Educational Action Research to Generate Ecological Wisdom of Insight for Inclusion and Sustainability

Gedžūne, Inga; Gedžūne, Ginta; Skrinda, Astrida; Mičule, Ilona

doi:10.2478/v10230-011-0001-7

Cited by 4 publications

(2 citation statements)

References 37 publications

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“…In addition to the questions on deep ecology, the study also explored the extent to which the cross-curriculum priority of 'sustainability' in the Australian Curriculum was adopted by each school. There were also questions relating to ecological wisdom (Gedzune, Gedzune, Skrinda, & Micule, 2011;Mickey, 2016), to look for higher order thinking in club students, and the topic of environmental stewardship (Alexander, 2011) was raised in the interview with the coordinator at Waa (Brad). A summary of the questions is shown in Table 2.…”

Section: Nature Of the Interview Questionsmentioning

confidence: 99%

The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools: Teachers as exemplars of environmental education

Smith

2020

Aust. J. environ. educ.

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This study of Naessian ecocentrism and anthropocentrism in three environment club coordinators/science teachers, their colleagues and some parents at three secondary schools uses deep ecology and relational fields as primary frameworks for open-ended interviews. The findings reveal new insights into the affective, cognitive and behavioural characteristics of coordinators who enhance environmental education in their schools. The work presents preliminary data on leadership among sustainability coordinators who run environment clubs. It fills a gap in the literature by showing that in addition to environmental educators requiring knowledge and attitudes regarding sustainability practices, affective qualities like connectedness and love for the environment may be important to their success as sustainability exemplars. Teachers emerge as sustainability exemplars in a relational field to implement sustainability across the secondary curriculum, galvanise students, teachers and parents to connect to the Earth, and help students, teachers and parents move away from anthropocentrism. Findings suggest that if schools commit resources and time to the coordinator’s role, students experience significant benefits by becoming closer to the Earth and more empowered to act for the environment in ways consistent with deep ecology.

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Section: Nature Of the Interview Questionsmentioning

confidence: 99%

The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools: Teachers as exemplars of environmental education

Smith

2020

Aust. J. environ. educ.

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“…The sustainable character of transcultural adult education becomes obvious in the context of ecological identity, when adults learn about their integration into their lifeworld in a cognitive, affective, axiological and conative way (Ged˛˚ne et al, 2011;Iliko, 2016) As educational discourses since 1918 demonstrate, teacher training can also draw benefit from such holistic approach (Badjanova & Iliko, 2015), particularly, when confronted with the challenges of inclusion and integration (Brunold, 2018).…”

Section: The Transcultural Subjectmentioning

confidence: 99%

Transforming Paradigms of Sustainable Transcultural Adult Education

Franzenburg

2020

Discourse and Communication for Sustainable Education

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AbstractTranscultural adult education combines different cultures by emphasizing different generations, milieus, and interests, and, thus, facilitates a sustainable, integrated, ethical and programmatic framework for the future, following the global and European educational agenda (UNESCO, GRUNDVIG). In this regard, biographical learning offers, as a particular transcultural coping strategy, opportunities for transformation, remembrance and experiences. The study, therefore, focuses on such kinds of adult education as a core element, particularly of transcultural adult education, which facilitates interpreting meanings within social interactions. It also facilitates in the confrontation with a plural environment according to the situation, whereby past, present and future form a dynamic unity through the direct interest in the opposite.

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Action Research for Education for Sustainable Development in Teacher Education: Research and Learning Environment at Daugavpils University

Gedžūne

2013

School and Community Interactions

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Educational Action Research to Generate Ecological Wisdom of Insight for Inclusion and Sustainability

Abstract: Abstract

Cited by 4 publications

References 37 publications

The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools: Teachers as exemplars of environmental education

The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools: Teachers as exemplars of environmental education

Transforming Paradigms of Sustainable Transcultural Adult Education

Action Research for Education for Sustainable Development in Teacher Education: Research and Learning Environment at Daugavpils University

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