This research project addresses the emerging calls for more radical learning-based transformations in Education for Sustainable Development (ESD). With the overall aim of confronting 'wicked' challenges of sustainability, this research has the objective of mapping, analysing and ultimately promoting the emergence of ‘transgressive’ learning processes (radical forms of learning-centered transformation), with the contention that these processes can contribute to sustainability transformations at the food-water-energy-climate-social justice nexus. This research makes up part of the ISSC (International Social Science Council) funded international project 'Transgressive Learning for Social-Ecological Sustainability in Times of Change,' which involves nine countries (Ethiopia, Malawi, India, the Netherlands, Sweden, South Africa, Vietnam, Zimbabwe and Colombia).
Making up the Colombian case study, the specific aim of this case study is to develop regional 'transition labs' in community-based settings in Colombia which address local nexus challenges. Building on the educational traditions of 'critical pedagogy' - as a means to address deep-seated assumptions and norms contributing to unsustainability - and 'place-based education' - so as to connect such learning to the ecological places people actually inhabit - the Colombian case study works towards a 'critical pedagogy of place' (Gruenewald 2003), demonstrating that such pedagogies are emerging across diverse communities of different ethnic origin in Colombia. We argue that such practices and approaches can contribute to innovative, inclusive, and place-based models for ESD which can bridge the gap between formal and informal education/institutions.
The methodology is based on participatory action research, including co-researchers from each bioregion, with the aim of generating collaborative and inclusive 'transgressive pedagogies' between students and educators, investigators and community members, by connecting people to place through collective action-based change. Methods include participatory mapping, participant observation, and semi-structured interviews.
With the first stage of mapping complete, findings show the presence of learning networks anchored in communities which are challenging traditional educational models and practices. They do this by putting forward alternative pedagogies based on principles of hybrid mestizo-indigenous buen vivir (bioregion Muisca-Bakatá), art and social innovation (Bioregión Macizo Acogedor), afro and indigenous rights (bioregion Caribbean) and family agriculture and permaculture in the bioregion Quimbaya. The next stages of the research are to analyse the extent to which such learning really is 'transgressive' in nature, and importantly, how to upscale such learning to other sectors of society. This will be achieved through exploring the power of social networks/movements and intercultural workshops to collectively construct pedagogical programs based on community resources and needs.
By sharing our work into 'transgressive learning,' we provide the opportunity for researchers and educational practitioners to learn from emerging theories and models of learning, as well as early experiences of the bioregional 'transition labs' which we will present.
1c Role of academia (advocacy and education in sustainable development science)
