Propositions for Sustainable Relationalities
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| Title: | Propositions for Sustainable Relationalities |
|---|---|
| Language: | English |
| Authors: | Sustainable Relationality Study Group, Nicole Lee, Ken Morimoto, Melissa Boucher-Guilbert, Fayrouz Ibrahim, Robin Jensen, Meghan Macdonald, Rebecca Zynomirski |
| Source: | LEARNing Landscapes. 2025 (29). |
| Availability: | LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Sustainability, Ecology, Interpersonal Relationship, Graduate Students, Masters Programs, Art Activities, Community, Cultural Awareness, Art Education, Caring, Communities of Practice, College Faculty, Teacher Role, Research |
| ISSN: | 1913-5688 |
| Abstract: | From November 2023 to June 2024, an a/r/tographic study group gathered to engage with the concept of sustainable relationality. With the methodology of a/r/tography and propositional thinking, the relational gathering became an experimental curricular "uncommonplace," a messy yet nourishing place from which to envision different ways of working and being. After introducing the intentions and theoretical background of the study, two art-based engagements that emerged for two groups of master's students are offered. Reflecting on the transitions undergone by these groups, we speculate on the conditions that might enable similar educational opportunities for human flourishing sustained by deep relational encounters. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478789 |
| Database: | ERIC |
| Abstract: | From November 2023 to June 2024, an a/r/tographic study group gathered to engage with the concept of sustainable relationality. With the methodology of a/r/tography and propositional thinking, the relational gathering became an experimental curricular "uncommonplace," a messy yet nourishing place from which to envision different ways of working and being. After introducing the intentions and theoretical background of the study, two art-based engagements that emerged for two groups of master's students are offered. Reflecting on the transitions undergone by these groups, we speculate on the conditions that might enable similar educational opportunities for human flourishing sustained by deep relational encounters. |
|---|---|
| ISSN: | 1913-5688 |
