A new synthesis paper emerging from the long-running T-learning (Transgressive Learning in Times of Climate Change) research programme explores how education itself may need to change in order to respond meaningfully to today’s deepening social and ecological crises.

Director of the Environmental Learning Research Centre, Distinguished Professor Heila Lotz-Sisitka, draws on eight years of collaborative international research to examine how learning processes can move beyond incremental reform toward more transformative approaches capable of addressing interconnected challenges such as climate change, inequality, and the enduring legacies of colonialism and fossil-fueled development.

There has been renewed interest in the role learning can play in transitions towards sustainability and climate change adaptation. Transformative learning (or “T-learning”) explores how education can spark thinking and feeling that has the potential to foster social change.

Transgressive learning is a form of transformative learning that further challenges the status quo, transgressing boundaries and aiming to set new ways of thinking and knowing.

Read the full article on the ELRC website here.