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Engaging with the Beyond—Diffracting Conceptions of T-Learning

SWEDESD, Uppsala University, 75105 Uppsala, Sweden
Sustainability 2019, 11(12), 3430; https://doi.org/10.3390/su11123430
Received: 28 January 2019 / Revised: 12 June 2019 / Accepted: 14 June 2019 / Published: 21 June 2019
(This article belongs to the Special Issue Transgressive Learning and Transformations to Sustainability)
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Abstract

This paper develops a theory of transgressive learning (t-learning) as it was experimented with in the International Science Council t-learning network. The method applied is a diffractive reading of conceptions of transgression in academic publications emerging from different cases. The results show that there can be no definite conduct to or understanding of transgression, as transgression itself entails a subversion of rules, contexts, and borders. Instead, the results document several overarching categorical positions and axiomatic understandings of transgression that emerge from the background of context-specific wicked sustainability issues. Transgressive learning can be understood as a set of contextually diverse techniques and practices that attempt to bring about change through and in learning. Transgressive learning can result in experiential learning excesses where the excess is the very source of difference and makes change possible. The diversity of conceptions of transgressive learning open up new entry points for engaging with sustainability-oriented learning and education that is open to change rather than to reproducing unsustainable social structures and dynamics. View Full-Text
Keywords: transgression; learning; hegemony; diffraction; education; sustainability transgression; learning; hegemony; diffraction; education; sustainability
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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Bengtsson, S. Engaging with the Beyond—Diffracting Conceptions of T-Learning. Sustainability 2019, 11, 3430.

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