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 language | English |
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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 |
Publisher | Routledge |
Chapter | 5 |
Pages | 61-78 |
Number of pages | 18 |
ISBN (Electronic) | 9781351020268 |
ISBN (Print) | 9781138496859, 9781138496880 |
DOIs | |
Publication status | Published - 6 Nov 2019 |