*** indicates that these are co-authored by authors across the case study sites (i.e. cross TKN publications) and
**** indicates that these are cross project co-authorships in the T2S network
Bengtsson, S. L. (2019). Engaging with the beyond – diffracting conceptions of t-learning. Sustainability: Special Issue on Transgressive Learning and Transformations to Sustainability. 11(12), 3430.
Hellquist, A.; Westin, M. (2019). On the Inevitable Bounding of Pluralism in ESE—An Empirical Study of the Swedish Green Flag Initiative. Sustainability: Special Issue on Transgressive Learning and Transformations to Sustainability. 2019, 11, 2026.
Lindley, D. & Lotz-Sisitka, H. (2019). Expansive social learning, morphogenesis and reflexive action in an organisation responding to wetland degradation. Sustainability. Accepted for publication in Special Issue on Sustainability and Organisational Change (payment currently being finalized).
Environmental Education Research
*** Mickelsson, M., Kronlid, D. & Lotz-Sisitka, H.B. (2018) “Consider the unexpected: scaling ESD as a matter of learning”. Environmental Education Research.
Journal of Critical Realism
Burt, J., James, A., Price, L. (2018). A peaceful revenge: achieving structural and agential transformation in a South African context using cognitive justice and emancipatory social learning. Journal of Critical Realism.
Southern African Journal of Environmental Education
Lotz-Sisitka, H. (2018). Think piece: Pioneers as Relational Subjects? Probing Relationality as Phenomenon Shaping Collective Learning and Change Agency Formation. Southern African Journal of Environmental Education. 34.p.61-73.
O’Donoghue, R. (2018). Think Piece on Amanzi for Food: Working with Critical Realism to Inform a Situated Learning Framework for Climate Change Education. Southern African Journal of Environmental Education. 34 p.107-120.
Olvitt, L., Lotz-Sisitka, H., Læssøe, J., Jordt Jørgensen, N. 2018. Editorial: Understanding Collective Learning and Human Agency in Diverse Social, Cultural and Material Settings. Southern African Journal of Environmental Education. 34 p.5-13.
Kulundu, I. (2018). Think Piece. Intersectional Resonance and the Multiplicity of Being in a Polarised World. Southern African Journal of Environmental Education. 34 p.91 – 100.
Dylan McGarry. 2015. The Listening Train: A Collaborative, Connective Aesthetics Approach to Transgressive Social Learning. Southern African Journal of Environmental Education. 31 p.8-21.
Pesanayi, T., O’Donoghue, R., & Shava. S. (2019). Think Piece: Situating Education for Sustainable Development in southern African philosophy and contexts of social-ecological change to enhance curriculum relevance and the common good. Southern African Journal of Environmental Education. Vol 39.
Martha Chaves, Thomas Macintyre, Eliana Riano, Jorge Calero, Arjen Wals. 2015. Death and Rebirth of Atlántida: The Role of Social Learning in Bringing about Transformative Sustainability Processes in an Ecovillage. Southern African Journal of Environmental Education. 31
David Lindley. 2015. Elements of Social Learning Supporting Transformative Change. Southern African Journal of Environmental Education. 31 p.50-64
Sustainability: The Journal of Record
Lotz-Sisitka, H. (2019). The Stinking Ontology of Sh#t in the Water: Higher Education Public Pedagogy and “Existance”. Sustainability: The Journal of Record 12(2).
The International Journal of New Media, Technology and the Arts.
Van Borek, S. & James, A. (2019). (Towards) Sound Research Practice: Podcast as Pedagogy Modelling Relationality and Reconciliation Sensibilities at the Water-Climate Change Nexus. The International Journal of New Media, Technology and the Arts.
**** Leah, T., McGarry, D. and L. Weber (2019). From academic to political rigour: Insights from the ‘Tarot’ of transgressive research. Ecological Economics. Volume 164, October 2019, 106379.
Journal of Rural Studies
***Chaves, M., Macintyre, T., G Verschoor, G., Wals, A.E.J. (2017). Radical ruralities in practice: Negotiating buen vivir in a Colombian network of sustainability, Journal of Rural Studies 59, 153-162
*** Macintyre, T., Monroy, T., Coral, D., Zethelius, M., Tassone, V., & Wals, A. E. 2019. T-labs and climate change narratives: Co-researcher qualities in transgressive action–research. Action Research. 17(1), 63-86.
Current Opinion in Environmental Sustainability
*** Macintyre, T., Lotz-Sisitka, H., Wals, A., Vogel, C., & Tassone, V. (2018). “Towards transformative social learning on the path to 1.5 degrees”. Current Opinion in Environmental Sustainability, 31, 80-87.
Heila Lotz-Sisitka, Million Belay Ali, Gibson Mphepo, Martha Chaves, Thomas Macintyre, Tichaona Pesanayi, Arjen Wals, Mutizwa Mukute, David Kronlid, Duc Tuan Tran, Deepika Joon and Dylan McGarry. (2016) “Co-designing research on transgressive learning in times of climate change”. Current Opinion in Environmental Sustainability, 50-55
Heila Lotz-Sisitka, Arjen EJ Wals, David Kronlid and Dylan McGarry. (2015) “Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction”. Current Opinion in Environmental Sustainability, 73-80
Mind, Culture and Activity
Mukute, M., Mudokwani, K., McAllister, G., & Nyikahadzoi, K. 2018. Exploring the potential of developmental work research and change laboratory to support sustainability transformations: Case study of organic agriculture in Zimbabwe. Mind, Culture and Activity, 25(3), 229-246.
