that this will be “more than a book.” We see this book as an initiative of a new network of university centers researching the role of charting speculative futures in education for sustainable development. We hope the book and network will be connected to additional resources on a companion website. These might include blogging the editorial process, social networking around the theme of (re)imagining futures, collaboration between centers, augmented reality/QR codes, and open source/downloadable chapters.

Abstract submission instructions

In order for your chapter to be considered, please submit an abstract to futuresbook2015@gmail.com no later than November 13 2015. Abstracts should be approximately 300 words. Please include 2-5 key references in your abstract; these will not count towards your word limit. Please identify the part of the book in which you’d like your chapter to be considered. Also include a short professional biography for all co-authors.

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Education, Transformation and Sustainability – Sharing the stage with a president

Newspaper article covering Mugabe's speech the day after

When asked by good SWEDESD colleague Shepherd Urenje whether I would accept an invitation  to give a keynote at an Education Expo in Zimbabwe on “Growing Socio-economic Opportunity through Quality Education in the 21st Century” I accepted knowing that some excellent people I have worked with over the years are Zimbabweans who are working hard to improve education, learning and People and Planet (Kaleb, Tich Pesanayi, Shepherd, Soul Shava and Mutizwa Mukute). Once I accepted I got a little anxious when the communication about the event was rather limited and I could find little or no information on the Internet… But, two days for my scheduled departure I did receive my ticket to Harare. I was somewhat puzzled by the fact that my keynote was scheduled at 12:00 and my flight was scheduled to land at 12:20… Also, the organizers reserved the whole morning for ‘registration and opening’ without providing any further details. So I made the trip with somewhat tempered expectations. At the airport in Harare I was met by some of the organizers. My first question was – “Has my talk been re-scheduled?” The answer changed my expectation right away: “The President is still giving his opening address. He discarded his prepared written speech and is speaking from the heart”. Apparently the opening was done by President Robert Mugabe… My next question was: “How many participants do you have?” The answer added to my increasing anxiety: “Between 5 and 6 thousand educators, administrators, principals, district heads and some notables including our Ministers of Education, of Women Affairs as well as the Minister of Education from Namibia and the Deputy Minsters of Education from Botswana and South Africa…”

I don’t think I have underestimated and event the way I had done this time… What on Earth was I going to talk about… as the first key note (followed by a Director from Intel Southern Africa who would speak about ICT in Education).

I had 20 minutes to make the point that education is not there to only serve the economy, but also people and planet, that ICTs can be helpful but can be a distraction from the things that really matter as well (I had to be diplomatic knowing the Intel-keynote was after me), and that we need to dare to ground teaching and learning in real issues that cannot be captured by the traditional subjects but demand a more holistic and localised approach. I also was able to squeeze in that the persistent emphasis on testing kids, measuring performance and ranking schools, teachers and pupils, can kill deeper learning.

I quickly learnt in the discussion afterwards that ICT is more ‘ sexy’  than sustainability and that Education for Sustainability does not resonate among most of the audience members (I should point out that most participants had left by the time the keynotes started, as had Mugabe who had to go to parliament that afternoon to open the new session (what energy for a 91 year-old…). What does resonate is: relevance, quality education, teacher’s professional development, and using ICTs but also empowering learners to make change. Very little about climate change, food and nutrition security, agriculture, biodiversity, inequity, poverty reduction. In fact it was Robert Mugabe who came closest of all speakers… Here’s an excerpt from the newspaper article covering his speech:

Excerpt Robert Mugabe's Speech from

Excerpt Robert Mugabe’s Speech from “The National”

The other, even more encouraging sign that there is a transformation in education going on – in the margins – came from one of the many exhibits at the conference (90% of them related to ICTs run by commercial companies). It came from an exhibit by a local Primary school where young pupils ran projects on seed diversity and nutrition. The young man on the left in the picture below was extremely articulate and passionate about this project and had a bigger impact on me than all speakers together (which is not to discredit the speakers, many of them were very interesting). And so was the young man on the right who developed a self-refilling drinking water supply mechanism for animals using the same float ball mechanism as used in toilets to regulate water.

