Transformative learning at the community-university-land interface: A political ecology of knowledge, education and health
| dc.contributor.author | Brisbois, Ben | en |
| dc.contributor.author | Benedikt, Dahlia | en |
| dc.contributor.author | Nguyen, Marlena Dang | en |
| dc.contributor.author | Mudakenga, Sandrine M. | en |
| dc.contributor.author | Cortinois, Andrea A. | en |
| dc.contributor.author | Maddox, Raglan | en |
| dc.contributor.author | Mychajluk, Lisa | en |
| dc.contributor.author | Poland, Blake | en |
| dc.contributor.author | Wind, Keiwan | en |
| dc.date.accessioned | 2026-01-23T07:40:40Z | |
| dc.date.available | 2026-01-23T07:40:40Z | |
| dc.date.issued | 2024 | en |
| dc.description.abstract | As awareness grows of the catastrophic implications of global environmental change, multiple scholarly fields addressing health-environment relationships have advocated 'transformative' educational strategies. Holistic Indigenous health-environment models inspire and inform many such efforts, but related land-based learning initiatives involving universities are often impeded by the competitive processes of academia. In this article we report on a community-university partnership – Pedagogy for the Anthropocene (P4A) – aimed at developing transformative educational responses to pressing global crises, inspired by land-based approaches. We integrate political ecologies of health, education, and knowledge to understand the troubled production of pedagogical knowledge in P4A, participant experiences in the resulting educational programs and the role of health and bodies in both. We first trace the production of knowledge as shaped by macroscopic and localized institutional forces; organizational and occupational dynamics; interacting knowledges and individuals; and material factors. Next, we explore participant experiences in the resulting educational programming. In both steps, affect-laden bodies of academics, trainees and community members reveal entanglements with human communities and more-than-human elements, shaped in variable ways by institutional forces such as settler colonialism and university neoliberalization. One key finding involves the role of universities in relation to land dispossession at home and abroad; another includes the challenges of pursuing transformational community-university research within contemporary universities. Tracing such entanglements yields implications for future landbased learning efforts in university settings, and broader praxis for environmental justice in the shadow of higher education's complicity with settler colonialism and globally extractive neoliberal capitalism. | en |
| dc.description.sponsorship | financial support from the Institute for Global Health Equity and Innovation of the University of Toronto. We also gratefully acknowledge the support of Roxanne Cohen, Josephine Grey and the members of the Conscious Minds Cooperative; Donald Cole and Eimear O’Neill; the Transformative Learning Centre; and the Editor and anonymous reviewers of the Journal of Political Ecology. The authors confirm that generative AI was not used to produce any substantive writing in this manuscript. | en |
| dc.description.status | Peer-reviewed | en |
| dc.format.extent | 21 | en |
| dc.identifier.issn | 1073-0451 | en |
| dc.identifier.other | ORCID:/0000-0002-2770-0686/work/202973803 | en |
| dc.identifier.scopus | 85194970920 | en |
| dc.identifier.uri | https://hdl.handle.net/1885/733804863 | |
| dc.language.iso | en | en |
| dc.provenance | This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/). | en |
| dc.rights | © 2024 The Authors | en |
| dc.source | Journal of Political Ecology | en |
| dc.subject | community-university collaboration | en |
| dc.subject | critical pedagogy | en |
| dc.subject | ecohealth | en |
| dc.subject | extraction | en |
| dc.subject | land-based learning | en |
| dc.subject | planetary health | en |
| dc.subject | transformative learning | en |
| dc.title | Transformative learning at the community-university-land interface: A political ecology of knowledge, education and health | en |
| dc.type | Journal article | en |
| dspace.entity.type | Publication | en |
| local.bibliographicCitation.lastpage | 277 | en |
| local.bibliographicCitation.startpage | 257 | en |
| local.contributor.affiliation | Brisbois, Ben; University of Montreal | en |
| local.contributor.affiliation | Benedikt, Dahlia; Conscious Minds Cooperative | en |
| local.contributor.affiliation | Cortinois, Andrea A.; University of Toronto | en |
| local.contributor.affiliation | Maddox, Raglan; The Australian National University | en |
| local.contributor.affiliation | Mychajluk, Lisa; University of Toronto | en |
| local.contributor.affiliation | Poland, Blake; University of Toronto | en |
| local.contributor.affiliation | Wind, Keiwan; McMaster University | en |
| local.identifier.citationvolume | 31 | en |
| local.identifier.doi | 10.2458/JPE.5657 | en |
| local.identifier.pure | 5d7a283a-8c46-4663-bad1-aad100411d6b | en |
| local.identifier.url | https://www.scopus.com/pages/publications/85194970920 | en |
| local.type.status | Published | en |
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