Defying Gravity: An Affective Photovoice Lens on Transformative Sustainability Learning

File(s)
Date
2020-05Author
Wahl, Kim
Publisher
School of Education, University of Wisconsin-Stevens Point
Advisor(s)
O'Neil, Joy Kcenia
Metadata
Show full item recordAbstract
The purpose of this study was to understand the learning experiences and the role of affect for students in a transformative sustainability education doctoral program. My research questions reflected the purpose of this study: How do adults experience learning in a transformative sustainability education doctoral program? How does affective learning play a role in adult learner experiences in a transformative sustainability education doctoral program? How do affect and emotions play a role in transformative learning? Through participatory action research utilizing a photovoice method and built upon a transformative sustainability theoretical framework, I explored affect and learning experiences in a cohort doctoral program. The results of this study indicated that students experienced ongoing learning with positive affect when they felt a sense of belonging and connectedness to self, others, and/or nature. When students experienced a lack of belonging/connectedness, they worked to re-establish connections. Network connections, dynamic balance, and feedback loops were key in establishing a sense of belonging to support ongoing and meaningful learning in a transformative sustainability education program.
Subject
photovoice
affective learning
living systems theory
participatory action research
transformative sustainability learning
Permanent Link
http://digital.library.wisc.edu/1793/80877Type
Dissertation