Capturing Transgressive Learning in Communities Spiraling towards Sustainability
Abstract
:1. Introduction
- The act of transgressing; the violation of a law or a duty or moral principle
- The action of going beyond or overstepping some boundary or limit
2. Theoretical Framework
2.1. The Theory of Transgressive Learning
2.2. The Living Spiral Model
3. Methodological Framework
3.1. Transformation Labs (T-Labs)
3.2. Critical Event Inquiry
3.3. Thematic Analysis
4. Data Analysis: Results
4.1. Roots
4.2. Shoots
4.3. Stems
4.3.1. Barriers
4.3.2. (Invisible) Processes
4.3.3. Active/Passive Absence
4.4. Leaves
4.5. Blossoms
4.6. Seeds
5. Discussion
5.1. Addressing Uncertainty by Taking a Step Back and Reflecting
5.2. Community and Relationality Driving Deeper Questions of Purpose and Belonging
5.3. Unveiling ’Absences’ through Transgressive Learning
5.4. Research Limitations
5.5. Key Conclusions and Further Research
Author Contributions
Funding
Conflicts of Interest
Appendix A
- “What have been three to five (3–5) events or experiences that have been most significant during the process of the T-Lab you have been part of?” (Original in Spanish: ¿Cuáles han sido los tres a cinco (3–5) eventos o experiencias que han sido más significativas en el proceso del T-lab del que hace parte?)
- “If we define transformative learning as a change in reference points, and world-visions, to what extent have these experiences been transformative to you and your community?” [to interviewer: If yes, why; if no, why not? What was the transformation and why did it happen?] (Original in Spanish: Si definimos el aprendizaje transformativo como un cambio en los puntos de referencia y visiones del mundo, ¿Hasta que punto han sido estos eventos transformativos para usted, para el grupo? ¿Por que si o por que no? (¿cuál fue la transformación? Y porque la transformación sucedió?).
- To interviewer: If the answers to questions 1 and 2 only reference personal changes, ask the following question. “Was there an event or experience that was transformative for the group or the collective?” (original in Spanish: Si las respuestas de la pregunta 1 y 2 hacen referencia solo a cambios personales/individuales hacer la pregunta: ¿Hay algún evento o experiencia que hayasido transformativa para el grupo como colectivo?
- How would you relate these experiences with the challenges of climate change (food sovereignty/security and water, water, social justice, energy) at the personal and community level? (Original in Spanish: ¿Cómo se relacionan estas experiencias con los retos de abordar el cambio climático (soberanía/seguridad alimentaria y de agua, justicia social, energía) en los niveles personal, en tu comunidad?
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Characteristics of Transgressive Learning |
---|
1. Ethics of transgressive learning is based on a philosophy of caring which balances the warrior stance of activism with the empathic pose of vulnerability. 2. Transgressive learning, based on disrupting structural hegemonies of power, is a form of transformative learning. 3. Transgressive learning addresses wicked sustainability issues characterized by their complex, fluid, and transient nature. 4. Transgressive learning as a methodology is normative and characterized by ‘ecologies of knowledge’. 5. With their emphasis on participatory, reflective and narrative approaches, transgressive methods are performative by nature. |
Name | Location | Description | Specific Context for Interviews 1 |
---|---|---|---|
T-Lab 1: The Call of the Mountain (CotM) | Itinerant. In the year 2017: Ecovillage Anthakarana, Quindio, Colombia | An annual intercultural gathering organized by the CASA network, bringing together a diverse collection of people, communities and projects for five days of communal living, in which participants exchange experiences on sustainable living while partaking in working councils, workshops, panel discussions, dances and other artistic pursuits. | The CotM is characterised by the pedagogy “dialogo de sabers” (knowledge dialogues), whereby ontological encounters between diverse participants are facilitated so as to encourage transformative learning [31]. The 2018 context for the gathering was a future search methodology [53], brought about by a crisis in the organizational team [54]. The interview questions presented the possibility for participants to reflect on critical moments in the CotM process. |
