<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The article demonstrates an action research approach for constructing Transformative Sustainability Pedagogy (TSP) to empower teachers for a sustainable future. The starting point for the TSP was a Transformative Education for Gross National Happiness (GNH) teacher action research project in Bhutan (2010–2013) – a collaboration between the author, co-researcher and the Royal Education Council. Two Leadership Training Courses (LTC) were developed for teachers from seven schools based on critical/transformative pedagogy. The aim of the courses was to empower the teachers to carry out action research to infuse their schools with GNH principles and practices. The project concluded in 2013, and the results showed that the LTC transformative pedagogy and action research approach had successfully empowered teachers to act and promote GNH in their schools. Nine years on, the author re-analyzed the project data to identify the empowering pedagogical principles and construct TSP grounded in ecological principles and values.</p>
</abstract>

The article demonstrates an action research approach for constructing Transformative Sustainability Pedagogy (TSP) to empower teachers for a sustainable future. The starting point for the TSP was a Transformative Education for Gross National Happiness (GNH) teacher action research project in Bhutan (2010–2013) – a collaboration between the author, co-researcher and the Royal Education Council. Two Leadership Training Courses (LTC) were developed for teachers from seven schools based on critical/transformative pedagogy. The aim of the courses was to empower the teachers to carry out action research to infuse their schools with GNH principles and practices. The project concluded in 2013, and the results showed that the LTC transformative pedagogy and action research approach had successfully empowered teachers to act and promote GNH in their schools. Nine years on, the author re-analyzed the project data to identify the empowering pedagogical principles and construct TSP grounded in ecological principles and values.

Constructing a Transformative Sustainability Pedagogy: Teacher Empowerment for a Sustainable Future

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The article demonstrates an action research approach for constructing Transformative Sustainability Pedagogy (TSP) to empower teachers for a sustainable...

Constructing a Transformative Sustainability Pedagogy: Teacher Empowerment for a Sustainable Future

Publié en ligne: 09 juil. 2022

Pages: 5 - 18

DOI: https://doi.org/10.2478/jtes-2022-0002

Mots clés
action research, critical pedagogy, Gross National Happiness, teacher empowerment, transformative sustainability pedagogy

© 2022 Timothy Bedford, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Constructing a Transformative Sustainability Pedagogy: Teacher Empowerment for a Sustainable Future

Publié en ligne: 09 juil. 2022

Pages: 5 - 18

DOI: https://doi.org/10.2478/jtes-2022-0002

Mots clésaction research, critical pedagogy, Gross National Happiness, teacher empowerment, transformative sustainability pedagogy

© 2022 Timothy Bedford, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
action research, critical pedagogy, Gross National Happiness, teacher empowerment, transformative sustainability pedagogy