TRÆSTUBBEN (en)
Urban LAND centre
Welcome to Træstubben LAND centre in Vesterbro / Copenhagen || 55°40'17.4"N 12°33'04.4"E
LAND stands for a Permaculture site that is about Learning, Activity, Network and Demonstration.
For workshops and further information you are welcome to contact:
Felix Becker tlf./sms +45 91167280
The project has been running since 2007 in different partnerships. Here you can read about our approach as an urban platform for education for sustainable transitions.
Basic background capta and the urban situation:
Biodiversity loss and climate change are the consequence of our human civilisation unsustainable way of living. (IPCC 2014)
Over 50% of the world population lives in cities and it is expected to increase to over 70% by 2050.
Our cities cover 2% of the planets surface and are responsible for over 70% of the greenhouse effect.
The worlds cities stand for 70% of greenhouse gas production and over 60% of energy consumption. (UN, The New Urban Agenda, Habitat III, 2016)
This paper is the main part of a publication with the same title. In the publication you can find further material to the work like: films, reflections and examples of education for sustainable transitions.
Presentation of the work in past — present — future
Past
Vesterbro nature- & environment workshop TRÆSTUBBEN, an urban space in transformation
A toilet house in a public park, which had been locked for 18 years, because it had become a hotspot for drug abuse. Saxoparken was known as “hash park”and “dog park”.
A working urban nature- and environment interpretation workshop with user agreements with local institutions, schools, and other organisations. Naturværkstedet TRÆSTUBBEN is in continuous transformation, collaborating with the local community and partners.
500 m2 public park in a worn area have been transformed into a sustainable demonstration garden with water accumulation, compost, raised bed and recycled brickstones, “insecthotel”, herb beds, plants for crèmes, eat able wild plants, fruits and berries.
TRÆSTUBBEN was initiated in 2007 by Green Vesterbro (Grøn Vesterbro), the local Agenda 21 center, in collaboration with local institutions and neighbours. For the funding Realdania supported the remake of the old toilet house into a nature- and environment workshop. And Friluftsrådet covered half of the expenses for a nature interpreter at place for until now (2016) three times a three years period.
The organisation has an agreement with the city of CPH park administration that owns the place. It has been a win win situation for all the parts involved in the project.
The workshop center and park is located in between 4- story buildings in a central area of Copenhagen. In this area of Copenhagen, Vesterbro, there is only about 2–3m2 green space per inhabitant. We consider that the interpretation of nature and environmental issues is specially important in highly populated urban areas, where a basic connection to nature is missing.
Although some local people expected the place to be vandalized, there has been no serious vandalism since the establishment of the workshop in 2008. We think it is due the high engagement, involvement, and collaboration with local neighbours.
The transformation of the old toilet building to an environmental- and nature workshop is also a demonstration of sustainable building. We installed solar panels for electricity and all the building materials come from recycling or local factories. Together we created a green and regenerative place in a public park, where people from Vesterbro can relax and get their hands into the in the earth and co-maintain this urban oasis.
TRÆSTUBBEN allows local children, families, citizens and institutions, to get an attachment to a unique urban oasis.
Apart from enjoying the park our purpose with the instructed workshops for children is to enable them to explore nature and environmental issues using all of their senses forming the foundation of nature and environmental conscience.
The connection between nature and environment topics is shown by integrated environment- and nature education. The understanding of natural cycles is followed up by the question:
How do we as human beings interfere, and how can we establish a live style in harmony with the knowledge we have about nature, to beware and regenerate biodiversity?
The primary purpose of Vesterbro environmental- and nature workshop is to give children a conscience and knowledge, that we and all the things around of us are a part of nature. We believe that we, with this in mind, contribute to the development of a new generation of children with a sense for nature — and environmental issues.
Children are the future.
We work using a combination of methods such as: storytelling, songs, sensible attention, dialogue, experimenting, games, simulations, working together, inventions, contrast, systemic thinking, poetry, existential puzzles, rhythms, aesthetics, and by playing.
