Rights of Nature as an Innovation Space for Education for Sustainable Development and Transformative Learning?
The Hybrid Values and Governance Mode of Taranaki Maunga (Mount Taranaki) in New Zealand
DOI:
https://doi.org/10.35295/sz.iisl.2288Palavras-chave:
Rights of nature, values of nature, education for sustainable development, transformative learning, uncertaintyResumo
This article examines the changing role of legal frameworks in addressing the urgent need for environmental justice, moving beyond anthropocentric perspectives and turning to more holistic, very often non-European concepts of sustainability. The case study chosen is the recent development in New Zealand environmental law, in which Taranaki Maunga (Mount Taranaki) was recognised as a legal entity in 2025. This Rights of Nature (RoN) approach reflects a hybrid legal architecture that combines indigenous worldviews and state structures. We show that this “magic of rights” (Mehlhorn 2024) also carries high transformative potential for educational and institutional learning. Using a cyclical framework for transformative learning as an important component of the concept of Education for Sustainable Development (ESD), the paper analyses how different actors deal with complex environmental issues and examines how current discourses on the RoN can be made fruitful for ESD.
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