Transitioning to a more sustainable society: unpacking the role of the learning–action nexus

Abstract

In recent years, action on sustainability has been highly influential around the globe and many now recognize the importance of individual and social learning for inspiring action and achieving sustainability outcomes. Transformative learning theory has been criticized, however, for insufficient development of the link between learning and action. The purpose of this paper is to deepen our understanding of the learning–action cycle among adult learners in the sustainability context. We consider this through insights from two studies in Kenya and Canada, utilizing a qualitative approach. Both studies employed semi-structured interviews as their primary data collection instrument and used other tools such as focus groups and journal writing. Three broad nodes of social action—individual, interpersonal and collective—are identified and defined based on the data collected. Results show that while all three types of action were evident in the outcomes of participants, individual social action was the most common and collective social action was the least. Barriers to applying learning in action are also derived from the data, including situational, personal, interpersonal, sociocultural and environmental obstacles. Factors that assist in overcoming such barriers include community support networks and skills training.

Keywords:

• Transformative learning theory
• learning–action cycle
• adult learning
• sustainability
• Kenya
• Canada

Acknowledgements

We gratefully acknowledge the generous participation of A Rocha Kenya, the Rural Service Programme of the East Africa Yearly Meeting of Friends, and the sustainable clothing practitioners in Winnipeg.

Notes

1. Both research projects were approved by the Research Ethics Board of the University of Manitoba. Approval to use the names of the organizations in the FBO Study in publications was granted by the Research Ethics Board, and by the organizations. Individual participants in the FBO Study were given the choice of selecting a pseudonym or using their real names, which some chose to do. All participants in the Clothing Study are identified by an alpha-numeric code.

2. We considered individuals who engaged in a wide array of sustainable clothing practices on a regular basis as being committed to clothing sustainability. Such actions included purchasing used apparel, repairing garments, using green detergents, emailing retailers and signing petitions.

3. Bird ringing (or ‘banding’ in North America) involved catching birds and attaching small rings to their ankles for future identification.