Unlearning as education practice: exploring learning conditions that support transformation

Isabel Chender, Isabel Chender and Isabel Chender

Chapter Chapter 16 in Dialogues for Degrowth, 2025, pp 207-220 from Edward Elgar Publishing

Abstract: Unlearning as education practice: exploring learning conditions that support transformation considers how we design learning environments for reimagining futures. If we seek to shift the global paradigms that govern aspects of social life, from policy to relationships, we need to individually and collectively unlearn, relearn, and learn new and hold plural perspectives. If transition is needed, what supports us to embark on journeys of change and disruption to how we live our lives? What enables us to change social systems and structures to create thriving futures for all? One pathway to address these questions is through opening a conversation between degrowth and unlearning in education. First, I review literature and practice regarding where we are now regarding the how of degrowth in practice, including the work of visionary educators, In part two, through dialogue with the founders of the UnSchool of Disruptive Design, Leyla Acaroglu and Emma Seagal, we dive into what unlearning means in theory and practice and how it can support socio-ecological shifts. In part three, we bring everything together and (finally) get into action. First, four principles of unlearning for working with socio-ecological transition are outlined alongside my practical experiences as a learning designer and facilitator in alternative education. The chapter concludes a simple framework of six takeaways on how unlearning can support a degrowth transition.

Keywords: Unlearning; Futures; Transformative education; Experiential learning (search for similar items in EconPapers)
Date: 2025
ISBN: 9781035320769
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