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Abstract
PurposeThis paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning.Design/methodology/approachThe paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants.FindingsThe results show how relational approaches can support transformative learning for sustainability and provide concrete practices, pathways and recommendations for curricula development that other universities/training institutions could follow or learn from.Originality/valueSustainability research, practice and education generally focuses on structural or systemic factors of transformation (e.g. technology, governance and policy) without due consideration as to how institutions and systems are shaping and shaped by the transformation of personal agency and subjectivity. This presents a vast untapped and under-studied potential for addressing deep leverage points for change by using a relational approach to link personal, societal and ecological transformations for sustainability.
Highlights
Given that the Earth-system is a complex adaptive system coupled with social systems, it is crucial that education programs support capacities for dealing with complexity, uncertainty, and transdisciplinarity to effectively address sustainability challenges (Schellnhuber, 2002; Schmuck and Schultz, 2002; Lang et al, 2012)
We assess the following three phases of its development and implementation: 2.1 Phase I: development of the EcoJustice course The development of the EcoJustice course was the outcome of a broad consultation process between the Courage of Care Coalition in the United States and the A Mindset for the Anthropocene project at the Institute for Advanced Sustainability Studies (IASS) in Germany
Our results showed that experiencing relationality may feel unfamiliar and challenging for course participants
Summary
It is presumed to lead to the emergence of learning communities and ecosystems in which new lifestyles and more widespread cultural transformations can support sustainability in society (Laininen, 2019; Lange, 2018). This requires transforming how we relate to ourselves, to each other, to the environment and to the future (Wamsler and Restoy, 2020) [1]
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