Walking My Talk as an Intentional, Embodied, (Co)constructed Environmental Educator
Contribuinte(s) |
Hart, Paul |
---|---|
Data(s) |
01/04/2013
|
Resumo |
Exploring the question (how) can I use personal change to inspire educational and social/cultural change, this work was embodied and action orientated with a thesis that the doing (action) is as important as the thinking and talking about it. A three-dimensional model of exploring personal change through transformative education leading to social/cultural change was employed throughout this research. A critical poststructural ecofeminist frame undergirded an autoethnographic self-study where I changed my living practices to become more sustainable while living within society, and used this as a platform for how I could become a better environmental educator and activist. I reduced my ecological footprint from 16.4HA to 1.8HA and taught a pre-service teacher course in environmental education, where I explored student resistances, power and relationships, a critique of curriculum, and personal change as a result of transformative education. One particular pedagogical strategy, the Action Learning Group Project, was developed and used to support others to undergo personal change through transformative education leading to social/cultural change. And finally, I use this work as an opportunity to undertake environmental education activism working to generate social/cultural change. |
Identificador | |
Publicador |
Deakin University, Faculty of Arts and Education, School of Education Deakin University, Faculty of Arts and Education, |
Relação |
http://dro.deakin.edu.au/eserv/DU:30061010/S12345678.pdf |
Direitos |
The author |
Palavras-Chave | #Environmental education, Transformative learning, Behavior modification, Change (Psychology) |
Tipo |
Thesis |