Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 532654
Title Flowers of Resistance: : Citizen science, ecological democracy and the transgressive education paradigm
Author(s) Wals, A.E.J.; Peters, Michael A.
Source In: Sustainability Science: / König, Ariane, Ravetz, Jerome, Routledge (Key Issues in Environment and Sustainability ) - ISBN 9781138659285
Department(s) Education and Competence Studies
WASS
Publication type Peer reviewed book chapter
Publication year 2017
Abstract When democracy can be hijacked, power corrupts and capitalism penetrates deeply into society, including into our schools, what prospects still exist for education for a more sustainable world? Democracy is painfully slow and open to manipulation: the question must be asked whether it is up to the task in the new global environment where action is through agreement of interest-based states. And yet in a post-truth world there are important issues that yoke science as empirical truth with democracy that we might christen ecological democracy which provides the warrant and justification for civil action, and demonstrates the new power of citizen science groups that can act autonomously in the interest of their local communities. In this paper, which is a short version of a more comprehensive chapter published in a book edited by Ariane König, titled “Sustainability Science: Key Issues” published by Routledge[1], we seek comfort, inspiration and support from emerging forms of ecological democracy, civic science and transgressive education. The latter invites conflict and disruption as mechanisms to break with stubborn, unsustainable routines, that encourage people to leave their comfort zone. The resulting discomfort can be generative when it invites people to explore other options, to build new alliances or to re-think what they always thought to be normal or true. Learning on the edge of one’s comfort zones amidst a plurality of ideas, can help us interrogate and rethink the way we frame – or are made to frame – our experiences, as well as our cultural narratives and associated encultured and embodied ontological pre-dispositions.
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