Ecological education and action research: A transformative blend for formal and nonformal educators

Duenkel, Nicky; Pratt, Judy

doi:10.1177/1476750313477156

Cited by 7 publications

(9 citation statements)

References 11 publications

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“…These analytical themes were very instrumental in guiding the inner action cycles of PAR in all the co-participants' actions of integration of IK into the classroom as well as implementing of place-based education in their education system. As such, these themes are relevant to the study in that they highlight the primary aim of placebased education which is making permeable the barriers between school and community, thereby making school relevant to the community (Duenkel & Pratt, 2013;Smith & Sobel, 2010). As the plans of the co-researchers in this project evolved, it became evident that these themes clearly highlighted the pattern of the PAR actions as well as the analysis of the data in this project.…”

Section: Discussionmentioning

confidence: 91%

“…These themes are relevant to the study in that they highlight the primary aim of placebased education which is making permeable the barriers between school and community, thereby making school relevant to her community (Duenkel & Pratt, 2013;Smith & Sobel, 2010). In addition, as the plans of the co-researchers in this project evolved, it became evident that these themes clearly highlighted the pattern of the actions in our project.…”

Section: Acting and Observingmentioning

confidence: 88%

“…I was prepared to be flexible when things did not go according to plan which often occurs in PAR (Duenkel & Pratt, 2013), thus I was equipped with a plan B. As a result, I was prepared for the surprise that I would not be working collaboratively with the local university to meet and select my participants as had been earlier planned.…”

Section: The Uneven Terrainmentioning

confidence: 99%

“…Both the participant teachers and elder/s participated in these group interviews and subsequent reflections. These group discussions also presented us with opportunities to further strengthen the teachers, elders and researcher relationships (Duenkel & Pratt, 2013). This is significant as the elders had a unique opportunity to listen to what the teachers thought about the project and about working with them (i.e.…”

Section: Group Reflections About Excursions Through Group Interviewmentioning

confidence: 99%

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Intersections of Indigenous Knowledge and Place Based Education: Possibilities for New Visions of Sustainability Education in Uganda

Kezabu

2018

Structuring the Thesis

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This thesis contains no material which has been accepted for a degree or diploma by the University or any other institution, except by way of background information and duly acknowledged in the thesis, and to the best of my knowledge and belief it contains no material previously published or written by another person except where due acknowledgement is made in the text or the thesis, nor does the thesis contain any material that infringes copyright.

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Section: Discussionmentioning

confidence: 91%

Section: Acting and Observingmentioning

confidence: 88%

Section: The Uneven Terrainmentioning

confidence: 99%

Section: Group Reflections About Excursions Through Group Interviewmentioning

confidence: 99%

See 2 more Smart Citations

Intersections of Indigenous Knowledge and Place Based Education: Possibilities for New Visions of Sustainability Education in Uganda

Kezabu

2018

Structuring the Thesis

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“…The action research approach and the course subject, environmental citizenship, share the same worldview. Likewise, action research perceives the acting individual as part of the socialecological system (Duenkel and Pratt, 2013;Gutiérrez-Pérez and Poza-Vilches, 2011) and the understanding that any actionbehavioral change, or change in the individual's selfperceptionaffects others in the social situation and ecosystem in which they both exist. Therefore, any individual can make a difference in a system in which they are active (Burns and Worsley, 2015).…”

Section: Research Approachmentioning

confidence: 99%

Nurturing environmental citizenship by mapping the field of action

Avriel-Avni

Gan

2019

IJSHE

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Purpose Students' simplistic observations and uninspired solutions for social-ecological dilemmas were the motivation for this study. The purpose of this paper is to foster systemic thinking in students and study the role of the lecturers. Design/methodology/approach The research was designed as a self-study action-research (AR), which was carried out by the lecturers of an environmental citizenship course in a teachers' college. The paper describes three AR circuits, expressed in three stages of field mapping by students: group mapping at the beginning of the course, initial individual field mapping and field mapping prior to action design. Findings Analyzing the maps after each stage allowed for design modifications. The findings indicate that field mapping helped students better understand the complexity of a social-ecological system and their role within it. Lecturers were required to maintain a delicate balance between teaching and supporting the students' first-hand experience as environmental citizens. Research limitations/implications The study's conclusions are based on a case study and are therefore presented dialectically rather than as global generalizations. Practical implications Mapping the field of action can serve as a powerful tool in fostering a system approach to environmental citizenship in many educational settings. Originality/value The paper presents the use of Kurt Lewin's field theory for environmental education and for fostering environmental citizenship based on systemic and ecological thinking. The diversity of students' conceptualizations of the complexity of a social-ecological system, as revealed in this study, calls for further research of field-mapping as a teaching method.

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Literature review on the use of action research in higher education

Gibbs

Cartney

Wilkinson

et al. 2016

Educational Action Research

113

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This literature review considers the use of action research in higher education. It specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both these core features of higher education, action research has proved to be a central approach to the investigation, reflection and improvement of practice. Each of these main foci includes a discussion of the limitations of the literature. The review illustrates the extent and range of uses to have benefited from an action research approach.Keywords: higher education; action research, literature review; reflective practice 2 Literature Review on the Use of Action Research in Higher EducationThe centrality of students as fee paying customerts, besides based on the value of their fees, has focused UK Government policy in the higher education sector on the importance of the quality of teaching and rates of retention. On 1 July 2015, Jo Johnson, UK Minster for Higher Education, confirmed the second of his party's election pledges concerning teaching in higher education: secondly, delivering a teaching excellence framework that creates incentives for universities to devote as much attention to the quality of teaching as fee-paying students and prospective employers have a right to expect. (Johnson 2015) The justification for such a scheme is as follows:to meet students' high expectations of their university years and to deliver the skills our economy needs, we need a renewed focus on teaching. (ibid.)A process was put in motion that seeks to enact changes to put teaching at the heart of higher education policy. The extrinsic value of teaching, or its value for money, is thus established as a metric of the level of skill, inferred from its calculative value: as a professional activity -as a vocation -higher education is undermined. Whether this exposes the essence of higher education provision is contentious, but the rebalance of emphasis from research to teaching in our mass participation higher education system clearly has intrinsic merit, and certainly possesses political leverage. Amid the development of lecturers' capability to teach and facilitate learning is the enhancement of pedagogical practice through reflection and research into practice (Gibbs, Angelides and Michaelides 2004). In this context, the importance of action research (AR) as a method of revelation, instruction and improvement, and as the realisation of technical skill and facilitation of learning, is hard to overemphasise. Informed practice removes the consumeristic notion of lecturers as emotional labourers, intent on satisfying students' consumerist desires, and balances the edifying mission of higher education institutions. This literature review is undertaken to contribute to this aim. It attempts to reflect AR from a number of perspectives and to consider its implications and limitations in regard to generating the...

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Ecological education and action research: A transformative blend for formal and nonformal educators

Cited by 7 publications

References 11 publications

Intersections of Indigenous Knowledge and Place Based Education: Possibilities for New Visions of Sustainability Education in Uganda

Intersections of Indigenous Knowledge and Place Based Education: Possibilities for New Visions of Sustainability Education in Uganda

Nurturing environmental citizenship by mapping the field of action

Literature review on the use of action research in higher education

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