Education for ecological democracy

Peters, Michael A.

doi:10.1080/00131857.2017.1339408

Cited by 6 publications

(3 citation statements)

References 16 publications

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“…And we must also place education and educational leadership at the center of a model for a bio-based economy developing a more flexible educational framework that might facilitate interdisciplinary combinations based on holistic and ecological curricula in order to promote and guide society toward sustainability and bio-innovation. This notion of ecological democracy, what I call 'education for ecological democracy' (Peters, 2017), stands for grassroots participation and the search for sustainable alternatives to the dominant economic model that is more equitable and in line with goals of direct democracy aimed at the active preservation of bio-diversity and cultural diversity, anchored in the bioregional and global economies, with resilience and human well-being at its core. Education for Ecological Democracy is based an alternative democratic model that strives to educate students about the norms and peters values of democracy-in-action and eventually incorporate them as interested citizens into environmental decision-making and collective action.…”

Section: 3mentioning

confidence: 99%

Who Leads, Who Follows? Critical Review of the Field of Leadership Studies

Peters

2023

Beijing Int. Rev. Educ.

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This article surveys the field of leadership studies from its inception as ‘Great Man’ historical analysis strongly influenced by Thomas Carlyle and by Max Weber’s classic work on the concept of charisma in his theorizing of ‘authority’ within the modern bureaucratic state. Both approaches require careful deconstruction. The Weberian approach is still of relevance to the consideration of underlying political theories of leadership. The article surveys and reviews the formation of the field by reference to trait studies and leadership development and education before mentioning ‘School Leadership For Social Justice, Equity and Diversity’. The next section of the paper focuses on the contemporary paradigm of transformational leadership and the attendant notion of ‘the policy context’ of New Public Management and the Creative Economy as the defining context for creative leadership. The next two sections introduce the feminist critique of leadership studies and what has become known as ‘critical leadership studies’. Finally, the paper considers leadership in the twenty-first century by reference to three moments: (i) multipolarity and the production of global public goods; (ii) the biodigital future; and, (iii) the ecological-systems model of leadership. A brief postscript considers crisis leadership for post-apocalyptic survival.

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Section: 3mentioning

confidence: 99%

Who Leads, Who Follows? Critical Review of the Field of Leadership Studies

Peters

2023

Beijing Int. Rev. Educ.

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“…Ecological politics, viewed from the standpoint of socialism as regards to interconnected diversity, should be grounded in participatory democratic processes and puts equity, universalism, and pluralism at its core (Hollo, 2018a;Niemeyer, 2020). Several deeper participatory models have been proposed, such as proactive local planning, participatory budgeting, institutionalized citizens' assemblies, citizen-run sharing and repairing spaces, and cooperatives (Hollo, 2018b;Peters, 2017). In smart urbanisation development, one of the emphases is on citizen centricity which promotes participatory democracy and citizenship; it is this aspect that has gradually gained the attention of scholars (Berntzen et al, 2016;Cardullo & Kitchin, 2018;Castelnovo et al, 2015;Lee & Lee, 2014;Lim et al, 2018).…”

Section: Journal Of Sustainabilitymentioning

confidence: 99%

Sdgs, Smart Urbanisation and Politics: Stakeholder Partnerships and Environmental Cases in Malaysia

Lim¹,

Malek²,

Hussain³

et al. 2021

JSSM

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Consequent to the declaration of achieving the sustainable development goals (SDGs) by United Nations in 2016, most of the countries with capitalist politics have chosen to adopt "smart urbanisation" as a tool to help them gear up for national development. However, research shows that most countries, including Malaysia, are not on the right track. Thus, this research paper aims to examine the alternative political policies besides that of a capitalist/liberal democracy, such as ecological democracy, that the Malaysian smart urbanisation movement should follow to achieve the SDGs. This study applied the method of case study analysis in examining empirical examples related to stakeholder partnerships and environmental cases in smart urbanisation in Malaysia. This paper argues that achieving the SDGs with the current capitalist hegemony poses a significant challenge to countries. However, with environmental ethics in mind, it is possible to achieve the SDGs with the trust granted by the government in the form of participatory politics. The SDGs also need to be overhauled and rewritten under the realm of ecological democracy. The implications of the findings include creating a call for support for an emerging ecological democracy that is particularly compatible with the SDGs as well as embedded in the natural environment, social and economic developments.

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“…Ecological Democracy is a three-credit applied course where students contribute to ongoing community-university partnerships focused on actualizing the knowledge of historically underserved communities in local socio-environmental planning practice. The course title is a reference to the literature describing the value of designing through local knowledge through this theoretical lens (Hester 2010;Peters 2017;Spirn 2016). Student learning objectives include 1.…”

Section: Teaching Through Collaborative Actionmentioning

confidence: 99%

Disorientation as a Learning Objective: Applying Transformational Learning Theory in Participatory Action Pedagogy

Wilson

2020

Journal of Planning Education and Research

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As the field of planning stretches toward redressing the injustices of past land use patterns through reparative practices, student learning needs to include socio-emotional, as well as technical and intellectual, skill-building. Pedagogy should increase the planner’s ability to recognize systems of oppression and center lived expertise in decision-making processes. Transformational learning theory considers the mechanisms through which place-based learning expands student worldviews through exposure to other ways of knowing. Reflecting on a participatory action course through the analytical lens of transformational learning theory, this paper considers the pedagogical and ethical challenges and opportunities for planning education through collaborative action.

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Education for ecological democracy

Cited by 6 publications

References 16 publications

Who Leads, Who Follows? Critical Review of the Field of Leadership Studies

Who Leads, Who Follows? Critical Review of the Field of Leadership Studies

Sdgs, Smart Urbanisation and Politics: Stakeholder Partnerships and Environmental Cases in Malaysia

Disorientation as a Learning Objective: Applying Transformational Learning Theory in Participatory Action Pedagogy

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