Participation, situated culture, and practical reason
- Lotz-Sisitka, Heila, O'Donoghue, Rob B
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437436 , vital:73378 , ISBN 978-1-4020-6415-9 , https://link.springer.com/chapter/10.1007/978-1-4020-6416-6_7
- Description: This chapter examines the emergence of participatory education as both a central feature and a terrain of ambivalence within the develop-ing landscape of environmental education in South Africa. From its roots in nature experience activities through to more socially critical forms of environmental education, participatory imperatives in this area have yet to address sufficiently the conceptual and practical challenges inherent in pedagogies of participation. We argue that more recent de-velopments reveal similar anomalies, such that participatory education in South Africa has now become an idealised and techniqued logic of practice.
- Full Text:
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437436 , vital:73378 , ISBN 978-1-4020-6415-9 , https://link.springer.com/chapter/10.1007/978-1-4020-6416-6_7
- Description: This chapter examines the emergence of participatory education as both a central feature and a terrain of ambivalence within the develop-ing landscape of environmental education in South Africa. From its roots in nature experience activities through to more socially critical forms of environmental education, participatory imperatives in this area have yet to address sufficiently the conceptual and practical challenges inherent in pedagogies of participation. We argue that more recent de-velopments reveal similar anomalies, such that participatory education in South Africa has now become an idealised and techniqued logic of practice.
- Full Text:
Exploring learning interactions arising in school-incommunity contexts of socio-ecological risk
- O'Donoghue, Rob B, Lotz-Sisitka, Heila, Asafo-Adjei, Robert, Kota, Lutho, Hanisi, Nosipho
- Authors: O'Donoghue, Rob B , Lotz-Sisitka, Heila , Asafo-Adjei, Robert , Kota, Lutho , Hanisi, Nosipho
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437501 , vital:73389 , ISBN 978-90-8686-031-9 , https://brill.com/edcollbook-oa/title/68793?rskey=Y3i6Wfandresult=1
- Description: Today, few educators would dispute that learning arises in diverse so-cio-cultural contexts of meaning-making interaction. As such, learning can strengthen social relationships across school and community and has the potential to develop as reflexive praxis in response to environ-ment and health risks in a local context. These processes of ‘social learning’have recently appeared as a new ‘category’for thinking about human meaning-making interactions. It is difficult to conceive of any human learning interactions that are not social processes of engaged meaning making either by learners as social agents in context or from the point of view of what is learned relating to social life in a world of in-terdependent living-things. Given the complexity of contemporary sus-tainability questions and an arising ambivalence in modernist notions of knowledge transfer, we note how educators are usefully using this somewhat ambivalent category for probing socio-cultural perspectives on how we see and approach learning interactions for environment and sustainability education. In foregrounding a critical perspective, we sig-nal a cautious approach to a popularising of the term ‘social learning’as a ‘renaming’that provides a more coherent perspective for research and reflection on social processes of meaning making and change.
- Full Text:
- Authors: O'Donoghue, Rob B , Lotz-Sisitka, Heila , Asafo-Adjei, Robert , Kota, Lutho , Hanisi, Nosipho
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437501 , vital:73389 , ISBN 978-90-8686-031-9 , https://brill.com/edcollbook-oa/title/68793?rskey=Y3i6Wfandresult=1
- Description: Today, few educators would dispute that learning arises in diverse so-cio-cultural contexts of meaning-making interaction. As such, learning can strengthen social relationships across school and community and has the potential to develop as reflexive praxis in response to environ-ment and health risks in a local context. These processes of ‘social learning’have recently appeared as a new ‘category’for thinking about human meaning-making interactions. It is difficult to conceive of any human learning interactions that are not social processes of engaged meaning making either by learners as social agents in context or from the point of view of what is learned relating to social life in a world of in-terdependent living-things. Given the complexity of contemporary sus-tainability questions and an arising ambivalence in modernist notions of knowledge transfer, we note how educators are usefully using this somewhat ambivalent category for probing socio-cultural perspectives on how we see and approach learning interactions for environment and sustainability education. In foregrounding a critical perspective, we sig-nal a cautious approach to a popularising of the term ‘social learning’as a ‘renaming’that provides a more coherent perspective for research and reflection on social processes of meaning making and change.
- Full Text:
- «
- ‹
- 1
- ›
- »