Matters that matter.
From the beginning we were searching for ways of translating complex topics into visual stories and local actions of collaboration.
Taking the children standing points and concerns serious, sharing deep existential questions, wondering, and regarding them to be change agents, opens up for a cooperative and transformative learning style.
The chicken or the egg, what came first? One child responded spontaneously: the nest. I was amazed.
“Just by describing what is in front of me, I implore the presence of reality, that is, and is real, concrete. It is possible to make a song out of it, and this astonishes me time after time. … I think, it begins with the small things, and the small things are often much bigger, than we believe”.
(Jørgen Leth, Information 26/10/2016)
As a result of the workshop centre, new crossover networks take form. Different user groups interact and help to maintain the workshop and garden: pensioners, unemployed people, local krolf players, different ethnicities collaborate keeping the place.
TRÆSTUBBEN has inspired many international students, visitor groups and Nordic exchange projects. Here we have contributed to the publication ”Nature Interpretation for Children and Young People in the Nordic Countries” (p. 89–95) with a detailed description and reflections of one of our sessions. See also “Drink your city” in this publication.
In autumn 2009 60 trees and bushes there were planted in urban spaces of Vesterbro in collaboration with children groups. This was part of the initiative ”Climate Forest”. You can find more concrete examples on the other stories in this publication.
Around 2500 kinder garden and primary school children from the local schools have yearly, since the opening in 2008, directly taken part in the nature- and environment sessions.
And much more, we estimate around 5000/yearly, get indirectly in touch with the garden and workshop by walking through, cycling by, via signs, information materials, or bigger arrangements as “Flowering City”, “Vesterbro Christmas Feast”, “Tippen Harvest Picnic”, “Vesterbro Lokalstival”, “Vesterbyt”, a.o..
We published 6 pixi books and remember posters with a review of the years propagation sessions as a follow — up for the children and there families. The aspect of addressing the parents and families through this publications, multiply`s the effects gained in the sessions with the children groups. Every re-experience and recognition in everyday situations, like going through the park with the family, strengthens and stimulates the children’s emotional and cognitive network of the experiences made.
In 2010 TRÆSTUBBEN was rewarded with Sustainability Award of Copenhagen.
The workshop has become an integrated part of the everyday live of the local community. A physical symbol and reminder for a regenerative lifestyle.
Present
Since 2013, when the partnership around Træstubben got part of the central children- and youth administration, it has been a challenge to continue the path of local engagement and citizen interaction.
The centrally organised nature school in the Department for Sustainable Development legitimatises its approach through the politically decided learning goals for the kinder-gardens and schools in Copenhagen. Much of working time is colonized by translation and adaptation towards this goals. The environmental and nature interpretation has to argue for, that it is also, for instance, contributing to learning topics like movement, language and science skills.
The cross sectoral and local participatory approach characteristic for the Agenda 21 work does not really fit to the boxes, when it comes to a prolongation of the ongoing partnership. The actual partnership expires at the end 2016 and yet there is no plan for prolongation.
On the other side this situation urged to more precisely describe the profile and approach we have developed within different partnerships throughout the years. That is indeed what this publication mainly is about: to rename and conceptualise what we actually are doing.
And it is here, where I switch to describe our approach out of the experience and understanding of the topic, which I choose to call education for transition. I introduced the term in a follow up concerning an application to Friluftsrådet in 2013.
The overall name of the workshop as environmental- & nature workshop did not longer cover the common sense, when in 2014 brought together in a pool of nature schools, that often are situated in the periphery of the cities detached from a local community. Here schools and institutions come and go from different parts of the city by public or private means of transport.
Træstubben, as an urban platform, has in this context developed a unique profile and potential.
In 2015 the Træstubben partnership was administratively embedded in the team Kindergartens, Nature and Environment (BNM), or age “nultilseks” 0–6, which only partly covers the local involvement practice of Træstubben.
