Ecological education and action research

A transformative blend for formal and nonformal educators

Bibliographic Data

ID6134256
AuthorsNicky Duenkel (Cape Breton University, corresponding author), Judy Pratt (Lesley University)
Year2013
Volume11
Issue2
Pages125-141
Publication date2013-03-13
Open AccessYes
TypeARTICLE
VenueAction Research (JOURNAL)
Journal identifiersISSN: 1476-7503 • E-ISSN: 1741-2617
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1476750313477156
OpenAlexW2325110981
LanguageEN
Citations received3
References cited14

Action research, within the context of an ecological education graduate degree, can result in transformative learning experiences for formal and nonformal educators. Encountering layers of hegemony and awakening to relations of power facilitated a profound shift within these teacher-researchers, engendering a newly felt sense of empowerment. Integral to the transformative learning process were opportunities for reflection fostering greater balance between the personal and professional, learning to accept feelings of confusion and disorientation, and evolving a deeper understanding of ecological education. Moreover, this investigation reveals the existence of a synergistic relationship between ecological education, action research, and transformative learning. This kinship is substantiated through analysis of data from four cohorts of students engaged in capstone action research projects

Action (physics · Action learning · Action research · Context (archaeology · Cooperative learning · Empowerment · Experiential learning · Participatory action research · Pedagogy · Political science · Sociology · Teaching method · Transformative learning · Adult and Continuing Education Topics · Critical and Liberation Pedagogy · Innovative Education and Learning Practices · Psychology

Tools

Open DOISci-Hub