Transformative learning at the community-university-land interface: A political ecology of knowledge, education and health

dc.contributor.authorBrisbois, Benen
dc.contributor.authorBenedikt, Dahliaen
dc.contributor.authorNguyen, Marlena Dangen
dc.contributor.authorMudakenga, Sandrine M.en
dc.contributor.authorCortinois, Andrea A.en
dc.contributor.authorMaddox, Raglanen
dc.contributor.authorMychajluk, Lisaen
dc.contributor.authorPoland, Blakeen
dc.contributor.authorWind, Keiwanen
dc.date.accessioned2026-01-23T07:40:40Z
dc.date.available2026-01-23T07:40:40Z
dc.date.issued2024en
dc.description.abstractAs 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.sponsorshipfinancial 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.statusPeer-revieweden
dc.format.extent21en
dc.identifier.issn1073-0451en
dc.identifier.otherORCID:/0000-0002-2770-0686/work/202973803en
dc.identifier.scopus85194970920en
dc.identifier.urihttps://hdl.handle.net/1885/733804863
dc.language.isoenen
dc.provenanceThis is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).en
dc.rights© 2024 The Authorsen
dc.sourceJournal of Political Ecologyen
dc.subjectcommunity-university collaborationen
dc.subjectcritical pedagogyen
dc.subjectecohealthen
dc.subjectextractionen
dc.subjectland-based learningen
dc.subjectplanetary healthen
dc.subjecttransformative learningen
dc.titleTransformative learning at the community-university-land interface: A political ecology of knowledge, education and healthen
dc.typeJournal articleen
dspace.entity.typePublicationen
local.bibliographicCitation.lastpage277en
local.bibliographicCitation.startpage257en
local.contributor.affiliationBrisbois, Ben; University of Montrealen
local.contributor.affiliationBenedikt, Dahlia; Conscious Minds Cooperativeen
local.contributor.affiliationCortinois, Andrea A.; University of Torontoen
local.contributor.affiliationMaddox, Raglan; The Australian National Universityen
local.contributor.affiliationMychajluk, Lisa; University of Torontoen
local.contributor.affiliationPoland, Blake; University of Torontoen
local.contributor.affiliationWind, Keiwan; McMaster Universityen
local.identifier.citationvolume31en
local.identifier.doi10.2458/JPE.5657en
local.identifier.pure5d7a283a-8c46-4663-bad1-aad100411d6ben
local.identifier.urlhttps://www.scopus.com/pages/publications/85194970920en
local.type.statusPublisheden

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