Abstracts
Abstract
This article presents the initial research and development phases of a transformative climate education program for adults in a semi-rural community on southern Vancouver Island. Using design-based research (DBR), we developed a workshop series informed by adult and lifelong education (ALE), transformative learning, and the theoretical frameworks of the Gesturing Towards Decolonial Futures Collective and its members, including Vanessa Machado de Oliveira. Our research began with a community needs assessment (n = 183), identifying key concerns such as affordability, climate anxiety, and social cohesion. We articulate six design principles emerging from these insights, which highlight the importance of pedagogical entry points, the role of worldview transformation, and the integration of localized climate solutions with broader systemic critiques. This study contributes to climate education by offering a model that moves beyond information dissemination, and instead cultivates critical, justice-oriented engagement with climate action in ways that are both locally relevant and globally situated.
Keywords:
- Adult learning,
- transformative climate education,
- colonial modernity,
- design-based research
Résumé
Cet article présente les premières phases de recherche et de développement d’un programme d’éducation climatique transformatrice destiné aux adultes dans une communauté semi-rurale du sud de l’île de Vancouver. En utilisant une approche de recherche fondée sur la conception (design-based research [DBR]), nous avons développé une série d’ateliers inspirés de l’éducation des adultes et de l’éducation permanente (adult and lifelong education [ALE]), de l’apprentissage transformateur et des cadres théoriques du collectif Gesturing Towards Decolonial Futures et de Vanessa Machado de Oliveira (2022). Notre recherche a commencé par une évaluation des besoins communautaires (n = 183), identifiant des préoccupations majeures, comme l’accessibilité financière, l’écoanxiété et la cohésion sociale. Nous formulons six principes de conception issus de ces résultats, soulignant l’importance des points d’entrée pédagogiques, du rôle de la transformation des visions du monde et de l’intégration de solutions climatiques locales dans une critique systémique plus large. Cette étude contribue à l’éducation climatique en proposant un modèle qui dépasse la simple diffusion d’informations et favorise plutôt un engagement critique et axé sur la justice en matière d’action climatique, à la fois pertinent à l’échelle locale et inscrit dans un contexte global.
Mots-clés :
- apprentissage des adultes,
- éducation climatique transformatrice,
- modernité coloniale,
- recherche fondée sur la conception
Appendices
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