No abstract

Relational thinking has recently gained increasing prominence across academic disciplines in an attempt to understand complex phenomena in terms of constitutive processes and relations. Interdisciplinary fields of study, such as science and technology studies (STS), the environmental humanities, and the posthumanities, for example, have started to reformulate academic understanding of nature-cultures based on relational thinking. Although the sustainability crisis serves as a contemporary backdrop and in fact calls for such innovative forms of interdisciplinary scholarship, the field of sustainability research has not yet tapped into the rich possibilities offered by relational thinking. Against this background, the purpose of this paper is to identify relational approaches to ontology, epistemology, and ethics which are relevant to sustainability research. More specifically, we analyze how relational approaches have been understood and conceptualized across a broad range of disciplines and contexts relevant to sustainability to identify and harness connections and contributions for future sustainability-related work. Our results highlight common themes and patterns across relational approaches, helping to identify and characterize a relational paradigm within sustainability research. On this basis, we conclude with a call to action for sustainability researchers to codevelop a research agenda for advancing this relational paradigm within sustainability research, practice, and education.

Purpose This paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning. Design/methodology/approach The paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants. Findings The results show how relational approaches can support transformative learning for sustainability and provide concrete practices, pathways and recommendations for curricula development that other universities/training institutions could follow or learn from. Originality/value Sustainability research, practice and education generally focuses on structural or systemic factors of transformation (e.g. technology, governance and policy) without due consideration as to how institutions and systems are shaping and shaped by the transformation of personal agency and subjectivity. This presents a vast untapped and under-studied potential for addressing deep leverage points for change by using a relational approach to link personal, societal and ecological transformations for sustainability.

The concept of sustainable lifestyles is said to have reached the limits of its usefulness. As commonly understood, it impedes an effective response to our increasingly complex world, and the associated societal challenges. In this context, the emerging paradigm of relationality might offer a way forward to renew our current understanding and approach. We explore this possibility in this study. First, we systematize if, and how, the current dominant social paradigm represents a barrier to sustainable lifestyles. Second, we analyze how a relational approach could help to overcome these barriers. On the basis of our findings, we develop a Relational Lifestyle Framework (RLF). Our aim is to advance the current knowledge by illustrating how sustainable lifestyles are a manifestation of identified patterns of thinking, being, and acting that are embedded in today’s “socioecological” realities. The RLF revitalizes the field of sustainable lifestyle change, as it offers a new understanding for further reflection, and provides new directions for policy and transformation research.