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Building new foundations: the future of education from a degrowth perspective

Building new foundations: the future of education from a degrowth perspective Considering education in the context of making and unmaking sustainable futures, a growing relevance is attributed to the role of shared beliefs or mental infrastructures which shape the way people perceive crises and solutions. The currently dominant capitalist economic paradigm is seen as one such powerful belief that generates imaginaries which cannot accom- modate sustainable futures. At the same time, in educational practice, social movements, and academic discussion, the perspective of degrowth has gained attention as an approach which challenges this paradigm. In this article, we address the role of education in processes of socioecological transformation in the context of degrowth. We do this from a perspective of practice, linking our experiences in non-formal education to academic discussions on education and sustainability. The aim of this article is to contribute to a pedagogy of degrowth as one path within a complex search for ways to imagine and support sustainable futures, which address root causes of the current crises. Analysing these crises as crises of conviviality, resulting from imperial modes of living and producing, we sketch the framework for sustainable futures marked by world relations of interconnectedness and solidarity. Relating a theory of transformative learning to a critical-emancipatory understanding of http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sustainability Science Springer Journals

Building new foundations: the future of education from a degrowth perspective

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References (70)

Publisher
Springer Journals
Copyright
Copyright © 2019 by Springer Japan KK, part of Springer Nature
Subject
Environment; Environmental Management; Climate Change Management and Policy; Environmental Economics; Landscape Ecology; Sustainable Development; Public Health
ISSN
1862-4065
eISSN
1862-4057
DOI
10.1007/s11625-019-00699-4
Publisher site
See Article on Publisher Site

Abstract

Considering education in the context of making and unmaking sustainable futures, a growing relevance is attributed to the role of shared beliefs or mental infrastructures which shape the way people perceive crises and solutions. The currently dominant capitalist economic paradigm is seen as one such powerful belief that generates imaginaries which cannot accom- modate sustainable futures. At the same time, in educational practice, social movements, and academic discussion, the perspective of degrowth has gained attention as an approach which challenges this paradigm. In this article, we address the role of education in processes of socioecological transformation in the context of degrowth. We do this from a perspective of practice, linking our experiences in non-formal education to academic discussions on education and sustainability. The aim of this article is to contribute to a pedagogy of degrowth as one path within a complex search for ways to imagine and support sustainable futures, which address root causes of the current crises. Analysing these crises as crises of conviviality, resulting from imperial modes of living and producing, we sketch the framework for sustainable futures marked by world relations of interconnectedness and solidarity. Relating a theory of transformative learning to a critical-emancipatory understanding of

Journal

Sustainability Science – Springer Journals

Published: May 6, 2019

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