Environmental ethics: A sourcebook for educators
- Jickling, Bob, Lotz-Sisitka, Heila, Olvitt, Lausanne L, O’Donoghue, Rob B, Schudel, Ingrid J, McGarry, Dylan K, Niblett, Blair
- Authors: Jickling, Bob , Lotz-Sisitka, Heila , Olvitt, Lausanne L , O’Donoghue, Rob B , Schudel, Ingrid J , McGarry, Dylan K , Niblett, Blair
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435834 , vital:73205 , ISBN 978-1991201287 , https://www.amazon.com/Environmental-Ethics-Sourcebook-Bob-Jickling/dp/1991201281
- Description: This well-constructed, and highly original, sourcebook inte-grates educational materials for teaching environmental eth-ics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy de-partments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not some-thing left to experts and specialists. Context-based activities are presented in almost every chapter. While it acknowledg-es foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, pro-cess-oriented, and place-based approaches to ethical reflec-tion, deliberation, and action. It walks on the ground and isn’t afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradi-tion by framing “ethics in a storied world”, thus making room to move beyond Euro-American perspectives in environmen-tal issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other profes-sionals who wish to bring environmental ethics to the fore-front of their pedagogical practices.
- Full Text:
- Date Issued: 2021
- Authors: Jickling, Bob , Lotz-Sisitka, Heila , Olvitt, Lausanne L , O’Donoghue, Rob B , Schudel, Ingrid J , McGarry, Dylan K , Niblett, Blair
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435834 , vital:73205 , ISBN 978-1991201287 , https://www.amazon.com/Environmental-Ethics-Sourcebook-Bob-Jickling/dp/1991201281
- Description: This well-constructed, and highly original, sourcebook inte-grates educational materials for teaching environmental eth-ics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy de-partments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not some-thing left to experts and specialists. Context-based activities are presented in almost every chapter. While it acknowledg-es foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, pro-cess-oriented, and place-based approaches to ethical reflec-tion, deliberation, and action. It walks on the ground and isn’t afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradi-tion by framing “ethics in a storied world”, thus making room to move beyond Euro-American perspectives in environmen-tal issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other profes-sionals who wish to bring environmental ethics to the fore-front of their pedagogical practices.
- Full Text:
- Date Issued: 2021
Think Piece: Learning, Living and Leading into Transgression–A reflection on decolonial praxis in a neoliberal world
- Kulundu-Bolus, Injairu M, McGarry, Dylan K, Lotz-Sisitka, Heila
- Authors: Kulundu-Bolus, Injairu M , McGarry, Dylan K , Lotz-Sisitka, Heila
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182406 , vital:43827 , xlink:href="10.4314/sajee.v36i1.14"
- Description: Three scholar activists from South Africa reflect on what it means to transgress the limits of a neoliberal world and its crisis times, particularly considering transgressions in the service of a decolonial future. The authors explore three questions: i) What kind of learning can help us transgress the status quo? ii) How do we extend this learning into a commitment to actively living in transgressive ways? iii) What does it mean to lead in ways that re-generate a transgressive ethic in a neoliberal world? In a dialogical conversation format, the authors outline nine different but interconnected perspectives on learning, living and leading into transgression, with the aim of concurrently revealing the multiple layers of work that a decolonial future depends on, while demonstrating the ambitions of a pluriversal decolonial future through their writing. The intertwined narrative is not conclusive, as the processes marked out in brief are experiences that still need to be fully practised in new relations in times to come within academia-in-society-and-the-world with human and more-than-human actors. However, they do offer a generative set of questions, concepts and metaphors to give courage to boundary-dwelling scholar activists attempting transgressive research. These reflections seek to regenerate the transgressive ‘decolonial gestures’ (decolonialfutures.net) that we can undertake in a neo-liberal world, as an important part of environment and sustainability education practices. It draws out what an embodied practice of transgressive learning can entail when we become discerning of hegemonic discourses that reproduce the status quo. We pay homage to those decolonial scholars in the field of environment and sustainability education as we traverse this terrain, recognising their imagination and the transgressive movement that has come before us, but importantly we seek to also open pathways for those yet to come.
