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You say you want a revolution? Transforming education and capacity building in response to global change
Abstract
This paper considers the changes in education and capacity building that are needed in response to environmental and social challenges of the 21st Century. We argue that such changes will require more than adjustments in current educational systems, research funding strategies, and interdisciplinary collaborations. Instead, it calls for a deeper questioning of the assumptions and beliefs that frame both problems and solutions. We first discuss the challenges of transforming education and capacity building within five key arenas: interdisciplinary research; university education systems; primary and secondary education systems; researchers from the developing world; and the public at large and politicians. Our starting point is that any type of revolution that is proposed in response to global change is likely to reflect the educational perspectives and paradigms of those calling for the revolution. We differentiate between a circular revolution (as in the “plan-do-check-act cycle” often used in change management) versus an axial revolution (moving to a different way of thinking about the issues), arguing that the latter is a more appropriate response to the complex transdisciplinary challenges posed by global environmental change. We present some potential tools to promote an axial revolution, and consider the limits to this approach. We conclude that rather than promoting one large and ideologically homogenous revolution in education and capacity building, there is a need for a revolution in the way that leaders working with education and capacity building look at systems and processes of change. From this perspective, transformative learning may not only be desirable, but critical in responding to the challenges posed by global environmental change.
... Sustainability education aims to educate students to become agents of change and function in a changing society (O'Brien et al. 2013). Sustainability challenges are often wicked problems that need specific methodological and cognitive approaches towards solving these challenges. ...
... They include teamwork and collaboration skills (Huijbregts et al. 2022;Tariq et al. 2022;Kasch et al. 2023), giving and receiving feedback (Huijbregts et al. 2022), reflection of own work, strength and weaknesses (Tariq et al. 2022;Huijbregts et al. 2022), and crossing boundaries in terms of disciplines, cultures and personalities (Tariq et al. 2022;Kasch et al. 2023). These are important 21 st century skills in general but are particularly relevant for addressing sustainability challenges (O'Brien et al. 2013). ...
... Freedom is thus both a condition and a process and involves activism and agitation for social change. In this sense, freedom also ties in with epistemological access, that is, empowerment through education, capacity building and making resources available in the service of creating opportunities for people to achieve both personal and communal freedom (O'Brien et al., 2013). ...
Purpose
The purpose of this paper is to explore the role of psychologists working with a community mental health center in the Gaza Strip, using Freirean pedagogical and Fanonian post-colonial theories as a framework. The study aims to highlight how political injustice contributes significantly to psychological distress in the region. It emphasizes the importance of collective well-being, liberatory practices and agency in therapeutic work. This research seeks to demonstrate that psychology and science cannot remain politically neutral, as they are inherently imbued with values that can either uphold oppressive systems or promote resistance and advocacy for change.
Design/methodology/approach
This study uses a theoretical and qualitative approach, drawing from Freirean pedagogical and Fanonian post-colonial frameworks. It involves reflective analysis of the authors’ experiences as psychologists from Italy and South Africa working with a community mental health center in Gaza. The research includes a critical examination of political and social contexts that affect mental health in the region. Through the roles of trainers, clinical supervisors and researchers, the authors integrate liberatory psychological practices and emphasize solidarity with the people of Gaza, providing insights into the interplay between political contexts and psychological well-being.
Findings
The findings indicate that political injustice is a primary cause of psychological distress in Gaza. The research underscores the dual role of mental health professionals: while they might inadvertently promote adjustment to oppressive systems, they also have the potential to enhance resistance, advocacy and activism. The study reveals that liberatory psychological practices can empower individuals and communities, fostering agency and collective well-being. Furthermore, the mental health needs of the population, alongside humanitarian aid and physical safety, are critical for the current crisis and future rebuilding efforts in Gaza.
Research limitations/implications
This paper is limited by its qualitative nature and the specific context of the Gaza Strip, which may not be generalizable to other settings. However, it provides valuable insights into the role of psychology in politically charged environments. The implications for further research include the need to explore liberatory practices in other conflict-affected areas and to examine the impact of psychologists’ roles as advocates for change. The study highlights the importance of integrating political awareness into psychological practice and research, encouraging professionals to engage actively in addressing systemic injustices.
Practical implications
The practical implications of this work emphasize the need for mental health professionals to incorporate political awareness and advocacy into their practice. By doing so, they can support communities in resisting oppressive systems and promote collective well-being. The research suggests training programs for psychologists that focus on liberatory practices and agency, equipping them to work effectively in conflict zones. Additionally, the study advocates for strengthening psychological services in Gaza, both during and after crises, to address the population’s mental health needs and support rebuilding efforts.
Social implications
The social implications of this paper highlight the critical role of psychology in addressing the political and social determinants of mental health. By aligning psychological practice with liberatory principles, mental health professionals can contribute to social justice and empower communities to resist oppression. The study advocates for a shift in the perception of psychology as a politically neutral discipline, urging professionals to engage actively in social change. It underscores the importance of solidarity with marginalized populations and the need for mental health support that is responsive to the broader socio-political context.
