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Capturing Transgressive Learning in Communities Spiraling towards Sustainability

Author

Listed:
  • Thomas Macintyre

    (Education and Learning Sciences group, Wageningen University, 6706 KN Wageningen, The Netherlands
    Foundation Transitional Minds, Filandia 634007, Colombia)

  • Valentina C. Tassone

    (Education and Learning Sciences group, Wageningen University, 6706 KN Wageningen, The Netherlands)

  • Arjen E. J. Wals

    (Education and Learning Sciences group, Wageningen University, 6706 KN Wageningen, The Netherlands)

Abstract

This empirical paper addresses the need for more in depth understanding of signs and characteristics of transgressive learning in a context of runaway climate change. In a world characterized by systemic global dysfunction, there is an urgency to foster rapid systemic change which can steer our paths towards meeting the SDG goals. The contention of this paper is that, although there is a need for rapid change, it is fundamental to understand how such change can come about, so as to co-create and investigate learning environments and forms of learning that can lead to a systemic change towards sustainability. Anchored in the emerging concept of transgressive learning, this article employs the innovative Living Spiral model to track critical learning moments by facilitators and participants in multi-stakeholder Transformation Labs (T-Labs), which took place in 2017/2018 in various grassroots sustainability initiatives in Colombia and The Netherlands. The results of the analysis highlight the importance of the values of “acknowledging uncertainty”, “community”, and “relationality” in disrupting world-views through promoting reflexivity in participants and facilitators. This paper concludes that more research on the power dynamics of “absences” in transformative research is needed to better capture the challenges of overcoming sustainability challenges.

Suggested Citation

  • Thomas Macintyre & Valentina C. Tassone & Arjen E. J. Wals, 2020. "Capturing Transgressive Learning in Communities Spiraling towards Sustainability," Sustainability, MDPI, vol. 12(12), pages 1-20, June.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:12:p:4873-:d:371691
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    References listed on IDEAS

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    1. Arturo Escobar, 2011. "Sustainability: Design for the pluriverse," Development, Palgrave Macmillan;Society for International Deveopment, vol. 54(2), pages 137-140, June.
    2. Stefan Bengtsson, 2019. "Engaging with the Beyond—Diffracting Conceptions of T-Learning," Sustainability, MDPI, vol. 11(12), pages 1-20, June.
    3. Thomas Macintyre & Martha Chaves & Tatiana Monroy & Margarita O. Zethelius & Tania Villarreal & Valentina C. Tassone & Arjen E. J. Wals, 2020. "Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers," Sustainability, MDPI, vol. 12(7), pages 1-24, March.
    4. Geels, Frank W., 2010. "Ontologies, socio-technical transitions (to sustainability), and the multi-level perspective," Research Policy, Elsevier, vol. 39(4), pages 495-510, May.
    5. Ezra M. Markowitz & Azim F. Shariff, 2012. "Climate change and moral judgement," Nature Climate Change, Nature, vol. 2(4), pages 243-247, April.
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