title: Transgressive learning in times of global systemic dysfunction: interview with Arjen Wals

authors: Peters, Michael A.

abstract: Arjen Wals is Professor of Transformative Learning for Socio-Ecological Sustainability at Wageningen University. He also holds the UNESCO Chair of Social Learning and Sustainable Development. Furthermore he is the Carl Bennet Guest Professor in Education for Sustainable Development (ESD) at Gothenburg University in Sweden. He obtained his PhD in 1991 with a Fulbright fellowship at the University of Michigan in Ann Arbor. His dissertation tackled the interface of environmental psychology and environmental and sustainability education. His recent work focuses on transformative social learning in vital coalitions of multiple stakeholders at the interface of science and society. His teaching and research focus on designing learning processes and learning spaces that enable people to contribute meaningfully sustainability. A central question in his work is: how to create conditions that support (new) forms of learning which take full advantage of the diversity, creativity and resourcefulness that is all around us, but so far remain largely untapped in our search for a world that is more sustainable than the one currently in prospect? In 2014 he was the lead author of an article published in Science Magazine on the role of citizen science in bridging science education, environmental education and sustainability. He is editor and co-editor of a number of popular books including: Higher Education and the Challenge of Sustainability (Kluwer Academic, 2004), Creating Sustainable Environments in our Schools (Trentham, 2006), Social Learning towards a Sustainable World with foreword by Fritjof Capra and an afterword by Michael Apple (Wageningen Academic, 2007), Learning for Sustainability in Times of Accelerating Change (2012), and of Routledge’s International Handbook on Environmental Education Research (2013). He has (co)authored over 250 publications in multiple languages. Wals is a co-founder of Caretakers of the Environment/International and a recipient of the environmental education research award of the North American Association for Environmental Education, and former president of the Special Interest Group on Environmental & Ecological Education of the AERA. He writes a regular research blog that signals developments in the emerging field of sustainability education: www.transformativelearning.nl

text: Transgressive learning in times of global systemic dysfunction: interview with Arjen Wals Arjen Wals is Professor of Transformative Learning for Socio-Ecological Sustainability at Wageningen University. He also holds the UNESCO Chair of Social Learning and Sustainable Development. Furthermore he is the Carl Bennet Guest Professor in Education for Sustainable Development (ESD) at Gothenburg University in Sweden. He obtained his PhD in 1991 with a Fulbright fellowship at the University of Michigan in Ann Arbor. His dissertation tackled the interface of environmental psychology and environmental and sustainability education. His recent work focuses on transformative social learning in vital coalitions of multiple stakeholders at the interface of science and society. His teaching and research focus on designing learning processes and learning spaces that enable people to contribute meaningfully sustainability. A central question in his work is: how to create conditions that support (new) forms of learning which take full advantage of the diversity, creativity and resourcefulness that is all around us, but so far remain largely untapped in our search for a world that is more sustainable than the one currently in prospect? In 2014 he was the lead author of an article published in Science Magazine on the role of citizen science in bridging science education, environmental education and sustainability. He is editor and co-editor of a number of popular books including: Higher Education and the Challenge of Sustainability (Kluwer Academic, 2004), Creating Sustainable Environments in our Schools (Trentham, 2006), Social Learning towards a Sustainable World with foreword by Fritjof Capra and an afterword by Michael Apple (Wageningen Academic, 2007), Learning for Sustainability in Times of Accelerating Change (2012), and of Routledge’s International Handbook on Environmental Education Research (2013). He has (co)authored over 250 publications in multiple languages. Wals is a co-founder of Caretakers of the Environment/International and a recipient of the environmental education research award of the North American Association for Environmental Education, and former president of the Special Interest Group on Environmental & Ecological Education of the AERA. He writes a regular research blog that signals developments in the emerging field of sustainability education: www.transformativelearning.nl

year: 2016

title: A sustainable society logic for marketing

authors: Varey, Richard J.

