Planetary Urgency, Researcher Reflexivity and ESE Research: Questions Arising from an Initial Exploration of Goethean-inspired Phenomenology
- Authors: Olvitt, Lausanne L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437541 , vital:73392 , ISBN
- Description: Many of the theoretical and methodological frameworks that are currently influential in Environment and Sustainability Education (ESE) research in South Africa foreground interventionist research, activism, causal explanation, critique, social-ecological transformation and decoloniality. These frameworks guide ESE researchers to design, implement and report on research in particular ways, hence influencing how social-ecological phenomena, learning and social change are understood and enacted. In this essay, I present some exploratory perspectives on the relevance and potential contribution of phenomenological approaches to ESE research, especially Goethean inspired observation.
- Full Text:
- Date Issued: 2022
- Authors: Olvitt, Lausanne L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437541 , vital:73392 , ISBN
- Description: Many of the theoretical and methodological frameworks that are currently influential in Environment and Sustainability Education (ESE) research in South Africa foreground interventionist research, activism, causal explanation, critique, social-ecological transformation and decoloniality. These frameworks guide ESE researchers to design, implement and report on research in particular ways, hence influencing how social-ecological phenomena, learning and social change are understood and enacted. In this essay, I present some exploratory perspectives on the relevance and potential contribution of phenomenological approaches to ESE research, especially Goethean inspired observation.
- Full Text:
- Date Issued: 2022
The (Slow) Urgency of Socio-cological Justice in ESE–Listening to Children in Marginalized Positions in ESE
- Jørgensen, Nanna J, James, Anna
- Authors: Jørgensen, Nanna J , James, Anna
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437526 , vital:73391 , ISBN
- Description: As a contribution to discussions about how ESE research respond to increasing urgency and climate emergencies, this essay discusses the relation between education and the pursuit of societal transformation with a view to questions of socio-ecological justice. Our research interest centers on young children’s participation and voice, on the inequalities which constitute barriers to this participation, and on the potentials of a more fine-tuned pedagogy which listens to children’s voices and their relations with the non-human environment in our research practices. This listening is a radical process of unlearning and rethinking ‘urgency’. The essay is based on an ongoing dialogue about how research on sustainability education might respond to the voices of children in marginalized positions across two very different geographical and socio-cultural settings–the Danish welfare state and post-apartheid South Africa (see James and Jørgensen, forthcoming). Here we draw attention to the dangers of assumptions underlying urgency (dualism and instrumentalism) and the voices of young children in research as a practice that resists these dangers.
- Full Text:
- Date Issued: 2022
- Authors: Jørgensen, Nanna J , James, Anna
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437526 , vital:73391 , ISBN
- Description: As a contribution to discussions about how ESE research respond to increasing urgency and climate emergencies, this essay discusses the relation between education and the pursuit of societal transformation with a view to questions of socio-ecological justice. Our research interest centers on young children’s participation and voice, on the inequalities which constitute barriers to this participation, and on the potentials of a more fine-tuned pedagogy which listens to children’s voices and their relations with the non-human environment in our research practices. This listening is a radical process of unlearning and rethinking ‘urgency’. The essay is based on an ongoing dialogue about how research on sustainability education might respond to the voices of children in marginalized positions across two very different geographical and socio-cultural settings–the Danish welfare state and post-apartheid South Africa (see James and Jørgensen, forthcoming). Here we draw attention to the dangers of assumptions underlying urgency (dualism and instrumentalism) and the voices of young children in research as a practice that resists these dangers.
- Full Text:
- Date Issued: 2022
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