- Full Text:
- Date Issued: 2020
- Authors: Kulundu-Bolus, Injairu M , McGarry, Dylan K , Lotz-Sisitka, Heila
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182406 , vital:43827 , xlink:href="10.4314/sajee.v36i1.14"
- Description: Three scholar activists from South Africa reflect on what it means to transgress the limits of a neoliberal world and its crisis times, particularly considering transgressions in the service of a decolonial future. The authors explore three questions: i) What kind of learning can help us transgress the status quo? ii) How do we extend this learning into a commitment to actively living in transgressive ways? iii) What does it mean to lead in ways that re-generate a transgressive ethic in a neoliberal world? In a dialogical conversation format, the authors outline nine different but interconnected perspectives on learning, living and leading into transgression, with the aim of concurrently revealing the multiple layers of work that a decolonial future depends on, while demonstrating the ambitions of a pluriversal decolonial future through their writing. The intertwined narrative is not conclusive, as the processes marked out in brief are experiences that still need to be fully practised in new relations in times to come within academia-in-society-and-the-world with human and more-than-human actors. However, they do offer a generative set of questions, concepts and metaphors to give courage to boundary-dwelling scholar activists attempting transgressive research. These reflections seek to regenerate the transgressive ‘decolonial gestures’ (decolonialfutures.net) that we can undertake in a neo-liberal world, as an important part of environment and sustainability education practices. It draws out what an embodied practice of transgressive learning can entail when we become discerning of hegemonic discourses that reproduce the status quo. We pay homage to those decolonial scholars in the field of environment and sustainability education as we traverse this terrain, recognising their imagination and the transgressive movement that has come before us, but importantly we seek to also open pathways for those yet to come.
- Full Text:
- Date Issued: 2020
Co-designing research on transgressive learning in times of climate change
- Lotz-Sisitka, Heila, Ali, Million B, Mphepho, Gibson, Chaves, Martha, Macintyre, Thomas, Pesanayi, Tichaona V, Wals, Arjen E, Mukute, Mutizwa, Kronlid, David O, Tran, Duc, Joon, Deepika, McGarry, Dylan K
- Authors: Lotz-Sisitka, Heila , Ali, Million B , Mphepho, Gibson , Chaves, Martha , Macintyre, Thomas , Pesanayi, Tichaona V , Wals, Arjen E , Mukute, Mutizwa , Kronlid, David O , Tran, Duc , Joon, Deepika , McGarry, Dylan K
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182472 , vital:43833 , xlink:href="https://doi.org/10.1016/j.cosust.2016.04.004"
- Description: This paper reflects on the epistemological context for the co-design of a research programme on transformative, transgressive learning emerging at the nexus of climate change, water and food security, energy and social justice. It outlines a sequence of learning actions that we, as a group of collaborating partners in a Transformative Knowledge Network (TKN) undertook to co-design a research programme, firstly in situ in various case study contexts, and secondly together across case study contexts. Finally, it provides some reflections and learning points.
- Full Text:
- Date Issued: 2016
- Authors: Lotz-Sisitka, Heila , Ali, Million B , Mphepho, Gibson , Chaves, Martha , Macintyre, Thomas , Pesanayi, Tichaona V , Wals, Arjen E , Mukute, Mutizwa , Kronlid, David O , Tran, Duc , Joon, Deepika , McGarry, Dylan K
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182472 , vital:43833 , xlink:href="https://doi.org/10.1016/j.cosust.2016.04.004"
- Description: This paper reflects on the epistemological context for the co-design of a research programme on transformative, transgressive learning emerging at the nexus of climate change, water and food security, energy and social justice. It outlines a sequence of learning actions that we, as a group of collaborating partners in a Transformative Knowledge Network (TKN) undertook to co-design a research programme, firstly in situ in various case study contexts, and secondly together across case study contexts. Finally, it provides some reflections and learning points.
- Full Text:
- Date Issued: 2016
Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction
- Lotz-Sisitka, Heila, Wals, Arjen E J, Kronlid, David O, McGarry, Dylan K
- Authors: Lotz-Sisitka, Heila , Wals, Arjen E J , Kronlid, David O , McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/372794 , vital:66623 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
- Description: 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 reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
- Full Text:
- Date Issued: 2015
- Authors: Lotz-Sisitka, Heila , Wals, Arjen E J , Kronlid, David O , McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/372794 , vital:66623 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
- Description: 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 reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
- Full Text:
- Date Issued: 2015
Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction
- Lotz-Sisitka, Heila, Wals, Arjen E, Kronlid, David O, McGarry, Dylan K
- Authors: Lotz-Sisitka, Heila , Wals, Arjen E , Kronlid, David O , McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392190 , vital:68729 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
- Description: 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 reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
- Full Text:
- Date Issued: 2015
- Authors: Lotz-Sisitka, Heila , Wals, Arjen E , Kronlid, David O , McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392190 , vital:68729 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
- Description: 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 reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
- Full Text:
- Date Issued: 2015
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