Authors
H Lotz-Sisitka, E.J. Wals, Arjen, D. Kronlid, D. McGarry
Publication date
2015/10
Journal
Current Opinion in Environmental Sustainability
Volume
16
Pages
73-80
Publisher
Elsevier
Description
Highlights
- Pedagogies are required that are not constrained by current use of limited concepts, or by disciplinary decadence.
- Concepts such as resilience are problematic if they hold unsustainable systems and patterns in place.
- Disruptive capacity building and transgressive pedagogies are needed for a more sustainable world.
- Transformative, transgressive forms of learning requires co-learning in multi-voiced and multi-actor formations.
- Higher education should provide possibilities for engaged, lived experience of transformative praxis for students.
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 …
Scholar articles
H Lotz-Sisitka, AEJ Wals, D Kronlid, D McGarry - Current opinion in environmental sustainability, 2015