Transitioning to a more sustainable society
Unpacking the role of the learning–action nexus
Bibliographic Data
| ID | 11423802 |
|---|---|
| Authors | Joanne M Moyer (0000-0002-2924-2818, University of Manitoba, corresponding author), A John Sinclair (0000-0002-5865-0036, University of Manitoba), Lisa Quinn (University of Manitoba) |
| Year | 2016 |
| Volume | 35 |
| Issue | 3 |
| Pages | 313-329 |
| Publication date | 2016-05-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02601370.2016.1174746 |
| OpenAlex | W2356274232 |
| Language | EN |
| Citations received | 9 |
| References cited | 43 |
In recent years, action on sustainability has been highly influential around the globe and many now recognize the importance of individual and social learning for inspiring action and achieving sustainability outcomes. Transformative learning theory has been criticized, however, for insufficient development of the link between learning and action. The purpose of this paper is to deepen our understanding of the learning–action cycle among adult learners in the sustainability context. We consider this through insights from two studies in Kenya and Canada, utilizing a qualitative approach. Both studies employed semi-structured interviews as their primary data collection instrument and used other tools such as focus groups and journal writing. Three broad nodes of social action—individual, interpersonal and collective—are identified and defined based on the data collected. Results show that while all three types of action were evident in the outcomes of participants, individual social action was the most common and collective social action was the least. Barriers to applying learning in action are also derived from the data, including situational, personal, interpersonal, sociocultural and environmental obstacles. Factors that assist in overcoming such barriers include community support networks and skills training
Action (physics · Action learning · Action research · Context (archaeology · Cooperative learning · Interpersonal communication · Pedagogy · Political science · Public relations · Social learning · Sociology · Sustainability · Teaching method · Transformative learning · Adult and Continuing Education Topics · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Psychology · Social Psychology
Hackathon
Transformative expectations in research on environmental and sustainability education
Polar bears, climate change, and trusted messengers
Transformative learning in the field of sustainability
Developing the Experience Impact Scale
Petting bees or building bee boxes? Strategies for transformative learning
The potential of transformative learning for sustainability transitions
The transformative tourism learning model
Education for just transitions
Navigating Social-Ecological Systems
A review of assertions about the processes and outcomes of social learning in natural resource management
Learning Our Way to Sustainability
The Era of Management Is Over
Transformative learning theory
Human Ecology Theory
Contemporary Paradigms of Learning
Understanding Transformation Theory
Evolution of co-management
Learning for Sustainability Among Faith-Based Organizations in Kenya
What is a Social Movement
Occupy the Earth
The role of participant learning in community conservation in the Arabuko-Sokoke Forest, Kenya
Faith-Based Sustainability in Practice
What kinds of knowledge, knowing and learning are required for addressing resource dilemmas
Learning for resilience, or the resilient learner? Towards a necessary reconciliation in a paradigm of sustainable education
Adaptive co-management and the paradox of learning
Buying local organic food
Learning about sustainability and gender through Farmer Field Schools in the Taita Hills, Kenya
Social Movements, Civil Society, and Radical Adult Education
Conceptualizing learning for sustainability through environmental assessment
Have the Cake and Eat It
A Theory of Practice for Social Movements
Perspective Transformation
What is Social Learning
Anticipatory Learning for Climate Change Adaptation and Resilience
| Unique citing works | 9 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2020 - 2024 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |