Is growth always good in education? Or is it possible that can educators and learners benefit — and systems become more sustainable — while consuming less?
A special issue of the journal Nordic Studies in Education, co-edited by UW–Madison’s John Baldacchino, examines this question, delving into the concept of “degrowth” in education.
In an introduction to the issue, titled “Degrowth and Education – Expectations for an Anxious Future,” Baldacchino, a professor in the School of Education’s Art Department and affiliate of the Department of Educational Policy Studies, and co-editor Herner Saeverot from Western Norway University of Applied Sciences, discuss degrowth as presenting an innovative alternative to the “growth-centric paradigm” that dominates society.
“Rather than pursuing endless economic expansion,” the editors explain in their abstract, “degrowth emphasizes quality of life through fair distribution, care, community, and autonomy. It advocates reducing overconsumption of energy and resources, especially in Western countries, aiming to balance the economy with planetary limits.”
The special issue, they add, “explores the implications of degrowth in education, driven by considerations of social justice, and existential well-being for learners and educators alike.”
In addition to co-editing the special issue, Baldacchino contributed a paper that is titled, “Degrowth and Form: Reflections on Education’s Lateral Possibilities.” In this article, he argues for the importance of discussing degrowth in relation to form.
“Form and the formative prompt us to engage with learning and growth,” Baldacchino writes in the abstract. “Like growth and degrowth, learning and unlearning leave us with more questions than answers. The linearity imposed on learning by a logic of growth needs to be contested.”
To learn more about degrowth in education, access the full special issue.