T-Lab 2: Ecovillage AldeaFeliz | San Francisco, Cundinamarca, Colombia | Aldeafeliz is an intentional community of 12 people, founded in 2005. T-Labs focused on connecting ancestral technologies with modern social innovation tools, for example in the form of eco-construction, generating cohesion and action around territorial water conservation. | Following an internal reorganization of the ecovillage Aldeafeliz, a focus for the T-Labs was exploring the identity of the ecovillage residents in relation to their “mestizo” heritage, as well as to their local territory. The place-based pedagogy focused on rebuilding the ceremonial house of the community called the “Cusmuy” [55], as well as building relationships between the ecovillage, local neighborhood, and the municipality [56]. The context of the interviews was characterized by the reflection on the identity of the participants, and how this was manifested (or not) through their everyday practices. |
T-Lab 3: The Islands of Rosario | Las Islas del Rosario, Bolivar, Colombia | The T-Labs held in the Afro-Colombian community were based on networking community initiatives in the Caribbean region. This included workshops providing tools for implementing sustainable systems in local contexts, such as non-violent communication, alongside practical courses in agroecology. | Following the legal recognition of Las Islas del Rosario as a self-determining afro-Colombian region of Colombia, local efforts have been made to organize the community around addressing climate change challenges such as access to safe drinking water, and local food production. The specific context for these T-Labs was the participation of community leaders from surrounding, Caribbean communities in how to organize themselves to gain territorial rights as native communities, as well as learning sustainable practices such as eco-construction and agro-ecology [57,58]. The context for the interviews was a reflection on these new community-organizing skills, as well as sustainability practices. |
T-Lab 4: Lekker Nassuh | The Hague, The Netherlands | A community initiative that focuses on sustainability around a local food system. T-Labs focused on reflection workshops around the organizational principles of running the initiative. | Established in 2014, the initiative Lekker Nussuh has developed into a community comprising roughly 2500 people of which 800 are registered as members and 200 fetch a weekly vegetable package, with values based on ‘fair, local, sustainable food system’ [59]. The T-Labs has involved experiments using the governance system of Holacracy [60], and integration of a community currency called Timebank [61]. The context for the interviews was a reflection on the social relations between organizers, following major changes in how the initiative has been organized and run. |
Value Theme | Characteristic | Sources/References |
---|---|---|
Acknowledging uncertainty | Disrupting the status quo of what is normally understood and accepted through addressing and adapting to what we do not understand, often by acceptance and letting go | 16/41 |
Collaboration | Forms of working together, such as through social technologies | 10/12 |
Communication | The way we share or exchange information | 5/5 |
Community | Being part of a group with common characteristics and valuing the greater good of that group over the individual | 14/30 |
Diversity | Focus on multiplicity alongside inclusivity | 10/20 |
Education | Reflection and learning | 12/21 |
Optimism | A sense of positivity through inspiration, compassion, and appreciation | 10/17 |
Order | Planning and design, for example, to ensure safety or to reach goals | 13/27 |
Practice | Hands-on experiential learning, for example through experiencing novelties and local development | 13/28 |
Relationality | An understanding of how everything is connected and related to one another, for example, typical in ancestral knowledge and spirituality. | 12/39 |
Responsibility | Commitment and leadership | 9/15 |
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Macintyre, T.; Tassone, V.C.; Wals, A.E.J. Capturing Transgressive Learning in Communities Spiraling towards Sustainability. Sustainability 2020, 12, 4873. https://doi.org/10.3390/su12124873
Macintyre T, Tassone VC, Wals AEJ. Capturing Transgressive Learning in Communities Spiraling towards Sustainability. Sustainability. 2020; 12(12):4873. https://doi.org/10.3390/su12124873
Chicago/Turabian StyleMacintyre, Thomas, Valentina C. Tassone, and Arjen E. J. Wals. 2020. "Capturing Transgressive Learning in Communities Spiraling towards Sustainability" Sustainability 12, no. 12: 4873. https://doi.org/10.3390/su12124873