Journal of Environmental Education pages:(submitted)
Contemporary environmental education is facing a paradox between, on the one hand, concerns about the sense of urgency surrounding current ecological problems and, on the other hand, the acknowledgement that these far-reaching and contested issues require a pluralistic and participatory approach to education. In this article we analyse how the Transition Towns movement in Flanders struggles with this paradox. The insights of Bruno Latour and Noortje Marres informed our analysis. Connecting these insights to four metaphors for learning allowed us to articulate the educational dynamics involved in dealing with the delicate balance between concerns for sustainability and for pluralism and participation. We argue that the metaphor of education as a response to sustainability issues has the potential to reveal an educational practice that goes to the core of this paradox without the ambition to solve the tension inherent in it.