ABSTRACT
This chapter constructs an Education for Sustainable Development theoretical framework occurring at the border zone between higher education and public education. From a multi-disciplinary approach, Lotz-Sisitka analyzes four case studies involving mobile tools that transform markets for farmers; learning networks between colleges, farmers, and universities; in-field laboratories transforming praxis among youth groups; and arts-based inquiry methods for climate change reflexivity. This framework opens spaces to establish human agency and relational human-environment praxis.
