Transformative EcoSocial Education for the Great Turning

Transformative EcoSocial Education for the Great Turning

By Maureen Jack-LaCroix

Thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Curriculum Design & Implementation Program Faculty of Education of Simon Fraser University

Abstract

How do we shift worldviews in The Great Turning, out of the colonial mindset of separation, exploitation and hyper-consumption towards a relational worldview of interdependent people and communities interconnected with the natural world? The purpose of my experiential inquiry is to explore the design and delivery of “Transformative EcoSocial Education” (TESE) that can help that shift happen.

Using Joanna Macy’s Great Turning model for change, the dimensions of EcoSocial Consciousness, Action, and Innovation in education are explored in three Phases. Phase I explores EcoSocial Consciousness, using an eco-feminist methodology that connects research with lived actions to co-develop a community education program. Phase II takes EcoSocial Action using participatory action research to develop and deliver a middle and high school learning resource entitled SLC: Student Leadership for Change. Phase III offers EcoSocial Innovation in the theoretical development of a systemic pedagogical model entitled TESE: Transformative EcoSocial Education which integrates six pedagogies and two transformative learning theories.

My findings from Phase I are that by letting go of the illusion of separation and working collaboratively, one can enable access to the collective intelligence of the field. Further, an educative process of connecting in circles empowers deeper learning and agency in action. Findings from Phase II indicate that ‘how’ ecosocial education is taught is paramount; change happens in the dynamics of relationships; students hold the greatest power for change, and any learning resource needs to foster their evolving consciousness. This entails an inner transformation for the teacher as well as the students. Although the school system provides many barriers, ecosocial educators and students can prevail when they stay connected for greater resilience.

Findings from Phase III lead to the integration of key pedagogical approaches in the TESE model which provide a valuable guideline for optimizing further development of SLC or other ecosocial education programs. The cumulative finding emerging from all three Phases is that developing socio-emotional intelligence in ecosocial education is the most essential ingredient for transforming worldviews from separation to connectedness. This is both the single greatest breakthrough education can evoke and perhaps the most challenging to address in the current school system.