Drama as a trans-structural catalyst in a global-local and formal -informal rhizome of ESD agents.

In the center of the stage stands a collaborative theatre co –production facing sustainability with stakeholders from five continents. The project sets out to investigate a number of questions; How and if can Drama serve to enhance ESD learning with an emphasis on emerging processes in a trans-structural setting? What effect can an embodied learning that also includes a visit to the as- if –imaginary domains have on a intercultural ESD discussion? As Drama means doing - acting as well as reflecting there is a potential for a critical reflexivity, how can that be investigated? What are the ethical implications involved in the usage of such transformative tools? These are a few off all the questions that has triggered my interest in using Drama whilst working with ESD in an intercultural and network-based learning context. Findings from a pilot case study will be presented and I look forward to the possibility of enhancing the discussion within this distinguished crowd.

Drama is embodied learning, it is interaction with the immediate environment where we all are in the same ensemble. In this workshop we will walk our talk, we will indeed all be both actors and audience. Our first entry will be sharing an intercultural project facing corruption/ economical unsustainability, initiated in Budondo, the Gogol Interplayground project, has now spread to all the continents.

This paper will firstly sketch the key features of intercultural drama and Education for Sustainable Development (ESD); secondly critically reflect on current Higher Education Institution (HEI) discourse; the broad discrepancy between preferred visions for global learning for sustainable development and the rationale of self-realisation and commodification that seems to be the prevailing paradigm of European HEIs. Then the Interculturality and Sustainability network and the Gogol project which emerged from it in 2011 are introduced. The Gogol project, as an intercultural drama project, sets out to tackle issues of economic (un)sustainability. The concept of the project is presented and questions that have emerged in the planning of the project are shared.

This paper investigates how work integrated learning (WIL) can be re-imagined/re-enacted as collaborative playgrounds of networks. To do this we first establish the working context for these reflections by exploring fragments of biography and the immediate catalyst which was a recent seminar held over 5 days, beginning in the rural Swedish town of Ed and, for the last 2 days, at University West in Trollhättan. We then set out to explore the normative and theoretical context of our approach before finally moving to an exploration of the concept of WIL via CLA and scenarios. Our overall goal is to describe some features of an expanded concept of WIL as it relates to intercultural learning. In doing this we hope to generate processes that facilitate the kind of learning necessary if we are to enable teachers and students to build sustainable futures they can realistically aspire to. © 2010 Elsevier Ltd.