Early this year, in regard of the homeless situation, in terms of approach and in view of the expiration of the support in the end of 2016, I early this year proposed a new subtitle to the workshop:
Træstubben, Urban Development workshop — Education for Transition.
In Danish: Træstubben, Urbant Udviklingsværksted for Omstillingsformidling.
Embedded in a new team profile with the title of this publication.
I will take it word by word:
Urban — because the base is placed in a public park in the middle of the city, surrounded by a big local community, which means accessibility on foot.
Development — because the base is by its infrastructure and character a local experimental platform for action research in this field.
Workshop — we work, invent, develop, and redesign on existing infrastructures.
Education — that is what the work is about: knowledge and take actions. We could also call it eduAction.
Transition — refers to the “Transition Town” movement, that started in England in 2006. The Danish term “omstilling” is clearly connected to the transition from a fossil society to a society based on renewable energy and circular economy. In the research for this paper i came across the term “sustainable transitions”. I like the plurality and the connection to a European network STRN for “Sustainable Transitions Research Network”.
So may the English version of omstillingsformidling be (transformative) education for sustainable transitions.
The main tasks in education for sustainable transitions are: the aspect of taking action locally — preparing for the future to come — prepare the awareness for transition.
What can we do about it here where we are right now?
That might be small steps, like the production of herb tea bags with children. Or changing the structure of a roof. That may also be initiatives like Flowering City or Vesterbro Christmas, where small productions suddenly can evolve new local traditions.
Taking it to a conceptual level the steps we act on can be described as:
hands on :: what is going on? How do we influence it locally and globally? Observe and experience urban nature phenomena.
forming hands :: how do we ourselves treat the environment around us? how can we use the environment without abusing it? challenge the way we form our live style.
cooperating hands :: how are we performing in every day live? How can we find new ways together? Discover and potentialities and values in urban spaces and materials that have no value.
This points relate to the steps I describe in Transformative Agency: identify a problem, challenge the causes of the problem, take action creating alternative ways.
Three international movements and agreements are the main back spine for the work:
1. The 17 UN goals.
2. Global Action Plan, GAP , the programme, that follows the decade of Education for Sustainable Development, ESD.
3. Permaculture Ethics: Earth Care, People Care, Fair Share.
Beside these international strategies we also are committed and contribute to local strategies and plans.
There is Vesterbro Bydelsplan, the City-Nature Plan 2015–2020 for Copenhagen, and the Fællesskab København Plan 2025, as the main ones. Further we refer to the learning plans for schools and institutions.
Education for Transition is a way to bring this strategies and programmes into action at a local operational level.
I am aware of the new constellation of words in: education for sustainable transitions, omstillingsformidling. In effect there is not such a word yet! Try to search in the internet and you will find Træstubben in the Danish version (links above).
Is this a reason not to introduce the concept? Education in action competence is a basic need in this field.
In the course of the last two years I have been shifting between calling the approach integrated environment- and nature interpretation, or education for (sustainable) transition(s). It depends on whom I am talking to.
From my point of view it makes sense to conceptualise and create a new title that match the approach. Though upcoming curricula and learning programs show, that education for sustainable transitions — in the sense of seeing the next generations as co-learning and cooperating change agents — is finding its way into the mainstream teaching platforms.
In the Permaculture Network the work with children formation and education is in the early stage. Actually there is one European project running: Children in Permaculture.
Highlights on the path of education for transition in 2016
Project collaboration within the the team about BørneHaven, Childrens Garden. It is about establishing kitchen gardens in kindergartens, where the children plant, take care, harvest and cook their vegetables.
Træstubben collaborated with the project URBIA kids, urban biodiversity in action. The project was awarded concerning due to the participative approach.
I contributed with inputs for the revision of the Natur Interpretation study and the strategi “Naturvejledning i det 21. århundrede, Handlingsplan, 2005. Nature Interpretation in the 21. Century. I remarked the lack of a clear vision concerning sustainability in the study curriculum. In the curriculum there there is only once mentioned “… nature interpretation should contribute to a more healthy and sustainable lifestyle.” The main stream nature interpretation has otherwise, in my eyes, a big potential to contribute in this field with the above mentioned aspects. Specially concerning the urban nature interpretation.