Originality/value
This essay offers original insights into the application of Freirean and Fanonian theories in the context of mental health work in Gaza. It provides a unique perspective on the role of psychologists as agents of change and solidarity in politically oppressive environments. The research contributes to the growing body of literature on the intersection of psychology and social justice, highlighting the potential of liberatory practices to empower communities. By challenging the notion of political neutrality in psychology, this study adds value to the discourse on the ethical responsibilities of mental health professionals.
... Pendidikan merupakan nilai inti bagi seluruh umat manusia karena dapat menghasilkan sumber daya manusia yang cerdas. Dunia membutuhkan pendidikan berkualitas untuk menghasilkan generasi muda yang mampu membawa perubahan positif (O'Brien et al., 2013). Hal ini mencakup tidak hanya pendidikan formal, namun juga pendidikan yang dapat membimbing pemikiran generasi muda dan pendidikan inovatif yang dapat mengembangkan pemikiran kreatif yang mampu menerjemahkan konsep-konsep pembangunan berkelanjutan ke dalam kehidupan yang dapat diterapkan (Rieckmann, 2012). ...
Warga DKI Jakarta kini bisa menikmati pendidikan dengan bahagia. Sebab, pemerintah daerah memberikan kesempatan bagi masyarakat yang tidak mampu mengenyam pendidikan. Kebijakan dukungan finansial biaya pendidikan individu yang dikenal dengan program Kartu Jakarta Pintar Plus (KJP Plus) memberikan kemudahan akses terhadap pemerataan pendidikan khususnya di wilayah DKI Jakarta. Namun masih banyak kasus penyalahgunaan KJP Plus yang tidak sesuai dengan ketentuan yang berlaku. Hal ini membuat nama KJP Plus menjadi kurang akurat. Oleh karena itu, penelitian ini bertujuan untuk mengetahui efektivitas penggunaan KJP Plus di sekolah-sekolah di provinsi Jakarta. Penelitian ini menggunakan metode kualitatif dengan fokus studi kasus. Data yang berguna terdiri dari hasil wawancara dengan Bappenas DKJ dan pengelola masing-masing pilar SDGs, yang dilakukan saat kunjungan pelatihan ke salah satu kursus. Kedua, karena lembaga yang dikunjungi bukanlah lembaga yang bekerja langsung di lapangan/masyarakat, melainkan hanya lembaga yang merujuk pemangku kepentingan kepada pemerintah negara/otoritas terkait, maka pengumpulan data dilakukan dengan menggunakan sumber/referensi online di websitenya maka akan diperoleh hasil yang terbaik. Temuan penelitian ini menunjukkan bahwa berdasarkan hasil analisis data, penggunaan KJP Plus di sekolah-sekolah di Jakarta tidak tepat sasaran karena penggunaan KJP Plus tidak tepat sasaran dan tidak menyasar masyarakat yang sangat membutuhkan dana pendidikan serta tidak tepat sasaran. tidak efektif. Penerima KJP Plus masih banyak yang berasal dari keluarga mampu. Oleh karena itu, diperlukan penelitian lebih lanjut untuk menyusun pedoman peningkatan mutu pendidikan melalui KJP Plus.
Keywords: SUMARIO: I. Introducción. II. La educación ambiental de la ciudadanía desde la política y las iniciativas internacionales. III. La educación ambiental desde la Universidad y los Derechos Humanos. IV. La educación ambiental desde la participación ciudadana. V. Conclusiones. VI. Referencias bibliográficas.
Ecology and Environment management
This article aims to demonstrate relevant researchers, journals, and articles that deal with technologies for educational innovation, published between 2013 and 2023, in order to compose the core of a bibliographic reference on the topic in question and its bibliometric analysis. Using the ProKnow-C method with representative articles in the academic field. From this research, 25 articles were selected, including the article “Virtual laboratories for education in science, technology, and engineering: A review” by Potkonjak et al. (2016), the journals British Journal of Educational Technology and Computers and Education, and the researchers Anderson, T et al. Bozkurt, A & Zawacki-Richter, O and Potkonjak, V et al. The results allow researchers and professionals to optimize their research, supported by a relevant bibliography on technologies for educational innovation.
The Anthropocene era, marked by limited resources and shared responsibility for their use, calls for educational settings to model eco-sustainable practices against resource misuse and waste. To achieve this, learning environments should mirror the ecological realities of the Anthropocene by offering limited resources to be shared and preserved across generations. They should also foster democratic, participative practices to distribute the responsibility of resource conservation. Given the urgency of redirecting educational practices toward sustainability, we draw on the well-established Montessori Method, which exemplifies eco-sustainable learning by integrating local resources with specially designed educational tools. Additionally, its principles of freedom, organisation, care, and rituals demonstrate democratic participation in governance.
