The edited volume advocates for teaching systemic ethics as a form of life-long learning within nature’s classroom to support social and environmental justice. This book also explains critical systemic thinking as both an individual and a collective responsibility through many ways of knowing spanning the arts and sciences to inspire creativity.
This volume contributes to theory and practice by making suggestions as to how to re-frame the content, structure and process of education for transformation. This volume makes a case for a more relational understanding of human beings and other species. This volume also explores a more integrated curriculum where learners are given the opportunity to explore many ways of knowing and learning to earn, learn and grow a future through circular economies, co-operatives and learning communities. This book highlights how the models of sustainable development focus on education for wellbeing in line with the UNESCO approach outlined in 2021 that emphasizes the systemic nature of education rooted in protecting the environment and supported by the participation of active global citizens.
This volume demonstrates transformation of our thinking and practice is overdue and calls for changing the narrative through our standing together and redesigning systems of education to prioritize a more holistic worldview that embraces the planet and living systems. The focus of this volume is on values, perspectives and ways to make a difference through addressing a range of practical concerns, such as: food, energy and water security.
Ontologically the editors' perspective is shaped by recognising kinship with nature, as expressed by Indigenous custodians. Epistemologically the editors and contributors to this volume explore ways to enhance education based on working across cultures and disciplines using a cross cultural approach and mixed methodology. Axiologically the editors support the notion of transformative research that promotes balancing non-anthropocentrism with an approach that draws on Indigenous wisdom whilst addressing patriarchal notions through gender mainstreaming.
Author(s): Janet J. McIntyre-Mills, Yvonne Corcoran-Nantes
Series: Contemporary Systems Thinking
Publisher: Springer
Year: 2022
Language: English
Pages: 525
City: Singapore
Summary: Transformative Education for Regeneration
Introduction: Re-conceptualising Education for Re-generative Development
The Context and Rationale for Transformative Education
The Audience and Focus
Regenerative Praxis: Safe Habitats for Diverse Species with Diverse Capabilities and Needs
Making a Case for Critical Systemic Pedagogy and Praxis
A Relational Approach
Part I: Education Praxis
Part II: Extending the ‘Frontiers of Justice’
Part III: Learning in 360 Degrees
Education to Enable Relationality: Finding a Voice With and for Living Systems
References
Acknowledgements
Contents
Editors and Contributors
About the Editors
Contributors
List of Boxes
List of Figures
List of Tables
Part I: Education Thinking and Practice
Regenerative Education and Safe Habitats for Diverse Species: Caterpillar Dreaming Butterfly Being
1 Introduction
2 Regeneration and Transformation
3 Power, Knowledge and Communication
4 Transformative Education and Design to Protect People and Nature by Fostering Multispecies Relationships and Standing Together
4.1 Dualistic Thinking and Its Consequnces for People and the Planet
4.2 Challenges and Opportunities for Education
4.3 Hope and Inspiration Based on Systemic Praxis
4.4 Communication is a Multispecies Endeavour
4.5 Health and Education Policy Needs to Support Non Anthropocentrism
5 Re-membering Relationships as Re-generative Design for Transformation
Bibliography
Web Links Cited
Fluid, Organic Thinking and Relationality: Implications for Education and International Relations
1 Engagement, Scenarios and Support for Global Action and an Ecocide Law
2 Relationality and Co-evolution: Implications for Education Policy
