The structures and mind-sets of our modern society have made unsustainable living the default and sustainable living the exception. Acknowledging that environmental issues occur in the every-day lives of people rather than on drawing boards of technocrats, implies that designing and transitioning towards a more environmentally sustainable alternative should include citizen, lay or situated knowledges. There are some signs that such knowledge is recognized and demanded in both science and society (e.g. the push for citizen science and multi-stakeholder social learning). However, the practical realisation of processes that include public dialogue, in which citizens become critics and creators of knowledge, are fairly under-developed.
Here are some of the things we aimed to find out:
What arrangements and conditions are needed to disrupt daily routines and generate new ones?
Does the recognition and inclusion of situated knowledges generate radically different perspectives on how we can live well and environmentally, or do they represent the fine-tuning and, thereby, the maintenance of the status quo?
What happens if you put adults and children in the same learning arrangement and invite them to learn, play and experiment collectively? Chaos or…?
(How) is the knowledge produced through this heterogenous, vernacular, artistic, non-hierarchical and intergenerational process ‘useful’ to the community in question and a wider subject arena around it?
What is the added value of creative / artistic techniques in the social learning that will take place?
The ‘data’ of the research project emerged from the residencies with people talking, creating and reflecting together. We aimed to collect what the residencies generate in ways that don’t disrupt the activities, and allow us record things that we didn’t know we were going to document in advance.