Technology education in primary schools must integrate sustainable development to provide young learners with the basic knowledge, skills, and values to understand, appreciate and contribute to a sustainable future. This integration prepares them for the challenges of a rapidly changing world, promotes responsible use of technology and fosters a sense of environmental responsibility from an early age. However, for this to happen, teacher education needs to adopt strategies that empower student teachers to seamlessly integrate sustainable development into technology education and equip them with environmentally and socially responsible attitudes. The aim of this study is to explore what needs to be addressed in teacher education to prepare student teachers to teach technology integrated with sustainability. The study is part of a project where to develop a teaching module that will prepare student teachers to teach technology in primary schools, with special attention to how student teachers develop relationships between technology education and sustainable development. The study includes 12 student teachers enrolled in a science and technology course. Data were collected in several steps, including focus group interviews, and written individual reflections by student teachers. Based on thematic analysis, we identified what student teachers experience as crucial to being able to teach technology with a sustainability edge. The results show that preparing student teachers to teach technology with a sustainability edge requires a multifaceted approach that integrates knowledge of technology and sustainable development with personal values, pedagogical competence, critical thinking competency, and the adoption of transformative teaching practices.
Cederqvist, A.-M., & Högström, P. (2024). Empowering Student Teachers to teach Technology with a sustainability edge: Crucial aspects to address in Teacher Education. Design and Technology Education: An International Journal, 29(2), 155–172. Retrieved from https://openjournals.ljmu.ac.uk/DATE/article/view/2426
Our world is arguably in existential crisis, with crises manifesting in nearly every facet of our existence, from education, mental health, and culture, to democracy, environment, and institutions. As our worldviews are often considered a root cause of this crisis, numerous voices emphasize the need for more transformative approaches that actively engage these deep leverage points (i.e., the places in complex systems where intervening may enable transformative, systemic change). To explore these ideas, we developed a new approach in the context of our sustainability education at Utrecht University, which we refer to as the Worldview Journey. In this article we use educational design research to present the first two phases of our intervention-design: 1) our needs analysis and problem identification, and 2) our design development and implementation, consisting of multiple iterations of conceptualizing and prototyping, while using student evaluations (n=360). Though the third phase of formal evaluation is still to be conducted, our results underscore that our intervention responds to a critical gap in current sustainability curricula (and arguably beyond) of learning to reflectively engage with diverse perspectives and worldviews, while offering an exemplary approach to address this gap. Simultaneously, our results offer a qualitative impression of students' reception of this approach, demonstrating that 1) examining worldviews in a personal, transformative manner was greatly appreciated; 2) as was the usage of transformative learning methods; 3) with students frequently reporting small but meaningful perspective-shifts as outcome of the intervention; 4) which may thereby contribute to the development of important human, democratic capabilities. As the latter may be crucial in addressing the multiplicity of crises humanity is facing, our study arguably forges a new pathway for designing interventions that concurrently invite for personal, cultural, and systems transformation.
It is easy to describe the mess the world is in, and to preach large changes of heart. Short, saleable books which do that may be useful if they persuade people in good directions, but only if people know how to move in those directions. (Hugh Stretton, 1976, p. 2)
In June 1992, the UN Conference on Environment and Development will be held in Brazil. A follow up to the World Commission on Environment and Development, it will mark the twentieth anniversary of the first UN conference on the environment, held in Stockholm in 1972. Promoting environmental education is one of 23 objectives for the conference.
Conference delegates in Brazil are likely to hear that the global ecological crisis has worsened, that sustainable development is not being realised, and that there is a continuing need for education. Yet more initiatives in environmental education are likely to be advocated and some delegates will go away feeling happier.
What they and others may fail to realise is that much environmental education is part of the problem rather than the solution. Current practice fails to reveal the true causes of environmental problems and to educate pupils in ways which enable them to realise sustainable development. It is based on inadequate theory and practice yet receives increasing support from powerful elites who must manage the global ecological crisis in their own interests.
A high and sustainable quality of life is a central goal for humanity. Our current socio-ecological regime and its set of interconnected worldviews, institutions, and technologies all support the goal of unlimited growth of material production and consumption as a proxy for quality of life. However, abundant evidence shows that, beyond a certain threshold, further material growth no longer significantly contributes to improvement in quality of life. Not only does further material growth not meet humanity's central goal, there is mounting evidence that it creates significant roadblocks to sustainability through increasing resource constraints (i.e., peak oil, water limitations) and sink constraints (i.e., climate disruption). Overcoming these roadblocks and creating a sustainable and desirable future will require an integrated, systems level redesign of our socio-ecological regime focused explicitly and directly on the goal of sustainable quality of life rather than the proxy of unlimited material growth. This transition, like all cultural transitions, will occur through an evolutionary process, but one that we, to a certain extent, can control and direct. We suggest an integrated set of worldviews, institutions, and technologies to stimulate and seed this evolutionary redesign of the current socio-ecological regime to achieve global sustainability.
This article reviews definitions and frameworks for sustainability in higher education by examining a set of major national and international declarations and institutional policies related to environmental sustainability in universities. It identifies emerging themes and priorities, and discusses how these declarations and policies are affecting various institutions in how they frame the central task of becoming sustainable and how they perceive their own commitment to sustainability. © 2002 International Association of Universities. Published by Elsevier Science Ltd. All rights reserved.