3 From Dualism to Relationality
3.1 Nationalism is Harmful if It Supports Us/Them Polarisation
4 Innovation for the Future: Wellbeing Is Possible
5 Relationality and the Pandemic
6 Integrating the Subjective, Objective and Intersubjective Domains
Bibliography
Web Links Cited
Nurdles and Food Security: Education for Wellbeing and Implications for Pan-African Social and Environmental Justice
1 Nurdles and Food Security: Telling a New Narrative to Promote Wellbeing
2 Praxis and Research Approach
2.1 Assumptions and Values
3 Case Study of Transformative Praxis
3.1 Connecting with NGOs and Reflection on Engagement and Setting up a Community of Practice
4 A New Narrative
5 New Narratives to Inspire Alternative Forms of Organisation
6 Public Education and Post National Policy to Protect the Commons
7 Conclusion
Bibliography
Web Links Cited
The Power of Story: Ocean View Organic Farmers Cooperative, Cape Town, South Africa: Growing Food with Heart and Soul
1 Introduction
2 Background
3 The Origins
4 Ocean View Organic Farmers Cooperative
5 Innovation in Response to COVID-19
6 Partnerships
7 Current Projects
8 Behind the Scenes
9 Why Story Matters
10 Looking to the Future
Collective Action for Regeneration of the Web of Life in the Face of Disruptive Injustice
1 Introduction
2 Traditional Land Tenure System in Pre-colonial Times: Some Consequences of Its Dismantling
2.1 Foreign-Owned Enterprises: Participant Dialogues
2.1.1 Development of the Conversation Around This in FG One
2.1.2 Development of the Conversation in FG Two
2.2 Routes Towards Community Mobilization: Participant Dialogues
2.2.1 Development of the Conversation Around This in FG One
3 Our Reflections on Participant Understandings of Lessons Learned: A Movement to Resuscitate a Relational Way of Life as Part of “Development”
4 Conclusion
References
Part II: Extending the ‘Frontiers of Justice’
Learning from Nature’s Classroom: Reframing Economics, Accounting and Accountability
1 Introduction: Aims, Praxis and Process
2 Research Approach
3 Transformative Approach
4 Theory and Key Concepts: Relationality and Nature’s Classroom
4.1 A Community of Practice to Support an Ecological Mindset
4.2 A Systemic Approach: Climate Change, Pandemics and Unemployment: Implications for Public Education
5 The Potential of Participatory Learning Networks to Protect Habitat and Food Security
5.1 Vocational Education and Training
5.2 Policy Context
6 Transformative Action Learning
6.1 Vignette on the Potential of Integrated Development and Action Learning
6.2 De-coupling Circular Economics from Neo-Liberalism: The Potential of Action Learning and Social Enterprise
6.3 Circular Economy and Non-linear Relational Approach
7 Conclusion
Bibliography
Transformative Education: Employing the Balanced Scorecard for Regenerative Development
1 Introduction
2 A Priori Norms to Guide Education: A Capability Perspective
3 Measurement
4 The Balanced Scorecard
5 Application of the Balanced Scorecard in Schools
6 Conclusion
References
Education and Gender Mainstreaming in a Patriarchal Setting: What Really Matters
1 Introduction
2 Background: Gender Inequality in Bangladesh
3 Gender Mainstreaming: Theories and Dimensions
4 Research Approach
5 Results and Discussion
5.1 Enhancing Confidence and Self-Esteem
5.2 Increasing Status in Family and Society
5.3 Raising Awareness About Women’s Rights and Reducing Dependency
5.4 Increasing Mobility Outside Home
5.5 Reducing Pressure for Dowry
5.6 Education and Upbringing of Children
5.7 Health and Family Planning
5.8 Access to Finance and Microcredit
5.9 Shallow Job Market
5.10 Corrupt Political System
5.11 Strong Patriarchal Culture
5.12 Poverty and Inequality
5.13 Strong Religious Norms and Tradition
6 Conclusion
References
Gender Roles in Vietnam: A Metalogue on the Traditional and the New and Suggestions for Transformation
1 Introduction to Metalogue
References
