Capturing Transgressive Learning in Communities Spiraling towards Sustainability

Abstract

This empirical paper addresses the need for more in depth understanding of signs and characteristics of transgressive learning in a context of runaway climate change. In a world characterized by systemic global dysfunction, there is an urgency to foster rapid systemic change which can steer our paths towards meeting the SDG goals. The contention of this paper is that, although there is a need for rapid change, it is fundamental to understand how such change can come about, so as to co-create and investigate learning environments and forms of learning that can lead to a systemic change towards sustainability. Anchored in the emerging concept of transgressive learning, this article employs the innovative Living Spiral model to track critical learning moments by facilitators and participants in multi-stakeholder Transformation Labs (T-Labs), which took place in 2017/2018 in various grassroots sustainability initiatives in Colombia and The Netherlands. The results of the analysis highlight the importance of the values of “acknowledging uncertainty”, “community”, and “relationality” in disrupting world-views through promoting reflexivity in participants and facilitators. This paper concludes that more research on the power dynamics of “absences” in transformative research is needed to better capture the challenges of overcoming sustainability challenges.

Exploring the transformative potential of design thinking pedagogy in hybrid setting: a case study of field exercise course, Japan

“…Hence, reflection is the critical component of transformative learning (King, 2018 ; Taylor, 2007 ). Macintyre et al ( 2020 ) also highlighted diversity (multiple perspectives) and reflexivity (about who we are) as the foundation for transformative learning. Furthermore, the study found that acknowledging multiple perspectives and their value made the participants more reflective, inclusive, and open to new/different perspectives—aligned to the definition of transformative learning proposed by Mezirow ( 2003 ).…”

“…We used the term “signs” instead of “indicators” to take away the focus from the quantification of experience. These signs are critical transformative learning experiences—these are usually intuitive, interpretive, speculative, and require a dialog (interaction) between those reporting them and those experiencing them (Macintyre et al, 2020 ). Hence, signs are captured by collecting learners’ perspectives on their learning experiences.…”

“…However, it cannot be said that this investigation has no relevance in other contexts, but those in other contexts can define how important these signs are for their situation. This is also known as case inspired generalization, where the agency of generalization is left to the readers, rather than authors, who can mirror what they read in their context (Macintyre et al, 2020 ; Wals & Alblas, 1997 ).…”

Education for just transitions: Lifelong learning and the 30th anniversary Human Development Report

“…Several authors in the 2017 special issue ( IRE 63 :6) argue for a notion of transgressive learning. In a later article, published in a special issue on “Transgressive learning and transformations to sustainability” of a different journal, Sustainability, Thomas Macintyre et al describe this as radical forms of learning-based change for socio-ecological change within the framework of climate change […] a form of learning which encourages transformation and seeks to disrupt norms and structures which maintain an unsustainable status quo (Macintyre et al 2020 , p. 2). Transgressive learning seeks to get beyond the individualist and cognitive biases of transformative learning, and is suspicious of socialisation both to existing norms and to new norms imposed from outside.…”

“…radical forms of learning-based change for socio-ecological change within the framework of climate change […] a form of learning which encourages transformation and seeks to disrupt norms and structures which maintain an unsustainable status quo (Macintyre et al 2020 , p. 2).…”