subjects: overconsumption

abstract: Purpose: The purpose of this discussion is to raise consciousness on the purpose and form of marketing required for a sustainable society. Whilst acts of consumption avoidance and anti-brand boycotts and campaigns might seem to be clear signs of citizen concern for the environmental impact of consumption and a desire for products that are 'planet-friendly', 'green' products have been received with lukewarm interest, and even indifference and scepticism. Green marketing is met with anti-consumption behaviour. The rally cry for businesses to acknowledge that 'business is good for the environment, and the environment is good for business' grows louder, and there is also increasing acknowledgment that that there is necessary conflict of environmental goals and growth-based corporate profit motive.
Approach: A necessary distinction of weak and strong sustainability explains this confusion. This is a reframing of marketing in relation to sustainable development that acknowledges that socio-political issues cannot be resolved exclusively in the technologised economic market.
Findings: Marketing that radically transcends 'weak' 'green consumption' has the capacity to support transformations towards a sustainable society.
Limitations: This is a conceptual (abstract) discussion intended to propose an alternative way of thinking about marketing. As such, the richness of citizens' life experiences are not recounted here. Much more can be learned from the stories of 'social marketers in action' in many diverse situations.
Implications: A form of marketing in which consumption is brought into harmony with ecosystem carrying capacity is considered, and practical guidance in this direction is suggested. Sustainable marketing has a noble purpose: it sustains, instead of consumes, our world.
Contribution: A form of marketing that isn't focused primarily on consuming natural capital for corporate profit is a central aspect of social business. Understood as a social process, rather than a managerial technology, marketing for sustainable society is not growth-driven, but rather a service-based means to realise well-being. This article highlights the inherent constructive and transformative power of a form of social organisation we can truly call 'social marketing' because it is at the heart of social business.

text: A sustainable society logic for marketing Purpose: The purpose of this discussion is to raise consciousness on the purpose and form of marketing required for a sustainable society. Whilst acts of consumption avoidance and anti-brand boycotts and campaigns might seem to be clear signs of citizen concern for the environmental impact of consumption and a desire for products that are 'planet-friendly', 'green' products have been received with lukewarm interest, and even indifference and scepticism. Green marketing is met with anti-consumption behaviour. The rally cry for businesses to acknowledge that 'business is good for the environment, and the environment is good for business' grows louder, and there is also increasing acknowledgment that that there is necessary conflict of environmental goals and growth-based corporate profit motive.
Approach: A necessary distinction of weak and strong sustainability explains this confusion. This is a reframing of marketing in relation to sustainable development that acknowledges that socio-political issues cannot be resolved exclusively in the technologised economic market.
Findings: Marketing that radically transcends 'weak' 'green consumption' has the capacity to support transformations towards a sustainable society.
Limitations: This is a conceptual (abstract) discussion intended to propose an alternative way of thinking about marketing. As such, the richness of citizens' life experiences are not recounted here. Much more can be learned from the stories of 'social marketers in action' in many diverse situations.
Implications: A form of marketing in which consumption is brought into harmony with ecosystem carrying capacity is considered, and practical guidance in this direction is suggested. Sustainable marketing has a noble purpose: it sustains, instead of consumes, our world.
Contribution: A form of marketing that isn't focused primarily on consuming natural capital for corporate profit is a central aspect of social business. Understood as a social process, rather than a managerial technology, marketing for sustainable society is not growth-driven, but rather a service-based means to realise well-being. This article highlights the inherent constructive and transformative power of a form of social organisation we can truly call 'social marketing' because it is at the heart of social business.

year: 2011

title: Tatari, tautoko, tauawhi - Hei awhina tamariki ki te panui pukapuka: Some preliminary findings

authors: Glynn, Ted

subjects: Maori

abstract: The Tatari, Tautoko, Tauawhi reading tutoring procedures have been adapted from the procedures known as Pause, Prompt, Praise, first developed in Mangere in 1977. The first author offered the procedures as a koha at a Special Education Service hui at Poho o Rawiri in 1991. The second author took up the koha and obtained the support of kaumatua and kuia at Hairini marae Tauranga Moana, and the support of senior Maori staff of the Special Education Service National Office to produce a Maori language video and training booklet. This began an important bicultural journey through the processes of producing instructional materials and trailing and evaluating them in ways that are biculturally appropriate. This paper reports on that journey and presents some preliminary data on the implementation of Tatari, Tautoko, Tauawhi by seven tuakana - teina pairs in a bi-lingual classroom.

text: Tatari, tautoko, tauawhi - Hei awhina tamariki ki te panui pukapuka: Some preliminary findings The Tatari, Tautoko, Tauawhi reading tutoring procedures have been adapted from the procedures known as Pause, Prompt, Praise, first developed in Mangere in 1977. The first author offered the procedures as a koha at a Special Education Service hui at Poho o Rawiri in 1991. The second author took up the koha and obtained the support of kaumatua and kuia at Hairini marae Tauranga Moana, and the support of senior Maori staff of the Special Education Service National Office to produce a Maori language video and training booklet. This began an important bicultural journey through the processes of producing instructional materials and trailing and evaluating them in ways that are biculturally appropriate. This paper reports on that journey and presents some preliminary data on the implementation of Tatari, Tautoko, Tauawhi by seven tuakana - teina pairs in a bi-lingual classroom.

year: 1993