Ethical deliberations in environmental education workplaces: a case story of contextualised and personalised reflexivity
- Authors: Olvitt, Lausanne L
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437421 , vital:73377 , ISBN 9789086867578 , https://doi.org/10.3920/9789086867578_0010
- Description: This chapter explores the fluidity and complexity of individual ethical deliberations in an environmental education workplace and ‘teases out’the associated learning processes. Based on the author’s recent doctoral research, the chapter tells the story of one South African environmental educator grappling with environmentoriented ethical tensions in his work. These ten-sions range from immediate officebased concerns such as paper wastage, to wider concerns such as lowering his carbon footprint through his choice of transport. The environmental educator has recently completed a one-year part-time course in environmental education. Does the course’s new capital of concepts and terminology influence his ethical deliberations? Does learning about environmental philosophies and other people’s ethical dilemmas support him to deepen his engage-ment with ethical tensions in his ownwork? The case study suggests that course-based learning processes are not espe-cially influential until they interface with the multi-layered soci-ocultural and historical dynamics in work-based and home-based ethical deliberations. Deciding what is ‘right’, and then teaching others about that ‘rightness’ is not as simple as know-ing the facts or norms, and acting on them. Past experiences, cultural norms, religious convictions, power gradients and even logistical constraints, all influence the nature and outcome of individual ethical deliberations, as do people’s future aspira-tions and their professional identities as environmental educa-tors.
- Full Text:
- Date Issued: 2012
- Authors: Olvitt, Lausanne L
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437421 , vital:73377 , ISBN 9789086867578 , https://doi.org/10.3920/9789086867578_0010
- Description: This chapter explores the fluidity and complexity of individual ethical deliberations in an environmental education workplace and ‘teases out’the associated learning processes. Based on the author’s recent doctoral research, the chapter tells the story of one South African environmental educator grappling with environmentoriented ethical tensions in his work. These ten-sions range from immediate officebased concerns such as paper wastage, to wider concerns such as lowering his carbon footprint through his choice of transport. The environmental educator has recently completed a one-year part-time course in environmental education. Does the course’s new capital of concepts and terminology influence his ethical deliberations? Does learning about environmental philosophies and other people’s ethical dilemmas support him to deepen his engage-ment with ethical tensions in his ownwork? The case study suggests that course-based learning processes are not espe-cially influential until they interface with the multi-layered soci-ocultural and historical dynamics in work-based and home-based ethical deliberations. Deciding what is ‘right’, and then teaching others about that ‘rightness’ is not as simple as know-ing the facts or norms, and acting on them. Past experiences, cultural norms, religious convictions, power gradients and even logistical constraints, all influence the nature and outcome of individual ethical deliberations, as do people’s future aspira-tions and their professional identities as environmental educa-tors.
- Full Text:
- Date Issued: 2012
In pursuit of participation tracking the influence of local action for sustainable development
- Authors: Kulundu, Injairu
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437123 , vital:73332 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This literature review charts the cumulative lessons that have emerged from the participatory development discourse in its various guises over the past fifty years, relating them to current emerging perspectives on social learning. Acknowledging the tensions that occur when the theoreti-cally sound proponents of the participatory discourse are translated into practice, this review seeks to outline the practical and ethical implications of this terrain. It will do so with reference to three points in its evolution: the great influence of Participatory Development (popularly known through focuses such as Participatory Rural Appraisal), the effect of Hu-man Development and the Capabilities Approach, and lastly, the growing discourse on Social Learning and what its ideas contribute to the dis-course. As such the paper helps to ‘locate’ social learning discourse within the wider arena of participatory development, showing the antecedent links that exist between social learning discourse (as it is emerging today), and wider participatory development discourses. The paper argues that more attention needs to be given to the ‘hidden work’ involved in turning all of these theories of participatory development, learning and agency into practice, and that the discourses can only really live in practice, a process for which we can only partially be prepared for by our literature (re)views.
- Full Text:
- Date Issued: 2012
- Authors: Kulundu, Injairu
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437123 , vital:73332 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This literature review charts the cumulative lessons that have emerged from the participatory development discourse in its various guises over the past fifty years, relating them to current emerging perspectives on social learning. Acknowledging the tensions that occur when the theoreti-cally sound proponents of the participatory discourse are translated into practice, this review seeks to outline the practical and ethical implications of this terrain. It will do so with reference to three points in its evolution: the great influence of Participatory Development (popularly known through focuses such as Participatory Rural Appraisal), the effect of Hu-man Development and the Capabilities Approach, and lastly, the growing discourse on Social Learning and what its ideas contribute to the dis-course. As such the paper helps to ‘locate’ social learning discourse within the wider arena of participatory development, showing the antecedent links that exist between social learning discourse (as it is emerging today), and wider participatory development discourses. The paper argues that more attention needs to be given to the ‘hidden work’ involved in turning all of these theories of participatory development, learning and agency into practice, and that the discourses can only really live in practice, a process for which we can only partially be prepared for by our literature (re)views.
- Full Text:
- Date Issued: 2012
Of goals and whores: Football fandom and misogynistic songs at the Rufaro Stadium in Zimbabwe
- Authors: Chiweshe, Manase K
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/453404 , vital:75251 , ISBN 9789956763931 , https://doi.org/10.1080/14680777.2011.623170
- Description: This chapter focuses on the creation and recreation of women’s bodies through songs and chants among football fans in Harare. It offers an analysis of how stadiums are arenas for the celebration and reinforcement of hegemonic masculinities. Football fandom has proved a fertile ground for the display of masculine identities and the stadium has proved a readymade arena for the playing out of these identities. Fandom is a bastion of hegemonic masculinity. Football stadiums provide an arena in which masculinity is constructed around a clear and distinct set of defining norms. Exaltation of manhood is part of football in Zimbabwe. Patriarchal views on women are played out in the game of football through songs and chants. Hegemonic masculinity is performed and reinforced within the stadiums. Vulgar and misogynistic language ensures that watching football in Zimbabwe remains a male domain. The following discussion endeavors to offer a critical analysis of the songs and chants at football matches in Zimbabwe. Such songs and chants have become an important part of football fandom and are expressions of hegemonic masculinities. The chapter offers an analysis of the creation and recreation of woman’s body and its portrayal within the stadiums.
- Full Text:
- Date Issued: 2012
- Authors: Chiweshe, Manase K
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/453404 , vital:75251 , ISBN 9789956763931 , https://doi.org/10.1080/14680777.2011.623170
- Description: This chapter focuses on the creation and recreation of women’s bodies through songs and chants among football fans in Harare. It offers an analysis of how stadiums are arenas for the celebration and reinforcement of hegemonic masculinities. Football fandom has proved a fertile ground for the display of masculine identities and the stadium has proved a readymade arena for the playing out of these identities. Fandom is a bastion of hegemonic masculinity. Football stadiums provide an arena in which masculinity is constructed around a clear and distinct set of defining norms. Exaltation of manhood is part of football in Zimbabwe. Patriarchal views on women are played out in the game of football through songs and chants. Hegemonic masculinity is performed and reinforced within the stadiums. Vulgar and misogynistic language ensures that watching football in Zimbabwe remains a male domain. The following discussion endeavors to offer a critical analysis of the songs and chants at football matches in Zimbabwe. Such songs and chants have become an important part of football fandom and are expressions of hegemonic masculinities. The chapter offers an analysis of the creation and recreation of woman’s body and its portrayal within the stadiums.
- Full Text:
- Date Issued: 2012
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