Discomfort, Challenge and Brave Spaces in Higher Education

Abstract

Examining transformative pedagogical developments which make use of discomfort and criticality, including the suggestion of ‘brave spaces’, this paper asks how Higher Education might make use of challenge, uncertainty, risk and discomfort in teaching and learning about sustainability. Beginning with an overview of discomfort and uncertainty in relation to the field of sustainability education and transformative learning, the paper moves on to consider the potential for developing a relational education which draws inspiration from the natural (non-human) world aligned with the approaches of ecotherapy. In the second section, the paper discusses the opportunities and assertions arising for Higher Education practice including: making use of ‘brave spaces’; encouraging ‘challenge by choice’; developing divergent and pluralistic thinking; cultivating a connection in natural environments and considering the ‘student satisfaction’ agenda in Higher Education in the UK. Finally, the paper concludes with recognition of some of the ethical and institutional barriers to an implementation of discomfort, ‘brave spaces’ and relational pedagogies. This paper is intended as a provocation for practitioners and aims to signpost the opportunities for developing a more responsive, critical and daring approach to sustainability education.