Sustainability-Oriented Ecologies of Learning: A response to systemic global dysfunction

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationEcologies for Learning and Practice
Subtitle of host publicationEmerging Ideas, Sightings, and Possibilities
EditorsR. Barnett, N. Jackson
Place of PublicationLondon
PublisherRoutledge
Chapter5
Number of pages18
ISBN (Electronic)9781351020268
ISBN (Print)9781138496859, 9781138496880
Publication statusPublished - 6 Nov 2019

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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.