Træstubben became part of the LAND Network of Permaculture in the course of 2016. LAND for: learning — activity — network — demonstration. The first group of Permaculture Certificate students have visited the place and an there is an upcoming Permaculture network in Copenhagen. I expect to be able to contribute to the Children in Permaculture platform. First step will be to present the work in the national LAND network meeting in November 2016.
Collaboration with TMF Department on a pilot project with 4 Swap Shops on public local spots. The Swap Shops were all build with recycling materials from the Goldmine. The Goldmine is an experiment with 12 start ups, that can directly distribute, or redesign materials from a communal recycling station.
Strategies and presentations to ensure the continuation of Flowering City within the cross district environmental network and city departments.
Publication and conceptualisation of the work in the Nordisk Bærekraft studies, which I hope will contribute to the formation of new constellations of urban partnerships on the way.
Future
“How do we make education more engaging, more relevant, and more collaborative?
How do we break down the silos between disciplines and teach our students in a more integrated way?”
Education for transition is an invitation to envision the whole educational sector as a workshop for transition. Imagine children, adolescents and teachers working together on real projects that make a change on the local level.
We have all the knowledge, programs, tutorials and educational programs. What we need is the engagement, the time, economy, and the people dedicated to actions.
The main argument for this approach is: nearly all the other spheres of business are in one or the other way trapped into an economical system, which makes it difficult to act out of unsustainability. That also applies for the educational system, as long at it just reproduces the established structures. We have had educational programs on sustainability for the last decades, but did knowledge alone make a change?
“The framing of sustainability as a goal of aligning human needs with protection of the environment has been pursued through various definitions and frameworks in policies and programmes across a wide range of contexts. And yet, unsustainable modes of production and consumption are accelerating the global destruction of natural habitats, depletion of resources, release of greenhouse gasses and other forms of pollution. Thus, the nature and scale of the changes that the earth is undergoing is bringing conventional approaches to, and understandings of, the sustainability challenge into question.”
The whole arena of education could be a laboratory of experiments for new ways of living, creating infrastructures, building, working for regeneration of the planet.
It is the most direct way into a space, where action is not determined by economic interests, or defined by selling a specific product. And, as I experienced: the lower age the target group, the more reminded, urged and inspired I become, to take action as role model and guide, reflecting on the consequences and possibilities of our live style. Young children are full of possibilities, curiosity and engagement, looking for meaningful actions. They affect the prism we see the world through and by this they are great practitioners for transformative learning. Give students a sense of agency, putting the student in charge of what they learn and how they will apply that learning to real-world problems.
The over all argument for doing nothing: “It is not worth it”, can be blamed by meaningfully actions with matters that matter.
What are the competences necessary to move on that path?
Here I imagine a Transformative Agency education, that further elaborates capacities like sensible attention and potentiality-view connected to concrete local projects.
Like the story of Træstubben shows, this kind of projects can depart just around the corner on existing infrastructure: an abandoned toilet house, an empty ground, beds around the street trees, local traditions, … .
“McKenzie et al. describe how ‘culture and place are deeply intertwined’ and result in the potential for places and geographies as transformative, transgressive, forces that are profoundly pedagogical in themselves.”
(Heila Lotz-Sisitka, Arjen Wals, David Kronlid and Dylan McGarry, 2015)
The title of this publication points to Local Urban Partnerships, as an proposition of an operational structure, that can include many small local initiatives within a common objective, commitment, and ethic guidelines.
As I mentioned, I presented this concept (LUPO — Lokale Urbane Partnerskaber Omstillingsformidling) as title for a new team in the department early this year. As there is no “silo” for new developmental work in this field, you have to create it! This initiative had not lead to any outcome yet, but it is my hope, that this work can contribute to further considerations and partnerships in the Department for Sustainable Development and other partners in Copenhagen.
