Original Research

Sustainable rural learning ecologies- a prolegomenon traversing transcendence of discursive notions of sustainability, social justice, development and food sovereignty

Dipane Hlalele
The Journal for Transdisciplinary Research in Southern Africa | Vol 9, No 3 | a198 | DOI: https://doi.org/10.4102/td.v9i3.198 | © 2013 Dipane Hlalele | This work is licensed under CC Attribution 4.0
Submitted: 08 March 2016 | Published: 30 December 2013

About the author(s)

Dipane Hlalele, Faculty of Education at the University of the Free State, South Africa

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This paper contributes, through traversing contested notions of sustainability, social justice, development and food sovereignty, to discourses around creation of sustainable rural learning ecologies. There has always been at least in the realm of scientific discourse, an attempt to dissociate the natural or physical environment from the social and human environment. This trend did not only affect the two spheres of existence only. It is further imbued and spawned fragmented and pervasive terminology, practices and human thought. Drawing from the ‘creating sustainable rural learning ecologies’ research project that commenced in 2011, I challenge and contest the use of such discourses and argue for the transcendence of such. This would, in my opinion, create space for harmonious and fluid co-existence between nature and humanity, such that the contribution of learning practices exudes and expedites sustainability in rural ecologies.


sustainable learning environments; rural ecologies; and social justice


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