ABSTRACTThis paper describes a critical realist intensive case study, which develops and tests a ‘dialectic process model of transformative learning’. The model is inspired by Bhaskar's onto-axiological chain as outlined in his formulation of dialectical critical realism. The study describes transformative environmental learning processes focusing on food security in two primary schools in rural South Africa. The model elaborates on the four links in the onto-axiological chain by describing four knowledge interests across the two cases: knowledge of ‘what is and (...) what is not’, knowledge of ‘what could be’, knowledge of ‘what should be’, and knowledge of ‘what can be’. The model also highlights the emergent nature of epistemic relations in transformative learning processes. The paper discusses the model in relation to a transformative, open-ended and context specific approach to Environmental Education /esd. The paper illustrates that Bhaskar’s MELD is a robust schema for investigating learning-led change in EE and suggests its relevance in other research contexts concerned with societal transformation. (shrink)

This article delves into ecopedagogy, grounded in the work of the Brazilian pedagogue Paulo Freire on popular education and critical pedagogies, to teach students to critically deconstruct the subjectivity and transformability of our world (all humans, human populations) with the rest of Earth (i.e., rest of Nature). As Friere emphasized humans’ unique characteristic of ‘unfinishedness’ with abilities of self-reflexivity through our histories and goal-setting from our dreams, (environmental) pedagogues must teach toward deepened and widened understandings for praxis grounded in socio-environmental (...) justice and planetary sustainability, including disrupting anthropocentricism. This ‘unfinishedness’ has made humans agents of world-Earth unsustainably and dominance in constructing the Anthropocene, but also allows for possibilities of transformation to counter them. I argue that ecopedagogy is essential in disrupting the following falsely taught ideologies that justifies the Anthroposphere: (1) false commonsense that separates environmental and social violence (i.e., socio-environmental violence) and instills anthropocentrism that separates humans from the rest of Nature (i.e., world-Earth distancing); (2) fatalism that extinguishes hope of ending humans’ acts of unsustainable environmental violence; (3) ‘development’ for sustaining hegemony and planetary unsustainability (i.e., Development rather than development); and (4) epistemological dominance that legitimizes the first three ideologies given (e.g., epistemologies of the North). (shrink)

As a full-time foreign faculty member in the Chinese Normal university system for the past five years, I analyze the contested terrain of being a critical, Freirean educator/researcher as an insider and outsider of Chinese and Western academic systems and societies overall. This autobiographical analysis is within the contexts of China’s academic focus on raising their global higher education rankings, along with self-reflectivity of my own multiple, often-conflicting identities and Western-centric Orientalism, theorized by Edward Said, in my legitimization of academic (...) work. The following themes are analyzed through critical and Freirean frameworks: pursuit for top rankings coinciding and conflicting with scholarship breadth and depth, academic freedom, and politics of education; constructs of “harmony” that grounds teaching and research; and select pedagogical commonalities and differences between the East, the Global South, and the West. The article delves into preconceptions, including my own,... (shrink)