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Stretching the boundaries of transformative sustainability learning: On the importance of decolonizing ways of knowing and relations with the more-than-human

Stretching the boundaries of transformative sustainability learning: On the importance of... AbstractThis paper chronicles students’ experiences of transformative sustainability learning through ‘epistemological stretching’ – a pedagogical orientation which focuses on expanding the ways of knowing that someone respects, understands, and/or engages with. With a particular emphasis on decolonizing relations between humans and the more-than-human, epistemological stretching enables students to articulate and critically engage with the epistemologies of their academic fields, gain new(old) perspectives on relations with the more-than-human, and interact with Indigenous knowledges in more effective and ethical ways. Students in this study experienced powerful learning outcomes in the following areas: reconceptualization of relationships, acknowledgement and deconstruction of power, and worldview bridging. Some students also received validation for ways of knowing that they previously engaged in but were unsure about expressing in academic contexts. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Environmental Education Research Taylor & Francis

Stretching the boundaries of transformative sustainability learning: On the importance of decolonizing ways of knowing and relations with the more-than-human

Stretching the boundaries of transformative sustainability learning: On the importance of decolonizing ways of knowing and relations with the more-than-human

Environmental Education Research , Volume 23 (10): 12 – Nov 26, 2017

Abstract

AbstractThis paper chronicles students’ experiences of transformative sustainability learning through ‘epistemological stretching’ – a pedagogical orientation which focuses on expanding the ways of knowing that someone respects, understands, and/or engages with. With a particular emphasis on decolonizing relations between humans and the more-than-human, epistemological stretching enables students to articulate and critically engage with the epistemologies of their academic fields, gain new(old) perspectives on relations with the more-than-human, and interact with Indigenous knowledges in more effective and ethical ways. Students in this study experienced powerful learning outcomes in the following areas: reconceptualization of relationships, acknowledgement and deconstruction of power, and worldview bridging. Some students also received validation for ways of knowing that they previously engaged in but were unsure about expressing in academic contexts.

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References (50)

Publisher
Taylor & Francis
Copyright
© 2016 Informa UK Limited, trading as Taylor & Francis Group
ISSN
1469-5871
eISSN
1350-4622
DOI
10.1080/13504622.2016.1263279
Publisher site
See Article on Publisher Site

Abstract

AbstractThis paper chronicles students’ experiences of transformative sustainability learning through ‘epistemological stretching’ – a pedagogical orientation which focuses on expanding the ways of knowing that someone respects, understands, and/or engages with. With a particular emphasis on decolonizing relations between humans and the more-than-human, epistemological stretching enables students to articulate and critically engage with the epistemologies of their academic fields, gain new(old) perspectives on relations with the more-than-human, and interact with Indigenous knowledges in more effective and ethical ways. Students in this study experienced powerful learning outcomes in the following areas: reconceptualization of relationships, acknowledgement and deconstruction of power, and worldview bridging. Some students also received validation for ways of knowing that they previously engaged in but were unsure about expressing in academic contexts.

Journal

Environmental Education ResearchTaylor & Francis

Published: Nov 26, 2017

Keywords: Transformative learning; sustainability education; epistemology; ontology; decolonizing education

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