Dis-ability, Differently Abled and Sentient Beings: Transformative Regeneration: The Need for Public Education on Vulnerability and Interbeing
1 Introduction
2 Education Needs to Focus on Our Interconnectedness
2.1 Shaping the Policy Narrative
2.2 Interbeing and the Protection of Shared Habitats for a New Manifesto
2.3 Extending Butler’s Plea to Demanding Regeneration and Multispecies Relationships to Foster Interbeing
3 Regenerative Education Policy
3.1 Recognising Our Shared Vulnerability
3.2 Education Policy Needs to Be Re-framed
3.3 Mainstreaming Intersectionality and the Capabilities Approach in Order to Extend the Frontiers of Justice
3.4 Interbeing and the Transformative Approach
4 Critical Heuristics and Re-generative Design
4.1 Rethinking Policy, Praxis and Curriculum
5 Analysis
6 Conclusion
Bibliography
Public Education on the Rights of Sentient Beings to a Life and Death Free of Suffering
1 Introduction
References
An Assault on Situational Complexity in the Arena of Education: The Potential of Structured Dialogic Design
1 Introduction
2 The Demosofia Paradigm
3 Overview of the SDD Methodology
4 The Discovery Phase
5 The Colaboratory Phase
6 Follow-Up Action Phase
7 The Discovery Phase
8 The Colaboratory of Democracy Phase
9 Capturing New Common Knowledge with Logosofia
9.1 Situational Complexity
10 Our Predicament of the Vicious Cycle
11 Escaping the Labyrinth of Our Predicament
12 School for the Deaf Application
13 Discovery Phase
14 Colaboratory of Democracy Phase
15 Summary of Results from Each Colaboratory
15.1 Co-laboratory 1: Vision
16 Statement Generation and Clarification
16.1 Categorization
16.2 Prioritization
17 Influence Mapping
18 Colaboratory 2: Barriers/Challenges
18.1 Statement Generation, Clarification and Prioritization
18.2 Influence Mapping
19 Colaboratory 3: Actions
19.1 Statement Generation, Clarification and Prioritization
20 Reflections
20.1 Situational Complexity Index (SCI)
21 Participant Reflections
22 Conclusions
References
Rethinking Teacher Education Practicum for Transformative and Regenerative University – Community Partnerships
1 Introduction
2 Global Perspectives on Professional Teaching Standards
3 Transformative and Regenerative Education and Development
4 Selected Exemplar Cases
5 Implications and Conclusion
References
Online Learning and the Pedagogy of Resilience, Agency and Protest: Lessons from the COVID-19 Experience
1 Introduction
2 A Disruption of Global Proportions
3 The Digital “Haves and Have-Nots”
4 The Political Economy of Pandemic Pedagogy
5 The University of South Africa
6 Remote Learning Solutions the Unisa Experience
7 Digital Inequality and #FeesMustFall
8 An Analysis of the Media as an Action-Oriented Methodology
9 Reading the Mood on the Social Media
10 Data and Devices as an Offshoot of #FeesMustFall
11 Pedagogies Beyond the Pandemic
References
Transformative Exhibitions and Artistic Practices: Vision and Culture in the Educational Environment of the Museum
1 Methodology
2 History and Significance of a National Museum
3 Changing Institutions
3.1 Chou Hayda
4 From National Museum to Immigration Museum
5 Conclusion
References
Part III: Learning in 360 Degrees
Sacred Groves of the Tolon District of the Northern Region, Ghana: Where Spirituality Meets Education for Sustainable Development
1 Introduction and Statement of the Problem
2 Forest Preservation in Ghana: A Confluence of Legal and Traditional Regulations
3 Sacred Groves
4 Methodology
5 Case Study of Tolon and Jaagbo Sacred Grove
5.1 Customs, Rituals and Practices
6 Metalogue with the Key Informant
7 Discussion
8 Beliefs and Perceptions for Transcendence and Transformation
9 Potential for Mainstreaming Indigenous Values Through Education and Law
9.1 Ways to Translate Educational Capabilities as A Priori Norms and A Posteriori Measures of Assessment
10 Conclusion
Bibliography
AA!!Venda Women and Social Enterprise: Stepwise Process to Regenerative and Sustainable Living
1 Introduction, Statement of the Problem and Rationale
1.1 The Makhadzi – Senior Women Custodians
