EXPLORING TRANSFORMATIVE LEARNING FOR SUSTAINABILITY TO CLIMATE CHANGE ADAPTION IN THE MEKONG DELTA OF VIETNAM: THE CASE STUDY IN THE VACB IN CAN THO
Main Article Content
Abstract
In the time of globalization and global climate change, transformative and transgressive learning (T-learning) has been considered as a strong dynamic and an effective tool to speed up the transformation to sustainability in places that are vulnerable to impacts of climate change. Therefore, under the support and finances of UNESCO Paris ISSC (International Social Science Committee), researchers from nine countries (South Africa, Netherlands, Sweden, Vietnam, India, Ethiopia, Zimbabwe and Malawi) have co-engaged to carry out a research project called “Transformative learning for the social-ecological sustainability in times of climate change” funded by the ISSC of UNESCO Paris. The aims of the project are to investigate the nature, qualities, contribution and effect of transformative learning for sustainability at niche levels where wicked problems arise at the nexus of climate-water-food-energy-social justice. Transformative learning in the Mekong Delta of Vietnam has been chosen as a case study of this project. This article describes investigations about transformative learning in the VACB model (V: Garden-A: Pond- C: Cage-B: Biogas) in My Khanh Commune, Can Tho outskirts and outlines some important findings about T-learnings and its contributions to the formation and development of sustainable livelihood models for climate change adaptation in Can Tho.
Keywords
transformative learning, transformation to sustainability, sustainability Vietnam Mekong Delta, VACB model
Article Details
References
Barth, M., & Michelsen, G. (2013). Learning for change: an educational contribution to sustainability. Sustainability science, 8(1), 103-19.
Future Earth (2014). Strategic Research Agenda. Retrieved from https://www.futureearth.org
Geels (2010). Ontologies, socio-technical transitions (to sustainability), and the multi-level perspective. Res Pol, (39), 495-510.
Intergovernmental Panel On Climate Change (IPPC) (2014). Climate change: Impact, Adaptation, Vulnerability. Cambridge University Press; 2014
ICEM (2009). Mekong Delta Climate Change Forum Report Volume I. The International Centre for Environmental Management, Vietnam. International Centre for Environmental Management.
Käkönen, M. (2008). Mekong Delta at the crossroads: more control or adaptation? AMBIO. 37(3): 205-212.
Keyser, M. W. (2000). Active learning and cooperative learning: understanding the difference and using both styles effectively. Research strategies. 17(1), 35-44.
Kolb, D. (1984). Experiential learning as the science of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Krasny, M. E., & Tidball, K.G. (2012). Civic Ecology: A Pathway for Earth Stewardship in cities. Frontiers in Ecology and the Environment, 10(5), 267-273.
Kronlid, D. (Ed) (2014). Climate Change Adaptation and Human Capabiliti. Palgrave Macmillan.
Latour, B. (2014). Politics of Nature. How to bring the science into democracy. Cambridge: Harvard University Press.2004.
Le Coq, J. F., & Trebuil, G. (2005). Impact of economic liberalization on rice intensification, agricultural diversification, and rural livelihoods in the Mekong Delta, Vietnam. Japanese Journal of Southeast Asian Studies. 42(4), 519-547.
Le, D., H., Li, E., Bruwer, J., & Nuberg, I. (2014). Farmers’ perceptions of climate variability and barriers to adaptation: lessons learned from an exploratory study in Vietnam. Mitig Adapt Strat Gl. 19(5), 531-548.
Le, T. H. P., & Tran, D. T. (2018), Transformative learning for sustainability to climate adaptation in a sub-urban community in the Mekong Delta, Vietnam. Paper in the Journal of Agricultural Science and Food Technology, 4(8).
Lotz-Sisitka, H.B., Wals, AEJ., Krolid. D., & MCGarry, D. (2015). Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction. Current Opinion in Environmental Sustainability, (16), 73-80,
Lotz-Sisitka, H.B., Belay, Ali M., Mukue, M. (2012). The Social and Learning in Social earning research: Avoiding ontological collape with antecedent literature as starting point of research. In (Re)Views on social learning: A monograph for social learning researchers in natural resource management and environmental education. Edited by Lotz-Sisitka HB. ELRC/ Rhodes University/ SADC REEP, 56-58,
Mc Garry, D. (2014). Empathetic apprence: pedagogical development in aesthetic education of the social practitioner in South Africa. In Intergenerational Learning of the Transformative Leadership for Sustainable Future. Edited by Corcoran PB, Hollingshead BP, Lotz- Sisitka HB, Wals AEJ. Wageningen Academic Publisher.
Mukute, M. (2010). Exploring and and Expanding in Sustainable Agricultural Practices in South Arica. Unpublished PhD. Rhodes University.
Swilling, M. (2013). Economic crisis, long waves and the sustainability transition: An African perspective. Environmental Innovation and Societal transition,(6), 96-15.
Sol, J., & Wals, AEJ. (2014). Strengthening ecological mindfulness through hybrid learning in vital coalitions. Cultural Studies of Science Education, 2014. doi. 10.1007/s11422-014-9586-z.
UNESCO (2014). World Water Development Report 2014. Water and Energy. Paris UNESCO.
Wals, AEJ (Ed.) (2007). Social Learning toward a Sustainable World. Wageningen Academic Publisher.