- Title
- Situated learning in relation to human conduct and social-ecological change
- Creator
- O’Donoghue, R
- Subject
- To be catalogued
- Date Issued
- 2017
- Date
- 2017
- Type
- text
- Type
- book chapter
- Identifier
- http://hdl.handle.net/10962/436278
- Identifier
- vital:73254
- Identifier
- ISBN 978-3-319-45989-9
- Identifier
- https://doi.org/10.1007/978-3-319-45989-9_2
- Description
- This chapter traces how education has developed to provide orientation in a modern world that is characterised by emerging risk. It examines how ESD initially developed as a modernist process to enable social reorientation and has been centred on problem-solving engagement in relation to issues and risk. The intractable complexity of most social-ecological problems has meant that change-orientated and transformative imagi-naries arising in learning are not easily realised in tangible change to resolve the problems at hand. The chapter thus poses the question, “Is ESD as situated learning with trans-gressive social-ecological reorientation possible?” To address this question, the study reviews ESD as a reflexive social process in modernity and tracks some of the expansive trajectories in the developing field over the last 10 years of the UN Decade of Education for Sustainable Development in Southern Africa.
- Format
- 13 pages
- Format
- Publisher
- Springer
- Language
- English
- Relation
- O’Donoghue, R., 2017. Situated learning in relation to human conduct and social-ecological change. Schooling for Sustainable Development in Africa, pp.25-38
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the SpringerLink Terms of Use Statement ( https://link.springer.com/termsandconditions)
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O'Donoghue, Rob B (Prof)
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