Developing an equitable agenda for international capacity strengthening courses

Environmental pedagogies and knowledge co-production in the Philippines

Dados Bibliográficos

ID11954697
AutoresDouglas E Mitchell (University of Glasgow), Douglas Mitchell (University of Glasgow), Elena Laurie (0000-0001-6208-2011, University of Glasgow, autor correspondente), Richard Williams (0000-0001-9974-8307, University of Glasgow), Richard D Williams (0000-0002-7966-6854, University of Glasgow), Kirstie A Fryirs (0000-0003-0541-3384, Macquarie University), Gary Brierley (0000-0002-1310-1105, School of Environment, The University of Auckland, Aotearoa, New Zealand), Pamela Louise M Tolentino (0000-0002-1803-9734, University of the Philippines Diliman)
Ano2023
Volume48
Fascículo2
Páginas281-311
Data de publicação2023-07-25
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Geography in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0309-8265 • E-ISSN: 1466-1845
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03098265.2023.2235668
OpenAlexW4385273459
IdiomaEN
Citações recebidas2
Referências citadas93

Capacity strengthening activities – be that in the form of courses, workshops, seminars – have become embedded in research projects as a requirement for funding and as a means for researchers to demonstrate positive societal impacts. We apply qualitative research techniques including interviews, questionnaires and observations to scrutinise and document an international capacity strengthening course aimed at informing and supporting environmental management practice and policy in the Philippines. We appraise power gradients and dynamics between course instructors and participants from different cultures and geographical locations in the design and delivery of this course. We identify five key factors that course instructors should consider as part of their pedagogy: (i) active learning, (ii) knowledge scaffolding and consolidation, and (iii) situated learning, as well as being attuned to (iv) the language dynamics and (v) expertise and networking within the room when teaching the course. Practical efforts to address these issues require that instructors work with participants to co-produce knowledge, rather than assuming epistemic authority and imposing knowledge. This entails reflexive and adaptable practices before, during and after the course. It is recommended that such practices should be central to projects that include capacity strengthening activities, whether delivered locally or internationally

Business · Capacity building · Consolidation (business · Engineering ethics · Knowledge management · Pedagogy · Political science · Public relations · Reflexivity · Situated · Social science · Sociology · Work (physics · Computer Science · Conservation, Biodiversity, and Resource Management · Engineering · Environmental Education and Sustainability · Sustainability and Climate Change Governance