Rob O'Donoghue
Biographic Data
| ID | 7359792 |
|---|---|
| NAME | Rob O'Donoghue |
| GIVEN NAMES | Rob |
| FAMILY NAME | O'Donoghue |
| SIGNATURE | DONOGHUE R O |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
A Formative Study Towards the Inclusion of Indigenous Technologies and Knowledge Practices in Science, Technology, Engineering, Arts, and Mathematics (STEAM) Curriculum Settings
This work on STEAM and education for sustainable development was undertaken across a series of collaborative case studies as formative research on the inclusion of Indigenous technologies and knowledge practices in teacher education. We noted that, despite the current academic imperative to decolonise southern African education, one seldom finds the inclusion of Indigenous technologies and Indigenous heritage practices in the contemporary classro…
Traditional food crops as a source of community resilience in Zimbabwe
This article draws on local narratives and observations of food sustenance practices in relocated farming communities in Sebakwe, Zimbabwe. Local knowledge on traditional food crops and related agricultural practices was proven to be a source of local community resilience, enabling residents to sustain their livelihoods. Local community agency in maintaining, cultivating and processing traditional food crops was found to sustain their culture and…
Participation, Situated Culture, and Practical Reason
Emerging patterns of abstraction in environmental education
The epistemic unconscious is the history of the field. And it is clear that, to secure some chance of really knowing what one is doing, one has to unfold what is inscribed in the various relations of implication in which the thinker and his thoughts are caught up, that is, the presuppositions he engages and the inclusions and exclusions he unwittingly performs. (Bourdieu, 2000, p. 99)
No prominent works on this page.
Emerging patterns of abstraction in environmental education
The epistemic unconscious is the history of the field. And it is clear that, to secure some chance of really knowing what one is doing, one has to unfold what is inscribed in the various relations of implication in which the thinker and his thoughts are caught up, that is, the presuppositions he engages and the inclusions and exclusions he unwittingly performs. (Bourdieu, 2000, p. 99)
Participation, Situated Culture, and Practical Reason
Traditional food crops as a source of community resilience in Zimbabwe
This article draws on local narratives and observations of food sustenance practices in relocated farming communities in Sebakwe, Zimbabwe. Local knowledge on traditional food crops and related agricultural practices was proven to be a source of local community resilience, enabling residents to sustain their livelihoods. Local community agency in maintaining, cultivating and processing traditional food crops was found to sustain their culture and…
A Formative Study Towards the Inclusion of Indigenous Technologies and Knowledge Practices in Science, Technology, Engineering, Arts, and Mathematics (STEAM) Curriculum Settings
This work on STEAM and education for sustainable development was undertaken across a series of collaborative case studies as formative research on the inclusion of Indigenous technologies and knowledge practices in teacher education. We noted that, despite the current academic imperative to decolonise southern African education, one seldom finds the inclusion of Indigenous technologies and Indigenous heritage practices in the contemporary classro…
Social science (4 works) · Sociology (4 works) · Pedagogy (3 works) · Environmental education (2 works) · Geography (2 works) · Indigenous (2 works) · Political science (2 works) · Psychology (2 works) · Abstraction (1 work) · African studies and sociopolitical issues (1 work)