Unlearning in sustainability transitions: Insight from two Dutch community-supported agriculture farms

The importance of double-loop learning and associated unlearning for sustainability transitions is increasingly recognised; however, a clear conceptualisation empirical focus on lacking. This paper combines conceptualisations in organisation, business management theory (‘organizational unlearning’) with postcolonial feminist approaches to teaching education (‘pedagogical provide richer understanding transitions. Empirical evidence was obtained through qualitative documentation the conversion solidarity payment two Dutch community-supported agriculture (CSA) farms. Solidarity increases access CSA low-income members fosters farmers secure fairer income. Our results indicate generative function during processes change as well strategic pedagogical relevance this specific case. We conclude added value an approach that equipped capturing entangled learning.