On the left: Ziyanda Moyo, Form 1 (first form in secondary school education, immediately after completing Grade 7); Pumula High School. On the right: Muziwandile Moyo, Grade 7, Senzangakhona Primary School

On the left:  On the left: Muziwandile Moyo, Grade 7, Senzangakhona Primary School. On the right: Zivanda Moyo, Form 1 (first grade in secondary education, Pumula High School.

All in all this was a remarkable experience that I will need to reflect on some more for sure.

Let me end this post with the latest publication by PhD student Joana Ameyaw from Ghana who works on ‘responsive curriculum development’ for creating a more sustainable forestry sector. She shows in her work that these new, grounded and interactive forms of curriculum development are not only possible, they are happening!

Her paper was published recently in Forestry and Economics and is titled: “Challenges to responsible forest governance in Ghana and its implications for professional education” Here you can find the AmeyawArtsWals(1) paper for personal use.

Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction

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This weekend (September 12-13, 2015) an new publication appeared that I was privileged to co-author with Heila Lotz-Sisitka (Rhodes University), David Kronlid (University of Uppsala) and Gothenburg), Dylan McGarry (Durban University of Technology)  for Current Opinion in Environmental Sustainability (Vol 16:7380). It is one of the first papers that I know of that begins to question the emphasis on adaptation and the development of   ‘adaptive capacity’ and instead introduces the need for transgression and disruptive capacity if we are to transition towards a new world based on alternative (including ancient ones) values and principles than current dominant ones. Here’s the abstract follow by some highlights in bullet form. The paper itself can be found here for personal use (not for distribution). Transgressive Social Learning The work was supported by a grant by the ISSC.

Abstract

The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: 1) reflexive social learning and capabilities theory, 2) critical phenomenology, 3) socio-cultural and cultural historical activity theory, and 4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.

Highlights

  • The ‘learning modes’ needed for responding to and engaging the wicked problems of sustainability, require pedagogies that are not constrained by current use of limited concepts (e.g. the resilience concept), or by disciplinary decadence.
  • Concepts such as resilience can be problematic when they keeps hegemonic unsustainable systems, patterns and routines from changing.
  • Disruptive capacity building and transgressive pedagogies are needed to create a world that is more sustainable than the one in prospect.
  • Transformative, transgressive forms of learning require engaged forms of pedagogy that involve multi-voiced engagement with multiple actors as well an emphasis on co-learning, cognitive justice, and the formation and development of individual and collective agency.
  • Higher education institutions should provide space for transgressing taken-for-granted norms, existing ethical and epistemological imperialism in society and higher education itself, and in doing so provide possibilities for engaged, lived experience of transformative praxis for students as a necessary part of their education.

The UN Decade of Education for Sustainable Development: business as usual in the end? – OPEN ACCESS!

Cartoon by Betsie Streeter

Cartoon by Betsie Streeter

Environmental Education Research has just published a special issue on environmental education in the age of neo-liberalism. It is a fascinating collection of papers! Here’s what SI editors Joe Henderson, David Hursh and David Greenwood write in their opening paper: This introduction to a special issue of Environmental Education Research explores how environmental education is shaped by the political, cultural, and economic logic of neoliberalism. Neoliberalism, we suggest, has become the dominant social imaginary, making particular ways of thinking and acting possible while simultaneously discouraging the possibility and pursuit of others. Consequently, neoliberal ideals promoting economic growth and using markets to solve environmental and economic problems constrain how we conceptualize and implement environmental education. However, while neoliberalism is a dominant social imaginary, there is not one form of neoliberalism, but patterns of neoliberalization that differ by place and time. In addition, while neoliberal policies and discourses are often portrayed as inevitable, the collection shows how these exist as an outcome of ongoing political projects in which particular neoliberalized social and economic structures are put in place. Together, the editorial and contributions to the special issue problematize and contest neoliberalism and neoliberalization, while also promoting alternative social imaginaries that privilege the environment and community over neoliberal conceptions of economic growth and hyper-individualism. I had the good fortune to work together on a paper, reviewing the UN DESD from this perspective, with John Huckle. Here’s the abstract to our paper: HuckleWalsAbstract2

