Developing an ecological capability and functionings for African and global higher education

In the face of climate injustice and centuries of ecological degradation affecting the most vulnerable globally, there is a growing need to reimagine the role of higher education in fostering alternative visions of integrated social and ecological wellbeing, and in developing ways of knowing, teaching, and researching to re-imagine higher education contributions in fostering a wellbeing, relational ethics for a living planet.  To this end, and drawing on the capability approach, a framework for harmonious ‘wellbeing’ flourishing of planet and people as the evaluative space is outlined, connecting and generatively aligning a ‘kaleidoscope’ of three conceptual approaches.  The umbrella idea is the fostering of equitable wellbeing and flourishing living based in Sen’s and Nussbaum’s respective capability/capabilities approach.  The basic conceptual architecture of the capability approach is outlined making the case for the formation of a relational ecological capability and corresponding transformative learning, as well as for attention to evaluating institutions.  Sen and Nussbaum’s relational, freedoms centred anthropology, which we might understand as recognizing the relational value of nature for human flourishing, further addresses the criticism that the approach is only human-centred and individualistic. On the other hand, the capability approach does not pay adequate attention to power, colonial histories or cobeing so that I necessarily expand the approach by drawing on African knowledges.  Firstly, Achille Mbembe’s planetary habitability requires sharing, caring for and repairing the earth and attends to our relationships with non-human beings and to the spiritual. His ecological approach is integrated with an African environmental ethics  with particular focus on the southern Africa moral philosophy of ubuntu. Finally, drawing across these intersectional frames, an ecological capability is roughly sketched for further development and public debate, and something is briefly said regarding what higher education is and does, as well as what it is for, by foregrounding knowledge, pedagogical processes and learning aimed at harmonious flourishing.