Developing transformative schools : a resilience-focused paradigm for education

For the better part of the past century, the field of education has witnessed repeated calls and initiatives for change, reform and improvement of our schools. Yet today, the problems of improving academic achievement and social adjustment among youth continue unabated. An explanation for this ‘change without change’ phenomenon is offered which differentiates innovative change from transformative change processes. A review of the research evidence regarding resilience and positive youth development, both academically and socially, is utilized to formulate a conceptual framework for guiding educators in creating resilience-focused, transformative schools. Specific attention is addressed to the application of such concepts as mindsets, resilience, socialemotional competencies, and supportive social environments (family and school) in adopting a new, transformative paradigm for developing more effective schools and more capable youth.peer-reviewe

Transforming food systems under a changing climate in Latin America: A climate policy review

Agriculture is highly vulnerable to climate change, but at the same time, it is the main contributor to climate change Governments have recognized that facing climate change is essential to address a sustainable development pathway, but so far little progress has been achieved Thus there is a need for rapid and transformative actions that tackle climate change impacts while achieving sustainable rural development Nevertheless, the way current policies are addressing actions towards transformative actions is unclear concerning sustainable pathways of food systems in the face of climate change. In this sense, this paper reviews current climate change-related policies of Latin American countries to identify whether they address transformational actions in the agricultural sector or food systems in relation to climate change Research questions include which countries state in their policies transformative actions? Are Latin American national policies in line with their international commitments? In order to answer these questions we used different methods of text analysis applied to the policy framework of Latin American countries to assess the integration level of eight components that Campbell et al 2018 propose in the theory of change to drive the transformation of food systems under climate chang

Transforming food systems under a changing climate in Latin America: A climate policy review

Agriculture is highly vulnerable to climate change, but at the same time, it is the main contributor to climate change Governments have recognized that facing climate change is essential to address a sustainable development pathway, but so far little progress has been achieved Thus there is a need for rapid and transformative actions that tackle climate change impacts while achieving sustainable rural development Nevertheless, the way current policies are addressing actions towards transformative actions is unclear concerning sustainable pathways of food systems in the face of climate change. In this sense, this paper reviews current climate change-related policies of Latin American countries to identify whether they address transformational actions in the agricultural sector or food systems in relation to climate change Research questions include which countries state in their policies transformative actions? Are Latin American national policies in line with their international commitments? In order to answer these questions we used different methods of text analysis applied to the policy framework of Latin American countries to assess the integration level of eight components that Campbell et al 2018 propose in the theory of change to drive the transformation of food systems under climate chang

Climate change policy, conflict and transformative governance

Climate change is the behemoth of our age. It defies description, is too large to comprehend, and what we do understand about it is often terrifying. This is for many, a good reason to stop thinking about it or, like Scarlett O’Hara, decide to “think about it tomorrow”. Thinking about the role of conflict in climate change policy is an even more challenging exercise, but one that this paper tries to address. Briefly I propose that climate change governance could productively utilise conflict as a transformative agent for decision making, rather than try and avoid it, or ‘solve it’ by embedding conflict resolution mechanisms within those governance frameworks.There are many points at which governance and climate change intersect, there are multiple entry and exit points, and policies need embedding from local to international levels to work. At the heart of the problem however is conflict: between states and territories, between cultures, between the ideas of rights and responsibility and between the environment and economics. But as with Scarlett O’Hara, our society is fundamentally incapable of dealing with conflict. We seek answers based on win-win solutions, and ways of engaging with each other that are diplomatic, and politically correct.Conflict as such, is feared as the blunt stone that will bludgeon and ruin negotiations and damage already fragile egos, societies and potential environmental outcomes. When societies cannot or will not change, or when the changes required necessitate unacceptable cultural compromise, disjuncture between them can develop into forums of conflict. Conflicts arising are partly explained by the fact that worldviews, perceptions of the problem, and ideas about solutions differ.I argue for the transformative potential of conflict to facilitate adaptive governance and policy around climate change and climate change adaptation.Key Points:Climate change governance could productively utilise conflict as a transformative agent for decision making, rather than try and avoid it, or ‘solve it’ by embedding conflict resolution mechanisms within governance frameworks.Climate governance frameworks should enable the conflict to become the conflict resolution process itself. This means identifying likely conflicts up front and then using them as the basis on which decisions about the most appropriate policies and planning are made, ensuring that such decisions are cognisant of and provide forums for effective ways around conflict in implementation.This process might take longer to negotiate, but will mean less likelihood of climate related policies stalling in implementation due to intractable conflict.One way of operationalising this model is to employ a three-dimensional local adaptive conflict governance framework comprising: (i) adaptive management (which includes anticipatory adaptation/foresight), (ii) communications, and (iii) reflexive practice

