Meanings and Implications of Culture in Sustainability Education Research

Autor/inn/en	Anderson, Vince; Datta, Ranjan; Dyck, Shannon; Kayira, Jean; McVittie, Janet
Titel	Meanings and Implications of Culture in Sustainability Education Research
Quelle	In: Journal of Environmental Education, 47 (2016) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2015.1056077
Schlagwörter	Cultural Influences; Sustainability; Environmental Education; Educational Research; Community Role; Family Role; Indigenous Knowledge; Teaching Methods; Participatory Research; Behavior Change; Action Research; Freehand Drawing; Foreign Countries; Family Environment; Teacher Education; Preservice Teachers; Course Descriptions; Conservation (Environment); Social Justice; Change Strategies; Canada; Malawi + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Forschungstätigkeit; Projektforschung; Drawing; Zeichnen; Ausland; Familienmilieu; Lehrerausbildung; Lehrerbildung; Kursstrukturplan; Conservation; Environment; Konservierung; Bewahung; Umwelt; Soziale Gerechtigkeit; Lösungsstrategie; Kanada
Abstract	As scholars working both individually and collectively, we are interested in exploring what may be achieved through taking up the complex notion of culture in sustainability education research. In this article, we present a bricolage of research, drawing on empirical and theoretical sources that collectively establish the kind of capacity we see as potentially creating the conditions for cultural change. We draw from cultural and environmental education theories. The three empirical examples explore the role of community and family, Indigenous and non-Indigenous knowledge, and personal change through social and ecological justice teaching. The studies demonstrate ways sustainability education research can create the conditions to engage and cultivate communities--both previously established or newly formed--to respond to the pervasiveness and influence of culture as an always/already obstacle to ecologically and socially sound patterns of thought and behavior. Indeed, it seems clear that research and practice must be directed toward cultivating a collective capacity and movement that creates spaces for renewed thinking and action--in other words, for renewed being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01