The current sustainability crisis demands a radical reorientation of the way we learn. In this chapter, sustainability is considered an emergent property of an ecology of learning that is a reflexive purposeful mix of actors, perspectives, forms of learning, connections, and support mechanism, driven by an ethical concern for the well-being of people and planet both now and in the future. In this chapter, sustainability-oriented learning is defined as an organic and relational process of continuous framing, reframing, tuning and fine-tuning, disruption and accommodation, and action and reflection, which is guided by a moral compass inspired by an ethic of care. Such learning implies and demands a certain freedom to explore alternative paths of development and new ways of thinking, valuing, and doing. Sustainability-oriented ecologies of learning are visualised as a blended learning space where multiple actors having different backgrounds co-create sustainability organically using a variety of tools, relations, and forms of learning. The concept of whole school or whole institution approaches is introduced as a way to enact such ecologies of learning in a systemic way.
|Title of host publication||Ecologies for Learning and Practice|
|Subtitle of host publication||Emerging Ideas, Sightings, and Possibilities|
|Editors||R. Barnett, N. Jackson|
|Place of Publication||London|
|Number of pages||18|
|ISBN (Print)||9781138496859, 9781138496880|
|Publication status||Published - 6 Nov 2019|
Wals, A. E. J. (2019). Sustainability-Oriented Ecologies of Learning: A response to systemic global dysfunction . In R. Barnett, & N. Jackson (Eds.), Ecologies for Learning and Practice: Emerging Ideas, Sightings, and Possibilities London: Routledge.