Learning beyond growth? Exploring degrowth pedagogy within and beyond education for sustainable development

Abstract

In times of deepening planetary and societal polycrises, accompanied by global uncertainty and a growing sense of hopelessness, education may serve as one of few leverage points capable of enabling meaningful social and ecological transformation. If configured appropriately, it can help address the root causes of current crises, including the persistent belief that endless economic growth is compatible with human-nature flourishing. This paradoxical belief shapes our imaginary of what constitutes a good life, essentially blockading meaningful sustainability transformations. Degrowth radically challenges this narrative, offering a transformative vision of human-nature thriving. Yet how such transformation is supported pedagogically in real-world education remains largely underexplored. This thesis investigates how degrowth-informed pedagogical approaches are reflected, challenged, or refined within nonformal Education for Sustainable Development (ESD). Using a qualitative case study of the Austrian initiative WeltTellerFeld, it draws on document analysis, field observations, and semi-structured interviews with educators. Guided by a theoretical framework grounded in critical pedagogy and transformative learning, the findings reveal strong alignment with degrowth-informed pedagogical principles such as problem-based learning, redefined educator-learner roles, and the politicisation of education. Yet the initiative’s educational practice also challenges and refines degrowth pedagogy, suggesting its expansion to include learning approaches that incorporate emotional engagement and utopian imagination. Ultimately, the thesis argues that small-scale, nonformal initiatives like WeltTellerFeld can function as ‘cracks in the system’, ‘real utopias’ in the here and now, where alternative ways of living and learning beyond growth are cultivated, offering hope and direction toward urgently needed socio-ecological change.

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Jan Henrik Albertz a

a Central European University (CEU), Vienna, Austria      

http://doi.org/10.36399/Degrowth.004.01.02

Creative Commons license - Attribution to the creator - Non-commercial - No derivative works

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How to cite

APA

Learning beyond growth? Exploring degrowth pedagogy within and beyond education for sustainable development. (2026). In Degrowth Journal (Vol. 4). https://doi.org/10.36399/Degrowth.004.01.02

MLA

“Learning beyond Growth? Exploring Degrowth Pedagogy within and beyond Education for Sustainable Development.” Degrowth Journal, vol. 4, July 2026, https://doi.org/10.36399/Degrowth.004.01.02 .

Chicago

“Learning beyond Growth? Exploring Degrowth Pedagogy within and beyond Education for Sustainable Development.” 2026. In Degrowth Journal, vol. 4. https://doi.org/10.36399/Degrowth.004.01.02 .

Harvard

“Learning beyond growth? Exploring degrowth pedagogy within and beyond education for sustainable development” (2026) Degrowth Journal. Available at: https://doi.org/10.36399/Degrowth.004.01.02 .