Transformative Sustainability Pedagogy: Learning From Ecological Systems and Indigenous Wisdom

被引:65
作者
Burns, Heather L. [1 ]
机构
[1] Portland State Univ, Educ Leadership & Policy Dept, Leadership Sustainabil Educ LSE Grad Program, Portland, OR 97207 USA
关键词
sustainability education; sustainability pedagogy; transformational learning; ecological design; holistic learning; Okanagan teachings; teaching and learning in higher education;
D O I
10.1177/1541344615584683
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Sustainability is becoming increasingly relevant in higher education, as the need to address complex cultural and ecological problems intensifies. How sustainability is taught has a profound influence on the kind of learning that takes place and the impact it has in the world. Sustainability pedagogy is offered as a tool for creating transformational sustainability learning that is thematic and cocreated, critically questions dominant norms and incorporates diverse perspectives, is active, participatory and relational, and is grounded in a specific place. This pedagogical design draws on the wisdom of ecological systems, recognizing that ecological systems are our best teachers for creating sustainable and regenerative systems. This article connects this pedagogical model with Okanagan indigenous teachings about the whole self, to explore how the whole self can be intentionally included in an ecological design process to promote transformational learning.
引用
收藏
页码:259 / 276
页数:18
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