Journal of Environmental Policy & Planning
*** Phuong, L.T.H., Biesbroek, G.R., Wals, A.E.J. 2018. Barriers and enablers to climate change adaptation in hierarchical governance systems: the case of Vietnam, Journal of Environmental Policy & Planning 20 (4), 518-532.
Climate and Development
*** Phuong, L.T.H., Biesbroek, G.R., Sen, L.T.H., Wals, A.E.J. 2018. Understanding smallholder farmers’ capacity to respond to climate change in a coastal community in Central Vietnam, Climate and Development 10 (8), 701-716.
*** Phuong, L.T.H., Wals, A.E.J., Sen, L.T.H., Hoa, N.Q., Van Lu, P., Biesbroek, R. 2018 Using a social learning configuration to increase Vietnamese smallholder farmers’ adaptive capacity to respond to climate change, Local Environment 23 (8), 879-897.
Journal of Agricultural Science and Food Technology
Phuong, L.T.H., Tuan, T.D. 2018. Transformative learning for sustainability to climate adaptation in a suburban community in the Mekong Delta, Vietnam. Journal of Agricultural Science and Food Technology. 4 (8), pp.155-164.
Canadian Journal of Environmental Education
Thomas Macintyre and Martha Chaves. 2017. Balancing the Warrior and Empathic Activist: The role of the ‘Transgressive’ Researcher in Environmental Education. Canadian Journal of Environmental Education. 22, pp.80-96.
International Review of Education
Heila Lotz-Sisitka, Mutizwa Mukute, Charles Chikunda, Aristides Baloi, & Tichoana Pesanayi. 2017. Transgressing the norm : Transformative agency in community-based learning for sustainability in southern African contexts. International Review of Education. 63:6, pp.897–914.
Vogel, C., Lotz-Sisitka, H., McClure, A. 2018. Narratives of transformations in Africa. The Geographer. Spring 2018. p.25.
McGarry, D.K., Herd-Hoare, S. 2018. There is no “away” for e-waste”. The Oppidan Press 14 March 2018. p.3.
Coppen, N., McGarry, D., & Mtombeni, M. (2018) [Empatheatre and the BigBrotherhood]. ULWEMBU. Wits University Press. Johannesburg. 120 pp. ESN: 978-1-77614-195-1.
Tuan, D.T. et al. 2019. ESD and T- Learning in Teacher Education. Guide book for teacher students and school teachers. (Publishing House of Ho Chi Minh National University of Education). (in-review)
Ward, M., Jenkin, N., Lotz-Sisitka, H.B., Tantsi, T., Durr, S. 2018. Food for Us Project Report. ISBN: 978-0-620-82216-9.
McGarry, D. 2018. Introduction: Empatheatre in Durban South Africa. Ulwembu Empatheatre and the BigBrotherhood: p.xv- xxviii. (WitsPress) EAN: 978-1-77614-195-1.
Pesanayi, V.T., Lupele, C. 2018. Accelerating sustainable solutions at the local level. In Leicht,A., Heiss,J. Byun,W.J. (Eds). Issues and trends in Education for Sustainable Development: 177-196. (UNESCO Publishing). ISBN: 978-92-3-100244-1.
Vallabh, P. 2018. Youth on the move: intentions and tensions. In Leicht, A., Heiss, J., & Byun, W. J. (Eds.) Issues and trends in education for sustainable development: 157-176. Vol. 5. (UNESCO Publishing) ISBN: 978-92-3-100244-1.
McGarry, D.,Weber, L., James, A.K., Kulundu, I., Ajit, S., Temper, L., Macintyre, T., Shelton,R., Pereira,T., Chaves, C., Kuany,S. Turhan,E., Cockburn,J., Metelerkamp, L., Bajpai,S., Bengtsson,S., Vermeylen,S., Lotz-Sisitka, H.B., Khutsoane, T. 2019. The Pluriversity for Stuck Humans: A queer, decolonial school eco-pedagogy. In Russell, J (Ed). (2019). Queer Ecopedagogies. Springer.
Ramaswamy, R., Kuany, S. 2019. Learning, Transformative and Transgressive formative Agency. In Co-creating Sustainability: Community Engaged Research on the Social Dynamics of Transformations.
1. Being a voice for the Brugspruit Wetland
By Collen Jolobe, Susan Moraba and Lorraine Kakhaza, Social and Environmental Justice in Action / Action Voices, Emalahleni. 2018.
2. Corporate compliance of the Twickenham Mine’s Social and Labour Plan
By Elton Thobejane and Provia Sekome, Come-Act, Burgersfort
3. A silent killer: The case of the Santa Village community living next to a mine dump
By Elvis Komane and Nthabiseng Mahlangu, CULISA, Emalahleni
4. A mountain of disposable nappies
By Kedibone Ntobeng, Tshepo Sibaya and Christina Mothupi, Itumeleng Youth Project, Steelpoort
5. If poverty is the big question, then farming is the great answer
By Caroline Rathokolo and Nelson Thaba, Khulumani, Tafelkop, Mpumalanga
6. Reclaiming our farming heritage: our right and indigenous heritage
By Thelma Nkosi and Bernard Ngomane, Mpumalanga Water Caucus, Nkomazi Municipality, Mpumalanga
7. The danger of living next to a mine operation
By Mmathapelo Thobejane, Eustine Matsepane and Tokelo Mahlakoane, Sekhukhune Environmental Justice Network (SEJN), Burgersfort