30 SES 14 B JS, Public Pedagogy and Sustainability Challenges Part 1
Joint Symposium NW 13 and NW 30 to be continued in 30 SES 16 B JS
In the context of sustainability challenges, public pedagogy is faced with a tension between a radical pedagogical perspective – emphasising the risks involved in reducing education to an instrument for predetermined societal change – and a radical view on the urgent need for a transition towards a more sustainable world (Block et al., 2018). This paper explores the hypothesis that counter posing radical pedagogy and radical sustainability falls into the trap of creating an apparent contradiction. It may be precisely the care for the pedagogical – i.e. for creating ‘free time’ (scholè) to study matters of concern such as sustainability challenges (Masschelein & Simons, 2013) – that opens up a space for more radical perspectives on societal change. With this contribution, we aim to take the idea of education as a radically emancipatory and transformational practice (Säfström, 2018) out of the realm of theoretical debates and turn it into an object of empirical investigation. Therefore, we explore the potential of cross-fertilisation between different modes of investigating the relationship between education and societal change in the face of sustainability issues. Research literature reveals an interest in the pedagogical in relation to sustainable development that takes varied forms, ranging from the micro-level of the meaning-making of/between individual people, over the meso-level of organisational learning to the macro-level of sustainability transitions as a matter of learning-by-doing. Diverse frameworks for the empirical analysis of such pedagogical processes have been developed and applied. Pragmatist educational theory, for instance, has inspired the development of transactional analytical methods for in-situ analyses of meaning-making (cognitive but also ethical, aesthetical, emotional, embodied, etc.) in educational practices – e.g. classroom interactions, deliberative discussions, etc. (Östman & Öhman 2010). Another example is Cultural Historical Activity Theory which is employed to investigate how reflexivity, agency and contradictions function as key factors for innovation and changes of activity system through expansive learning (Engeström, 2015). This paper explores the potential and limits of diverse modes of analysis, discusses possibilities for cross-fertilisation by combining different perspectives and identifies methodological and empirical blind spots in the current state of the art. So doing, it hopes to contribute to the much-needed further conceptualisation of and empirical research on the relation between education and societal change in view of sustainable development (Van Poeck et al. 2018).
Block, T., Goeminne, G. & Van Poeck, K. 2018. Balancing the urgency and wickedness of sustainability challenges: three maxims for post-normal education. Environmental Education Research, 24(9), 1424-1439. Engeström, Y. 2015. Learning by expanding: An activity-theoretical approach to developmental research. New York: Cambridge University Press. Masschelein, J. & Simons, M. 2013. In defence of the school. A public issue. Leuven: E-ducation, Culture & Society Publishers. Östman, L. & Öhman, J. 2010. A Transactional Approach to Learning, Paper presented at John Dewey Society, AERA Annual Meeting in Denver, Colorado, April 30 - May 4 2010. Säfström, C.A. 2018. Liveable life, educational theory and the imperative of constant change. European Educational Research Journal, 17(5), 621-630 Van Poeck, K., Östman, L. & Block, T. (2018) Opening up the black box of learning-by-doing in sustainability transitions. Environmental Innovation and Societal Transitions pre-published online: https://doi.org/10.1016/j.eist.2018.12.006
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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