- Title
- Situated learning in relation to human conduct and social-ecological change
- Creator
- O'Donoghue, Rob B
- Subject
- To be catalogued
- Date Issued
- 2017
- Date
- 2017
- Type
- text
- Type
- book chapter
- Identifier
- http://hdl.handle.net/10962/437513
- Identifier
- vital:73390
- Identifier
- ISBN 978-3-319-45989
- 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 pro-cess in modernity and tracks some of the expansive trajecto-ries in the developing field over the last 10 years of the UN Decade of Education for Sustainable Development in South-ern 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 Springer Terms of Use Statement ( https://link.springer.com/termsandconditions)
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