{"id":4001,"date":"2026-07-22T11:19:50","date_gmt":"2026-07-22T11:19:50","guid":{"rendered":"https:\/\/enjust.net\/?p=4001"},"modified":"2026-07-22T11:19:52","modified_gmt":"2026-07-22T11:19:52","slug":"knowledge-sharing-session-with-john-barry-july-8-2026","status":"publish","type":"post","link":"https:\/\/enjust.net\/de\/knowledge-sharing-session-with-john-barry-july-8-2026\/","title":{"rendered":"Knowledge Sharing Session with John Barry (July 8, 2026)"},"content":{"rendered":"\n

On July 8, 2026, an inspiring international knowledge-sharing session with Prof. John Barry<\/a> (Queen\u2019s University Belfast<\/a>) took place at the Department of Geography at Kiel University (CAU). Members of the EnJust network, colleagues from CAU, and other guests came together to discuss transformative education in times of planetary crisis.<\/p>\n\n\n\n

The session began with an introduction to the EnJust Network<\/strong> and a presentation of the COLLAB Postcolonial<\/a> board game<\/strong>, which promotes critical reflection and pluralistic dialogue.<\/p>\n\n\n\n

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In his lecture, Prof. Barry<\/strong> provided in-depth insight into his current work and called for a rethinking of teaching and learning <\/strong>processes in the context of ecological and societal upheavals. Central themes included academic capitalism, the dominance of growth narratives, and the need to \u201cunlearn\u201d entrenched assumptions. Particularly striking was his emphasis on creative pedagogical approaches, concrete utopias, and the distinction between optimism and radical hope.<\/p>\n\n\n

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Another part of the discussion centered on emotional mindfulness<\/strong> in the teaching context, such as the responsible use of trigger warnings, the creation of supportive learning spaces, and the acknowledgment of positionality rather than supposed neutrality. Participants shared experiences from their own teaching, reflected on power dynamics and tensions, and discussed the challenge of inspiring students with diverse motivations to embrace alternative visions of the future.<\/p>\n\n\n

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The open discussion<\/strong> focused on how universities can more firmly embed transformative and critical pedagogie<\/strong>s, involve students in the selection of topics, and promote diverse perspectives to support sustainable and circular futures. The exchange was lively and curious.<\/p>\n\n\n\n

The session concluded with a collective reflection on the role of education <\/strong>in environmental justice. It left participants feeling inspired and grateful, both for Prof. Barry\u2019s insights and for the open, collective learning process. At the same time, it reinforced the desire to continue this dialogue within EnJust and beyond.<\/p>\n\n\n\n