From an essential being to an actor’s becoming: political ecology transformational learning experiences in adult education

Aedo, María Paz; Peredo, Santiago; Schaeffer, Colombina

doi:10.1080/13504622.2017.1408057

Cited by 11 publications

(10 citation statements)

References 13 publications

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“…This view is central to review the concept of an actor that has been put at the basis of political ecology: it is not then an essential, rational, and conscious subject that negotiates or affects the reality of another equivalent actor, and that influences a transcendent third party, nature. The transformative power of the actor, expressed in socio-ecological activism, seems to be based on deep intuitive and emotional processes [49]. In the perspective of inheritance, the actor moves and inhabits the world in reciprocal influence, generating networks in the encounter and convergence with the movement of other actors.…”

Section: Certification In Political Ecology: Changes In Reference Fra...mentioning

confidence: 99%

“…In the perspective of inheritance, the actor moves and inhabits the world in reciprocal influence, generating networks in the encounter and convergence with the movement of other actors. This journey involves, inseparably, our rationality, corporeality, cosmology, and emotionality [49]. These elements take central stage in the formative itinerary, where it is the values and attitudes that motivate the students, recreating and influencing all the interactions of the network [50].…”

Section: Certification In Political Ecology: Changes In Reference Fra...mentioning

confidence: 99%

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Responding to the Popular Demand: Itinerary for the Socio-Political Learning of Situated Agroecologies in Chile

2022

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Agroecology has proven to be successful in responding to the demands and needs of a collective due to the relevance of its approach and proposals, which are built collaboratively between all the actors under a specific context that focuses on the actions developed. This is facilitated when spaces of horizontal interaction are generated through dialogues between different perspectives and experiences. In this perspective, agroecological training in higher education, i.e., university level, requires structural changes that go beyond the incorporation of technical content. Based on a critical documentary analysis of the records generated in the implementation of teaching innovation projects, the learning itinerary in agroecology is presented, consisting of four certifications based on transformational learning and supported by active methodologies. The potentialities, including marketing potential, of the proposed learning itinerary relate to curricular design, the articulation of the itinerary, the suitability of the learning methodologies used, the performance of the teachers, and the participation of the students. It is concluded that the implementation of flexible itineraries allows for addressing the transformation processes necessary for an agroecological transition in which we see a convergence of students’ skills, the learning objectives, and the requirements of the various actors with which they interact.

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Section: Certification In Political Ecology: Changes In Reference Fra...mentioning

confidence: 99%

Section: Certification In Political Ecology: Changes In Reference Fra...mentioning

confidence: 99%

Responding to the Popular Demand: Itinerary for the Socio-Political Learning of Situated Agroecologies in Chile

2022

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“…According to Mezirow (2009) ‘transformation’ is born of ‘disorienting dilemmas’ that invite critical thinking about underlying assumptions and beliefs about the world 14 . Discussion ensued among transformational education theorists over the relative weight of the inner world of subjectivity and the outer world of crisis‐induced change, but they generally agreed on the goal of ‘fostering enhanced awareness and consciousness of one's being in the world’ (Dirkx, Mezirow and Cranton, 2006; for direct application to ESE, see Kovan and Dirkx, 2003; Aedo, Peredo and Schaeffer, 2019).…”

Section: Surveying the Eclectic Theoretical And Philosophical Terraimentioning

confidence: 99%

Problematising ‘Transformative’ Environmental Education in a Climate Crisis

Stickney¹,

Skilbeck²

2020

Journal of Philosophy of Education

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The Editor's Introduction sets the stage for this Special Issue with calls for action in light of the climate crisis and other environmental problems sweeping our planet. It then offers a brief overview of the topics our contributors address, and in some cases the philosophical sources they brought into this conversation. It then surveys the background literature on 'transformative' environmental education, the topic being problematised and developed by our contributors. This review of the literature reveals a wide range of interpretations, but also shows some productive hybrids in terms of transformation and transgression: seen as opportunities for effecting the changes in attitude, values and behaviours we need for our collective survival. Questions of efficacy are briefly discussed, although it was not the purpose of this Special Issue to decide which are the most effective eco-pedagogies. In closing, we remark on the need for foresight in educational planning and policy, as in government generally, to address the magnitude of problems threatening all life on this planet.

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“…The impact of cumulative contact with pesticide and chemical fertilizers on health goes deep to the genetic level (Valdés & Godoy, 2017 More towards the south, the forestry industry, also export-oriented, sweeps with ecosystems and communities in a territory marked by the presence of Mapuche communities. The Mapuche cosmology, like that of other indigenous people of America, understands the world as an entanglement of human, non-human and morethan-human agents (Marimán et Al., 2006;Ñanculef, 2016) in a perspective that resonates with the affectiveand post-humanist turn (Rosiek et Al., 2019;Aedo et Al., 2017). Therefore, the destruction of water, soil and other living species due to the wide and homogeneous plantations of two exotic species (pine and eucalyptus) affects their territories, not just their "resources".…”

Section: Unlivable Territoriesmentioning

confidence: 99%

“…And so on. The experience of multiplicity and resonance allowed each participant to know herself as part of a non-unitary and non-homogenous network, and conceive their political practice as an event not reducible to planning, individual will, or utopia (Aedo et Al., 2017). This process offered to each participant to move from the learned insufficiency to the acknowledgement of dignity as inherent to their existence; not subjected to good behaviours.…”

Section: Mapping Exercises Class August 2016mentioning

confidence: 99%

Affects, activisms and resistances facing the impacts of Capitaloceno: an embodied learning experience in Chile

Aedo¹,

Cabaña²

2020

Matter (Barc.)

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The planetary transformations of Capitalocene affect us in multiple and heterogeneous forms. In this context, activisms emerging as embodied, experiential and situated manifestations of affectation. This article is an exploration of the activisms and resistances against impacts that Capitalocene -specifically, the extractivism- has had in Chilean society, from the perspective and experience of our own trajectories as global south academics and activists, committed to the entanglements that emerge constantly in the face of the impacts. Our work refers to the affects and resistances that we as authors have had the chance to experience in spaces of training and companionship of activists who resist in territories affected by the mining, agro-export and energy industry; and those who studied the Diploma in Social Ecology and Political Ecology from the Group of Agroecology and the Environment at the University of Santiago, offered between 2013 and 2017. Based on these experiences, we argue that the "affective turn" offers an indispensable perspective about hegemony, resistances and political changes in the current crisis.

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From an essential being to an actor’s becoming: political ecology transformational learning experiences in adult education

Cited by 11 publications

References 13 publications

Responding to the Popular Demand: Itinerary for the Socio-Political Learning of Situated Agroecologies in Chile

Responding to the Popular Demand: Itinerary for the Socio-Political Learning of Situated Agroecologies in Chile

Problematising ‘Transformative’ Environmental Education in a Climate Crisis

Affects, activisms and resistances facing the impacts of Capitaloceno: an embodied learning experience in Chile

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