Publications

Academic papers

*** 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

Sustainability Journal

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.

Burt J. (2019) Research for the People, by the People: The Political Practice of Cognitive Justice and Transformative Learning in Environmental Social Movements. Sustainability; 11(20):5611. https://doi.org/10.3390/su11205611

Condeza-Marmentini A, Flores-González L. (2019) Teachers’ Transgressive Pedagogical Practices in Context: Ecology, Politics, and Social ChangeSustainability. 11(21):6145. https://doi.org/10.3390/su11216145

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.

James A. (2019) Making (Non)Sense of Urban Water Flows: Qualities and Processes for Transformative and Transgressive Learning Moments. Sustainability.  11(23):6817. https://doi.org/10.3390/su11236817

Macintyre T, Chaves M, Monroy T, Zethelius MO, Villarreal T, Tassone VC, Wals AEJ. (2020) Transgressing Boundaries between Community Learning and Higher Education: Levers and BarriersSustainability.  12(7):2601. https://doi.org/10.3390/su12072601

Macintyre T, Tassone VC, Wals AEJ. (2020) Capturing Transgressive Learning in Communities Spiraling towards SustainabilitySustainability.  12(12):4873.

Manni A, Knekta E. (2020) “A Little Less Conversation, a Little More Action Please”: Examining Students’ Voices on Education, Transgression, and Societal Change. Sustainability.  12(15):6231. https://doi.org/10.3390/su12156231

Mohanty SP, Ramaswamy R, Duraiappah AK. (2019) On the Design of a Youth-Led, Issue-Based, Crowdsourced Global Monitoring Framework for the SDGs. Sustainability.  11(23):6839. https://doi.org/10.3390/su11236839

Mudokwani K, Mukute M. (2019) Exploring Group Solidarity for Insights into Qualities of T-learning. Sustainability. 11(23):6825. https://doi.org/10.3390/su11236825

Phuong LTH, Tuan TD, Phuc NTN.  (2019) Transformative Social Learning for Agricultural Sustainability and Climate Change Adaptation in the Vietnam Mekong DeltaSustainability. 11(23):6775. https://doi.org/10.3390/su11236775

Environmental Education Research

Lotz-Sisitka, H. B., Rosenberg, E. & Ramasrup, P. 2020. Environment and Sustainability Education Research as Policy Engagement: (Re-) Invigorating ‘Politics as Potentia’ in South Africa. Environmental Education Research . https://doi.org/10.1080/13504622.2020.1759511

*** Mickelsson, M., Kronlid, D. & Lotz-Sisitka, H.B. (2018) “Consider the unexpected: scaling ESD as a matter of learning”. Environmental Education Research.

Southern African Journal of Environmental Education

Burt, J., James, A.K., Walters, S., von Kotze, A.  (2020) Think Piece: Working for Living – Popular Education as/at Work for Social-ecological Justice. Southern African Journal of Environmental Education. 36(20) pp  DOI:10.4314/sajee.v36i1.2  

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.

David Lindley. 2015. Elements of Social Learning Supporting Transformative Change. Southern African Journal of Environmental Education. 31 p.50-64

Kulundu-Bolus, I., McGarry, D. & Lotz-Sisitka, H.B. 2020.  Learning, Living and Leading into Transgression. A reflection on decolonial praxis in a neoliberal world.  Southern African Journal of Environmental Education, 36 (1), 111-130.

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.

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.

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

Mukute, M., Burt, J., Francis, B., & de Souza, B. (2020). Education in Times of COVID-19: Looking for Silver Linings in the Southern Africa’s Educational Responses. Southern African Journal of Environmental Education36.

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.

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.

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.

Ecological Economics

**** 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

Hanoi National University of Education Journal of Sciences

Bui Thi Ngoc Linh, Tran Duc Tuan (2020): “Transformative learning – An educational perspective potentially contributing to radical and comprehensive change in Vietnamese higher education“. A paper in Vietnamese published in the  HNUE (Hanoi National University of Education) Journal of Sciences, 2020 Volume 65, Issue 7 (2020) This paper is available online at http://stdb.hnue.edu.vn   

Ho Chi Minh City University of Education Journal of Science

Tran Duc Tuan, Nguyen Kim Hong, Vu Thi Hong Ngoc (2020)  Exploring Transformative Learning  for Sustainability to Climate Change Adaptation in the Mekong Delta of Vietnam: The Case Study of VACB in Can Tho City“. A pape in English published in the HCMUE (Ho Chi Minh City University of Education) Journal of Science, Vol. 17, No 3 (2020). This paper is available online at the website: Tran Duc Tuan, Nguyen Kim Hong, Vu Thi Hong Ngoc (2020) “ Exploring Transformative Learning  for Sustainability to Climate Change Adaptation in the Mekong Delta of Vietnam: The Case Study of VACB in Can Tho City

Educational Philosophy and Theory

Wals, A.E.J. 2020. Transgressing the hidden curriculum of unsustainability; Towards a relational pedagogy of hopeEducational Philosophy and Theory 52 (8), 825-826

Action Research

*** 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.

Local Environment

*** 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.

Non-peer reviewed journal articles

The Geographer: Transformation (Spring 2018)

McGarry, D., Belay Ali, M. 2018. Mapping for change in Ethiopia. The Geographer. Spring 2018. p.25.

The Geographer: Transformation (Spring 2018)

Vogel, C., Lotz-Sisitka, H., McClure, A. 2018. Narratives of transformations in Africa. The Geographer. Spring 2018. p.25.

The Oppidan Press - Edition 2 - March 2018

McGarry, D.K., Herd-Hoare, S. 2018. There is no “away” for e-waste”. The Oppidan Press 14 March 2018. p.3.

water wheel

Lotz-Sisitka, H. 2018. Exploring learning networks for homestead food gardening and smallholder farming – feature – water and food. Water Wheel, Volume 17 Number 3, May 2018, p. 34 – 37.

Books/monographs (as authors or editors)

empatheatre and the big brotherhood

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)

Food for us reducing food waste, supporting social learning, creating value

Ward, M., Jenkin, N., Lotz-Sisitka, H.B., Tantsi, T., Durr, S. 2018. Food for Us Project Report. ISBN: 978-0-620-82216-9.

Chapters in books

empatheatre and the big brotherhood

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.

Pesanayi, V.T. (2019). Boundary-crossing learning in ESD: when agricultural educators co-engage farmers in learning around water activity. Chapter 12 in: Armon, J., Scoffham, S., Armon, C. (Ed).  Prioritizing Sustainability Education: A Comprehensive Approach. Routledge, London. (14pp). ISBN: 9780429021800.  https://doi.org/10.4324/9780429021800

Lotz-Sisitka, H.B. 2020. ‘Ways of Being Free’: Finding ‘pulses of freedom’ in the border zone between Higher and Public Education for Sustainable Development. Chapter 5 In Armon, J., Scoffham, S., Armon, C. (Eds).  Prioritizing Sustainability Education: A Comprehensive Approach (pp. 67-80) . London: Routledge. ISBN: 9780429021800.

Lotz-Sisitka, H.B., & Pesanayi, T. 2020. Formative interventionist research generating iterative mediating processes in a vocational education and training learning network.  In Rosenberg, E., Ramsarup, P. & Lotz-Sisitka, H.B. Green Skills Research in South Africa.  Models, Cases and Methods. (pp. 157-174).  London: Routledge.

Case study booklets by Changing Practice Olifants Graduates

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