Abstract

PRESTON, Carol. Transgressive Eco-Arts Pedagogy: A response to Kulundu-Bolus, McGarry and Lotz-Sisitka (SAJEE, Volume 30). SAJEE [online]. 2022, vol.38, n.1, pp.21-35. ISSN 2411-5959.  http://dx.doi.org/10.4314/sajee.v38i1.03.

Kulundu-Bolus, McGarry and Lotz-Sisitka (2020) have offered transgressive learning as a new approach to environmental education. As a response to their work, this paper describes and discusses aspects of a four-year action research project in which a group of children, adolescents and adults from the rural community of Wakkerstroom-eSizameleni participated in a series of multimodal arts-based interventions in which increased environmental awareness and improved environmental practices were key goals. Five vignettes from these interventions are used to argue that Transgressive Eco-Arts Pedagogy (TEAP) can facilitate community engagement, greater environmental awareness and small steps towards the improved environmental practices that Kulundu-Bolus et al. have called for.

Keywords : Environmental education; arts-based learning; multimodality; sustainability; transgressive learning; pedagogy of love.

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