Education Beyond Green Growth
Regenerative Inquiry for Intergenerational Responsibility
DOI:
https://doi.org/10.7577/njcie.5618Keywords:
coloniality, responsibility, regeneration, Sustainable DevelopmentAbstract
Despite the continued popularity of education for sustainable development (ESD) and expanded calls for educators to inspire hope in the face of the climate and nature emergency, scholars from varied disciplines and knowledge systems have pointed to the disavowed social and ecological costs of the promise that we can continue pursuing infinite economic growth on a finite planet. In this article, we offer an alternative approach to education grounded in a regenerative inquiry methodology. Regenerative inquiry can prepare people to honestly confront the limits and harms of “green growth” and support them to “grow up” by expanding their capacity to navigate complexity and uncertainty and activating a sense of intergenerational responsibility. We also offer an example of how this methodology was mobilized in the context of a year-long transdisciplinary program focused on the climate and nature emergency.
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Copyright (c) 2024 Sharon Stein, Vanessa Andreotti, Cash Ahenakew, Rene Suša, Lisa Taylor, Will Valley, Dino Siwek, Camilla Cardoso, Carolina “Azul” Duque, Bill Calhoun, Shawn van Sluys, Dani Pigeau, Dani D’Emilia
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