Transformative, Transgressive Approaches to Social Learning: Unlocking Disruptive Pedagogy and Epistemic Disobedience in Higher Education

• In Event: Teachers' Stories in Environmental Education: Tales of Embedded Constraints and Activist Pedagogies

Abstract

The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be troubled to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we, through literature and critical case study review, identify four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative in seeding the emergence of disruptive, more epistemologically disobedient forms of higher education pedagogy.

Authors

• Heila Lotz-Sisitka, Rhodes University

• Arjen E. Wals, Wageningen University

• David Olof Kronlid, Uppsala University

• Dyllan McGarry