Education for transformative leadership in Southern Africa

This article argues that education for transformative leadership in a southern African context needs to nurture an understanding of the relationship between spirituality and charisma. This argument is based on a review of some literature pertaining to transformative learning, transformative leadership, and African value systems. The article explores the relationship between transformative leadership and transformative learning and education theories, and relates them to a specific southern African context. It proposes three arguments. First, transformative education may facilitate the transformative leadership development process. Second, transformative education and transformative leadership, although offering features that are sympathetic to African indigenous values, must also take account of particular African contexts. The article does not claim to be reporting from empirical research on this issue but, to support its position, draws on recent literature from an ongoing southern Africa leadership development project and some early empirical data from a small, related study in one southern African country. Third, the article suggests that a key difference between transformative learning and transformative leadership perspectives is the transformative leadership focus on charismatic qualities that inspire motivation to change. However, a defining conceptual thread of spirituality runs through the transformative learning and leadership literature that resonates with southern African core value systems. It is this thread that provides the overall conceptual link between the different strands of thought

Preparing Teacher Candidates to Serve Students From Diverse Backgrounds: Triggering Transformative Learning Through Short-Term Cultural Immersion

This study followed 24 teacher candidates in a short-term cultural immersion field experience designed to help them reflect on their assumptions and perspectives in order to better understand the culturally, ethnically, and linguistically diverse students they will teach. Qualitative methods were informed by a phenomenological research approach to examine candidates’ transformative learning experiences in a cultural immersion context. The findings are discussed within a three-stage framework of transformative learning: triggering experiences, frame of reference examination, and transformative change

Transformative spaces in the making: key lessons from nine cases in the Global South

Creating a just and sustainable planet will require not only small changes, but also systemic transformations in how humans relate to the planet and to each other, i.e., social–ecological transformations. We suggest there is a need for collaborative environments where experimentation with new configurations of social–ecological systems can occur, and we refer to these as transformative spaces. In this paper, we seek a better understanding of how to design and enable the creation of transformative spaces in a development context. We analyse nine case studies from a previous special issue on Designing Transformative Spaces that aimed to collect examples of cutting-edge action-oriented research on transformations from the Global South. The analysis showed five design phases as being essential: Problem Definition Phase; Operationalisation Phase; Tactical Phase; Outcome Phase; and Reflection Phase. From this synthesis, we distilled five key messages that should be considered when designing research, including: (a) there are ethical dilemmas associated with creating a transformative space in a system; (b) it is important to assess the readiness of the system for change before engaging in it; (c) there is a need to balance between ‘safe’ and ‘safe-enough’ spaces for transformation; (d) convening a transformative space requires an assemblage of diverse methodological frameworks and tools; and (e) transformative spaces can act as a starting point for institutionalising transformative change. Many researchers are now engaging in transdisciplinary transformations research, and are finding themselves at the knowledge–action interface contributing to transformative space-making. We hope that by analysing experiences from across different geographies we can contribute towards better understanding of how to navigate the processes needed for the urgent global transformations that are being called for to create a more equitable and sustainable planet Earth

Building coalitions, creating change: An agenda for gender transformative research in agricultural development

The CGIAR Research Program on Aquatic Agricultural Systems (AAS) has developed its Gender Research in Development Strategy centered on a transformative approach. Translating this strategy into actual research and development practice poses a considerable challenge, as not much (documented) experience exists in the agricultural sector to draw on, and significant innovation is required. A process of transformative change requires reflecting on multiple facets and dimensions simultaneously. This working paper is a collation of think pieces, structured around broad the mes and topics, reflecting on what works (and what does not) in the application of gender transformative approaches in agriculture and other sectors, and seeking to stimulate a discussion on the way forward for CGIAR Research Programs (CRPs) and other programs to build organizational capacities and partnerships

State Strategies for Turning Around Low-Performing Schools and Districts

Based on discussions at a March 2009 symposium, offers policy guidance on turnaround strategies that address underlying causes of low performance, provide resources for transformative change, improve mutual accountability, and support collaboration

Service user involvement in practitioner education: movement politics and transformative change

This paper will attempt to both celebrate key developments and best practice involving the users of health and social care services in programmes of practitioner education in a UK context, and offer a critical appraisal of the extent to which such initiatives meet some of the more transformative objectives sought by service users activists for change. The approach is largely that of a discussion paper but we illustrate some of the themes relating to movement activism with selected data. These data relate to earlier research and two specially convened focus groups within the Comensus initiative at the University of Central Lancashire; itself constituted as piece of participatory action research. We conclude that universities represent paradoxical sites for the facilitation of debate and learning relevant to key issues of social justice and change. As such, they are places that can impede or support movement aims. Particular strategic responses might be more likely to engender progressive outcomes. These ought to include the presence of critically engaged academic staff operating within a scholarly culture that fosters forms of deliberative democratic decision making