The paper is one of three papers (out of 13) that Taylor & Frances has made open-access! The paper’s citation is: Huckle, J., Wals, A.E.J. (2015)  The UN Decade of Education for Sustainable Development: business as usual in the end. Environmental Education Research, 21(3), p. 491-505. DOI:10.1080/13504622.2015.1011084  It can be downloaded here HuckleWalsESDNeoliberalismEER2015

Education and citizen science; the missing pieces in the sustainability puzzle, Science Magazine article now available

Front page of Science Article

Front page of Science Article[/caption]

In May of 2014  ‘Science’ published a paper on the importance of creating synergies between science education and environmental education with the support of Citizen Science. The article, which I co-authored with Justin Dillon, Bob Stevenson and Michael Brody, is based on the trends emerging from the International Handbook of Environmental Education Research (Stevenson et al, 2013)*. The article is available through most university library systems in the world and can be obtained for personal use by clicking: ScienceWalsetall2014.

There are a number of lessons to be drawn from the article but essentially we emphasize the importance of: Connecting biophilia and videophilia: that is, study ways in which ever-present technologies and cyberspaces can be used to help people (re)gain a deeper and more empathetic contact with each other and with the world (presently these technologies and spaces tend to lead to the exact opposite). Creating spaces for hybrid learning: that is, hybridized environments and new spaces are needed for learning about the sustainability challenges of our time (e.g. climate change, malnutrition, loss of food security and biodiversity) that embraces the authenticity of multiple voices and cultural and theoretical perspectives, new forms of representation, and more change-oriented and community-based approaches. Strengthening community-engaged scholarship with a planetary conscience: that is, with the increasing complexity of societies, the interdisciplinary nature of people-society-environment relationships, the problems faced at local and global scale, and the uncertainty of their solutions or resolutions, there is a need for new spaces for collaborative and transformative approaches to research. Supporting emerging forms of ICT-supported Citizen Science: that is, the active involvement of citizens, young and old, in the monitoring of local socio-ecological issues by collecting real data and sharing those data with others doing the same elsewhere through social media and on-line platforms, as a catalyst for realizing the first three points. Furthermore we suggest that future research address: • the importance of acknowledging different ways of knowing into educational program(me)s; • the importance of place-based education; • the need for EE to focus on community-based activities that lead to • the individual and group empowerment; • the need to factor in issues of identity in EE; • the need for a convergence of science education and environmental education; • the need for EE to address issues of life-long learning • the need for practitioners and researchers to address policy issues; • the need for inter- and transdisciplinarity in EE practice and research. On a critical note, not so much stressed in the Science article but noted in the Handbook, we plea for stressing the importance of education serving people and planet rather than just serving the economy. The current push for innovation, competence, and a lifelong of learning for work and competitiveness, is resulting in the marginalization in education of people and by squeezing out place-based learning, arts, humanities and the development of values other than those driving consumerism and materialism. Wals, A.E.J., Brody, M., Dillon, J. and Stevenson, R.B. (2014) Convergence Between Science and Environmental Education, Science, 344, p. 583-584.  * Stephenson, B., Brody, M., Dillon, J. and Wals, A.E.J. (Eds.) (2013) International Handbook of Environmental Education Research. London: Routledge. Below you will find today’s press release by Wageningen University & Research Centre.