2 Unemployment and Business as Usual Versus Employment Through Re-generative Work
2.1 Regeneration with Makhadzi Custodians
2.2 The Risk of Coal Mining
3 Design and Methods
4 Mupo and the Local Context of Regenerative Leadership by Women
5 A Project Rooted in Friendship, Gratitude and Healing
6 First Steps: Key Points from Zoom Meeting 28th March, 202111
7 Making Progress: Zoom Meeting 7th June 202015
7.1 Organising the Focus Group Discussions on Bamboo and Social Enterprise
8 Conclusion
References
Websites
Women, Education and Socialisation: Transforming Gender and Power in the MST, São Paulo, Brasil
1 Introduction
2 Rural Women Mobilising Since the 1970s
3 Entering the Movement and Participating in the Fight for Land
4 Women’s Collaborative Endeavours
5 Pathways Beyond
References
Encounters and Mis-encounters: The Process of Political Pedagogy Between Educators and Families of the Landless Movement (MST) Settlement of Pirituba II, South-Eastern Sao Paulo, Brasil (1984–2006)
1 Introduction
2 Methodology
3 The Establishment of Public Schools in the Pirituba II Settlement
4 Politico-Pedagogical Action Between the Educators and the Families in the Piritiuba II Settlement
5 Memory, Culture, and Place
6 Schoolwork Rotation
7 The Struggle to Maintain Bairro Engenheiro Maia State School
7.1 Final Considerations
References
Combining Focus and Circumspection: An Education in Natural Inclusion
1 Introduction: The Need for Inclusive Perception in a Domesticated Predator (Photo 1)
2 ‘Life, Environment and People’ – An Education in Natural Inclusion
2.1 Four Fundamental Pedagogical Principles Underpinned LEP
2.1.1 Self-in Neighbourhood; Neighbourhood in Self: The Comprehensive Situational Awareness of Natural Inclusionality
2.1.2 Embodied Water Flows and Sentient Evolution: Why Organisms Are Not Machines
2.1.3 From Automaton to Sharer: The Inclusional Nature of Individuals
What Is an Individual?
2.1.4 Dissipative and Conservative Organization: The Essence of Regenerative Sustainability
2.1.5 The Natural Mathematical Physics of Time as Current and Space as Stillness
2.1.6 The Natural Confluence of Art, Science and Soulful Spirituality in an Aesthetic Appreciation of the World About Us
2.1.7 The Natural Language of Flow: From Static Definition to Fluid Distinction
2.1.8 Nature as a Source of Moral Guidance: From Selfishness and Altruism to Needfulness
2.1.9 Inclusive Democracy – Caring, Sharing and Co-creativity
2.1.10 No Yoke – Liberating Our Selves From False Perceptions of Space and Boundaries
References
The γ – Principle of Natural Inclusion: From Competition Versus Cooperation to Heartfelt Relay
1 Competition Versus Cooperation: A False Dichotomy
2 Reconciliation: The γ -Principle of Natural Inclusion
3 What Truly Motivates Us – The Natural Inclusion of Life in Love and Love in Life
References
Systemic Praxis and Education to Protect the Commons
1 Introduction: The Art of Systemic Vision
2 Statement of the Design Problem: Balancing Individualism and Collectivism Through Standing Together
3 A Community of Practice for Fostering Solidarity and Engaging Participants
3.1 Area of Concern
3.2 Community of Practice Approach to Explore What MotivatesTransformation
3.3 Food, Energy and Water: A Way to Resource the Commons and Address Existential Risks
4 Humanity Can Only Be Protected by Protecting Biodiversity
5 Reframing Ethical Frameworks and Key Concepts: Education, Interbeing, and Teleonomy to Support the Wellbeing of Living Systems
5.1 Assumptions and Values
5.1.1 Systemic Ethics Underpinned by a Transformation in Values Detailed in the Uluru Statement of the Heart
6 Re-membering Boundaries and Exploring the Motivation to Expand Our Solidarity with All Living Systems
7 Action Learning and Action Research: Gender Sensitive Youth Agency in the Green Economy – Capacity Enhancement Approaches
7.1 Postscript
Bibliography
Postscript: A Meta Logue with Reynaldo
Afterword
Glossary of Key Concepts
Index
