Enabling Change

Concepción, David W.; Eflin, Juli

doi:10.5840/teachphil200932217

Cited by 15 publications

(4 citation statements)

References 7 publications

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“…In prefigurative politics/practice one aims to create conflict deliberately in the sense that people and movements try to disrupt deeply held and taken-for-granted unsustainable norms and habits by acting in surprising, creative, and boundary-crossing ways. By examining the inconsistency between these material practices and pre-existing beliefs, people learn that a different way of being is possible [150]. But to disrupt and do things differently is also painful and can lead to negative emotions and ambivalence [151].…”

Section: Conflict Perspectivesmentioning

confidence: 99%

Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach

et al. 2018

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Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.

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Section: Conflict Perspectivesmentioning

confidence: 99%

Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach

et al. 2018

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“…[33], in her pioneering work in the field of critical theory and feminist thought in the classroom. This has led to further research on transgressive learning in teaching pedagogy in (higher) education [16,[34][35][36][37][38], as well as the transgressive role of the researcher in decolonizing research practices [32,39]. Building upon this earlier body of work, the T-Learning project has been exploring how transgressive learning can help address the learning challenges in the nexus issues of climate change.…”

Section: Characteristics Of Transgressive Learningmentioning

confidence: 99%

Capturing Transgressive Learning in Communities Spiraling towards Sustainability

2020

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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.

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“…One helpful example of this truth can be found in Concepción and Eflin's article on their theatrical approach to teaching a course on feminist ethics and epistemology. 27 For "falling stars," commonsensical resilience is the unwavering movement of light across the sky, until the moment it suddenly ends in darkness. Resilience finds the aesthetic militancy of "falling stars" in the way that they compete with the "stationary" stars for the attention of human observers by fighting their way brightly and beautifully across the cosmos.…”

Section: Applying Resilience To the Seven Families Of Dancementioning

confidence: 99%

Judith Butler and a Pedagogy of Dancing Resilience

Hall¹

2020

Journal of Aesthetic Education

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This essay is part of a larger project in which I construct a new, historically informed, social justice-centered philosophy of dance, centered on four central phenomenological constructs, or "moves." This essay, in particular, is about the fourth move, "resilience." More specifically, I explore how Judith Butler engages with the etymological aspects of this word, suggesting that resilience involves a productive form of madness and a healthy form of compulsion, respectively. I then conclude by showing how "resilience" can be used in the analysis of various Wittgensteinian "families" of dance, which, in turn, could facilitate positive educational changes in philosophy, dance, and society, with particular efficacy on the axis of gender. In brief, by teaching a conception of strength as vulnerability (instead of machismo's view of strength as apathetic "toughness"), a pedagogy of dancing resilience provides additional support for feminists (including Anzaldúa, Haraway, Butler, and Concepción) who advocate a cautious openness toward seemingly unlikely resources and allies (including analytic methodologies, Machiavellian politics, and the discourses of the natural sciences). This article is part of a larger project in which I suggest, based on eighteen years of experience as a dancer and choreographer, a historically informed philosophy of dance built around four central concepts, or "moves." 1

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Enabling Change

Cited by 15 publications

References 7 publications

Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach

Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach

Capturing Transgressive Learning in Communities Spiraling towards Sustainability

Judith Butler and a Pedagogy of Dancing Resilience

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