Here’s the press release of Wageningen University, no. 045, 9 May 2014 “Addressing climate change, requires a change of mind”

Sustainability needs link between theory and practice in education How can you ensure that people do not only spend time thinking about important global issues like climate change or world food supplies, but also roll up their sleeves and do something about them? Four researchers, including Professor Arjen Wals from Wageningen University, think that the education sector holds the key. Teaching processes around the world could be given more influence and meaning by making pure science subjects, such as biology and physics, complementary to lessons in nature, environment and sustainability. Their article on this new approach to teaching, which is based on citizen science, is published in the 9 May edition of Science. Throughout the world, ‘pure’ science subjects such as physics, chemistry, biology, maths, geography and general natural sciences, which traditionally aim to build up knowledge and understanding, are seen separately from subjects such as nature and the environment, which together with the latest branch ‘sustainability education’ take a more practical approach. Although this certainly makes scholars aware of the current condition of our planet, their lack of practical perspective evokes a sense of powerlessness. For example, what can you do to prevent or respond adequately to forthcoming climate shifts? Affinity with politics, society and the economy are essential in this respect. Conversely, education in nature, the environment and sustainability (aka ‘environmental education’) does not equip scholars with the scientific insight they need to back up their proposed remedies. Convergence When taught separately, natural sciences and environmental education give a disjointed answer to society’s demand for a truly sustainable society. “It’s time these two schools converged,” says Arjen Wals, Professor of Social Learning and Sustainable Development at Wageningen University. “If we cannot create a firm link between these two educational areas, scientific education is in jeopardy of becoming purely a vehicle for enhancing the innovative and competitive potential of a country’s economy”, he says. “At the same time, without a firm link with the sciences, environmental education will never be able to find a responsible and realistic way of dealing with the contradictions and uncertainties that are raised in the scientific debate surrounding questions of sustainability.” The authors of the article in Science give a number of examples of environmental education, which cover the area where science meets society. Among them is the American concept of Edible School Gardens, whereby schoolchildren grow their own food in an educational garden while simultaneously learning about the things they grow in science lessons. The Dutch version is known as Groene schoolpleinen (‘green school grounds’). Another good example is YardMap, based on IT and citizen science. Citizens, both young and old, analyse biodiversity in their own neighbourhood by means of digital photos, special apps and Google Maps. The aim is to identify the areas with the greatest potential for boosting biodiversity. Action plans designed to ensure that the YardMaps are kept fully up-to-date are drawn up and implemented on the basis of studies and in consultation with scientists and local partners (including the municipal authority, garden centres and an NGO). The various YardMaps are linked via social media. The Dutch Natuurkalender works in much the same way. Creating closer ties between citizen science, scientific education and environmental education will help citizens and scientists to take a meaningful and practical approach to the pursuit of sustainability. Wals: “It’s not just about linking up the content; it involves developing new competencies such as dealing with complexity, uncertainty and confusion, and devising and implementing meaningful local solutions”. This method of learning may also help to restore the damage to public confidence in science. The government will have to put more effort into stimulating and supporting the ‘hybrid teaching environments’ that blur the boundaries between science and society, school and neighbourhood, local and global, and shift the emphasis to the wellbeing of mankind and the planet. Transition Calls for transition and another way of thinking are becoming more urgent, says Professor Wals: “At the end of the day, the climate problem is as much in between our ears, as it is between the North and South Poles”. He backs this up with a remarkable conclusion: to his mind, the role of education and citizen involvement has been seriously underemphasised in the climate debate. In fact he wonders if we will ever be able to bring about a transition without committed, critical and competent citizens, who aspire to values that are not purely based on the material side of their existence but also on care for fellow human beings and, indeed, other species, here and elsewhere, now and in the future. Join in the discussion on #CitizenScience Publication Wals, A.E.J., Brody, M., Dillon, J. and Stevenson, R.B. (2014) Convergence Between Science and Environmental Education, Science, 344, p. 583-584. NOTE FOR EDITORS More information is available from Prof. Arjen Wals, Professor of Social Learning and Sustainable Development and Director of the Centre for Sustainable Development & Food Security, Wageningen University, tel. +31 (0)317 484184, arjen.wals@wur.nl or via Jac Niessen, science information officer at Wageningen UR, tel.+31 (0)317 485003, jac.niessen@wur.nl.