Partnerships become the most resilient alternative. In view of the history of Træstubben, I proposed one important condition for partnerships: they should at least cover a period for three to five years. With short time event- or project-based partnerships, we would not have been able to achieve the profile and outcome presented in this publication.
“A growing body within the scientific community suggests that issues need to be understood and engaged via transdisciplinary perspectives across multiple institutions involving multiple actors. Yet, the reality is that mono-disciplinarity and mono-sectoral practice and governance activities remain dominant. In order to transform for the sustainability turn or transition, people everywhere will need to learn how to cross disciplinary boundaries, expand epistemological horizons, transgress stubborn research and education routines and hegemonic powers, and transcend mono-cultural practices in order to create new forms of human activity and new social systems that are more sustainable and socially just.”
(Heila Lotz-Sisitka, Arjen Wals, David Kronlid and Dylan McGarry, 2015)
Beside the economic cooperation, good partnerships have a spreading effect of the work and are enriched by cross-sectional and interdisciplinary work.
This text was the main paper in this publication. You can find more materials and descriptions about specific projects back on the front page of the publication.
Further down I listed relevant literature and links, the organisations we collaborate with and notes about the author.
Thanks to all the children that teach me and in particular my family, that supported me to elaborate this paper.
Literature / links :
Booklet: The New Nordic Education for Sustainability, 2016.
Candela Vargas Poveda, Thesis on Forest Gardens and Permaculture, 2016.
Dutch Research Institute for Transitions
Global Goals Curriculum Konferenz 2016
Graugaard, Jeppe, 2014. Transforming sustainabilities: grassroots narratives in an age of transition. An ethnography of the dark mountain project.
Gunilla Bergstrøm, Hvor lang når Alfons, 2002
Jakob Jespersen. Fremsynet Folkeskole — et dannelsesideal for det 21- århundrede, 2015.
Jeremy Rifkin. The Zero Marginal Cost Society, 2014.’
Julio E. Pérez Díaz. Selvas de Comida en la Ciudad, 2016.
Maker City — a practical guide for reinventing our cities.
Margret Rasfeld, Peter Spiegel. EduAction, 2012.
Naturvejledning i det 21. århundrede, Handlingsplan, 2005
Rakesh. Proverbs and basics in Permaculture in many languages.
Story of Stuff, Movement.
Sterling, Steven, 2010. Transformative learning and sustainability: Sketching the conceptual ground.
„Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction“, 2015, by Heila Lotz-Sisitka, Arjen Wals, David Kronlid and Dylan McGarry,
Transition Project Bank in DK, Vores Omstilling
Træstubben Report of the year /Årsrapport 2015.
Collaboration with local organisations:
Apostelkirken / ByBi / Byhøst / Climate Leave / Empty Office Day CPH / Flydende By / GuldminenKBH / Go Green CPH / Intugreen / Kenneth Balfelt / Kompostbudene / Københavns Skolehaver / Lokal Valuta KBH / LØS Market / Miljøpunkt Nørrebro / Naboskabet / Naturplanteskolen / Permakultur DK / Praktisk Økologi / Settlementet / Supertanker / Sydhavnscompagniet / TagTomat / Thomas Dambo Remake / Vesterbro Lokaludvalg / Østergro /
Photos: Felix Becker
Felix Becker, born 1965, MA Edu. Psychology & Rhythmics.
Since 2008 Urban Environmental & Nature Ranger, Copenhagen Vesterbro: ”Træstubben, nature — & environment workshop”. Student counsellor in the nature interpreter education. Working with local urban partnerships concerning education for Transition.
Throughout my work I combine artistic approaches, creative methods, and engagement in sustainable grass root movements to achieve social and spatial innovation and local sustainable living environments. Thus working in the field of refugee camps, ecological building and farming, theater and Nouveau Cirque groups, dense social living hoods at Nørrebro, engaging in political laboratories, among others.
