Transformative, Transgressive Approaches to Social Learning: Unlocking Disruptive Pedagogy and Epistemic Disobedience in Higher Education

Autor/inn/en	Lotz-Sisitka, Heila; Wals, Arjen E.; Kronlid, David Olof; McGarry, Dyllan
Titel	Transformative, Transgressive Approaches to Social Learning: Unlocking Disruptive Pedagogy and Epistemic Disobedience in Higher Education
Quelle	(2016), (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Socialization; Teaching Methods; Capacity Building; Resilience (Psychology); Sustainability; Higher Education; Transformative Learning; Phenomenology; Educational Change; Social Change; Postcolonialism; Criticism; Environmental Education; Sociocultural Patterns; Science and Society; Climate + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Pädagogische Transformation; Phenomenological psychology; Phänomenologie; Psychologie; Bildungsreform; Sozialer Wandel; Post colonialism; Postkolonialismus; Kritik; Umweltbildung; Umwelterziehung; Umweltpädagogik; Soziokulturelle Theorie; Klima
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01