NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1416670
Record Type: Journal
Publication Date: 2024
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0095-8964
EISSN: EISSN-1940-1892
Prompts for Eco-Social Transformation: What Environmental Education Can Learn from Transformative Design
Mark Fettes; Lindsay Cole; Sean Blenkinsop
Journal of Environmental Education, v55 n2 p125-137 2024
This paper seeks to bring together two seemingly disparate conversations, design and environmental education, with the intent to offer an interesting, new, useful approach to developing educational responses to the climate and ecological crises engendered by the Capitalocene. Beginning with observations on the relevance of design to the creation of alternative futures, we outline results from a six-person year-long research project that led us to identify six principles for guiding eco-social-cultural change: all my relations, abundant time, mystery/unknowability, embeddedness/integration, ancient futures, and (re)creative dissonance. We situate this work within transformative orientations to design, which are shown to parallel critical threads in the environmental education literature. We then extend, rework, and reimagine the six principles by suggesting how they can serve as prompts to assist environmental educators to reexamine and move beyond problematic norms of the Capitalocene in their thinking and practice.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A