Towards a Politics of Transgression in Environmental Education Research: Meta-review of a T-Learning Research ‘Archive’
The need for more radical forms of learning-centred transformation is increasingly recognised in transformations to sustainability. Yet these approaches to learning remain under-developed and undertheorised especially from a politics and environmental education research perspective. This paper offer...
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| Format: | Article |
| Language: | English |
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Cambridge University Press
2024-06-01
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| Series: | Australian Journal of Environmental Education |
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| Online Access: | https://www.cambridge.org/core/product/identifier/S0814062624000624/type/journal_article |
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| author | Heila Lotz-Sisitka |
| author_facet | Heila Lotz-Sisitka |
| author_sort | Heila Lotz-Sisitka |
| collection | DOAJ |
| description | The need for more radical forms of learning-centred transformation is increasingly recognised in transformations to sustainability. Yet these approaches to learning remain under-developed and undertheorised especially from a politics and environmental education research perspective. This paper offers a review of an emerging politics of transgression in environmental education research, as developed through an extensive T-learning (transgressive learning in times of climate change) knowledge co-production research programme, spanning eight years, and continuing. The ongoing problem that the research programme seeks to address is how to do transgressive learning in/as environmental education research in times where the fall out of coloniality and fossil capital collide in an increasingly regressive political landscape which Akomolafe and Ladha (2017, pg. 820) describe as “the deadening ideology of late-stage capitalism and its corollaries of patriarchy, rationalism, white supremacy and anthropocentrism.” Through the paper, I seek to highlight a “low theory” (Wark, 2021) of transgressive politics in environmental education research, embodied in practices of transgressive politics as movement in co-engaged T-learning research, which I illuminate through a meta-reflective curational process from the ‘archive’ or T-learning knowledge commons collection. |
| format | Article |
| id | doaj-art-0b30329a35ef4e769c1f18f4eef2efa3 |
| institution | Kabale University |
| issn | 0814-0626 2049-775X |
| language | English |
| publishDate | 2024-06-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Australian Journal of Environmental Education |
| spelling | doaj-art-0b30329a35ef4e769c1f18f4eef2efa32025-08-20T03:40:44ZengCambridge University PressAustralian Journal of Environmental Education0814-06262049-775X2024-06-014054957310.1017/aee.2024.62Towards a Politics of Transgression in Environmental Education Research: Meta-review of a T-Learning Research ‘Archive’Heila Lotz-Sisitka0https://orcid.org/0000-0002-5193-9881Environmental Learning Research Centre, Rhodes University, Makhanda, Eastern Cape, 6140, South AfricaThe need for more radical forms of learning-centred transformation is increasingly recognised in transformations to sustainability. Yet these approaches to learning remain under-developed and undertheorised especially from a politics and environmental education research perspective. This paper offers a review of an emerging politics of transgression in environmental education research, as developed through an extensive T-learning (transgressive learning in times of climate change) knowledge co-production research programme, spanning eight years, and continuing. The ongoing problem that the research programme seeks to address is how to do transgressive learning in/as environmental education research in times where the fall out of coloniality and fossil capital collide in an increasingly regressive political landscape which Akomolafe and Ladha (2017, pg. 820) describe as “the deadening ideology of late-stage capitalism and its corollaries of patriarchy, rationalism, white supremacy and anthropocentrism.” Through the paper, I seek to highlight a “low theory” (Wark, 2021) of transgressive politics in environmental education research, embodied in practices of transgressive politics as movement in co-engaged T-learning research, which I illuminate through a meta-reflective curational process from the ‘archive’ or T-learning knowledge commons collection.https://www.cambridge.org/core/product/identifier/S0814062624000624/type/journal_articleLow theorypolitics of environmental educationtransgressive learningtransformations to sustainability |
| spellingShingle | Heila Lotz-Sisitka Towards a Politics of Transgression in Environmental Education Research: Meta-review of a T-Learning Research ‘Archive’ Australian Journal of Environmental Education Low theory politics of environmental education transgressive learning transformations to sustainability |
| title | Towards a Politics of Transgression in Environmental Education Research: Meta-review of a T-Learning Research ‘Archive’ |
| title_full | Towards a Politics of Transgression in Environmental Education Research: Meta-review of a T-Learning Research ‘Archive’ |
| title_fullStr | Towards a Politics of Transgression in Environmental Education Research: Meta-review of a T-Learning Research ‘Archive’ |
| title_full_unstemmed | Towards a Politics of Transgression in Environmental Education Research: Meta-review of a T-Learning Research ‘Archive’ |
| title_short | Towards a Politics of Transgression in Environmental Education Research: Meta-review of a T-Learning Research ‘Archive’ |
| title_sort | towards a politics of transgression in environmental education research meta review of a t learning research archive |
| topic | Low theory politics of environmental education transgressive learning transformations to sustainability |
| url | https://www.cambridge.org/core/product/identifier/S0814062624000624/type/journal_article |
| work_keys_str_mv | AT heilalotzsisitka towardsapoliticsoftransgressioninenvironmentaleducationresearchmetareviewofatlearningresearcharchive |