Milestone in an evolving field: International Handbook of Research on Environmental Education

IHEERBookCover

2013 marks the year in which the world’s largest and most diverse educational research organization – the AERA – jointly with Routledge, published the International Handbook of Research on Environmental Education (Stevenson, Brody, Dillon & Wals, 2013). The field of Environmental Education has roughly existed for just under 50 years and has over time developed its own research, research networks and research journals. The AERA commssioned the editors in 2009 to compile this Handbook as a part of AERA’s Handbook Series on Education Research.

The International Handbook of Research on Environmental Education describes the important concepts, findings and theories developed by the research community and examines the historical progression, current debates and controversies, missing elements from EE research agenda, and the future.
The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. The growth in scholarship makes this an opportune time to review and synthesize the knowledge base of the environmental education (EE) field. The purpose of this 51-chapter handbook is to illuminate the most important concepts, findings and theories that have been developed by EE research and critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed.

You can find the orginal proofs of chapter 1 here: Stevenson, B., Brody, M., Dillon, J and Wals, A.E.J. (2012). International Handbook of Research on Environmental Education_Ch01_1pp In: Stevenson, B., Brody, M., Dillon, J. and Wals, A.E.J. (Eds.) (2012) International Handbook of Environmental Education Research. London: Routledge, 1-12

The Handbook can be order through Routledge or any on-line bookseller. Here’s a link to the Routledge Handbook page which also contains the Table of Contents. Should you be working for a university you may want to recommend the Handbook for you library.

How to educate in a changing world? Towards competence-based tertiary agricultural education

Please find below the introduction to an article that appeared earlier this week on the CTA website that I co-authored with two of my colleagues. The full paper contains some useful links and can be found here in English and here in French.  Some of the resources referred to are available via the Share Box of this blog.

How to educate in a changing world? Towards competence-based tertiary agricultural education

Authors: Arjen Wals, Martin Mulder and Natalia Eernstmann,  Education & Competence Studies, Wageningen University, Wageningen, Netherlands

Introduction:

Continued globalization and digitalization are not only affecting how we think, what we know, who to believe and how we act, they also affect the role of education in society’. In this regard, they attempt to answer ‘what do we educate for in such a world when things change so fast and knowledge becomes obsolete before you know it?’ For example, Wageningen University started changing their identity by positioning themselves as life science universities, which aspire to contribute to a better world and improved quality of life. Is that the way to go for agricultural universities?

Jimma-University-College-of-Agriculture-and-Veterinary-Medicine-JUCAVM_contentfront

Photo:  Jimma University Agricultural College (JUCAVM); source: https://plus.google.com/107229457994018982305/photos?hl=en

In this feature article we provide a brief review of some trends in Tertiary Agricultural Education (TAE) within Europe and examines the world-wide shift from traditional transmissive to emerging transformative development of more dynamic competencies in a real-world setting. A number of new competencies are required including: interdisciplinary problem-solving, addressing multiple stakeholder interests, participatory approaches in innovation, interactive methods in conflict resolution, responsive actions regarding community needs, critical media literacy, and social responsibility in entrepreneurship, to name a few, along with those that still connect to specific content areas (e.g. animal science, plant science, environmental science and agro-technology).

This overarching innovation taking place in tertiary agricultural education in Europe is referred to as Competence-based Education and Training (CBET). A synthesis of the requirements for new graduates as defined by the public and the related competencies that are considered relevant is presented. A case study of the ten-step re-design of the MSc curriculum in horticulture at the Jimma University Agricultural College (JUCAVM) in Ethiopia is showcased.

Go here for the full article!