Teaching to transgress through residential education: Nurturing pedagogical innovation to tackle the climate and nature emergencies in higher education

Abstract

ABSTRACT Universities occupy a contested space regarding their responses to the climate and nature emergencies. They are criticised for their neoliberalism, marketisation and corporatism yet they provide education to the leaders of tomorrow who are essential for the transition to a sustainable world. In this paper, residential education is explored through a three-phase Rites of Passage framework based on teaching to transgress. Dependable and trustworthy literature sources were identified to develop strands of a pedagogical framework. Autoethnographic vignettes added further novel strands based on insights into residential education from the authors’ lived experiences. Thus a residential education pedagogical web emerges to reimagine learning, teaching and research in higher education that deals directly with the climate and nature emergencies. We argue that more residential education centres should be developed to operate as semi-autonomous satellites of their parent universities because they can be more participatory, flexible and dynamic.