Thinking Differently: An Education for the Anthropocene from Uttarakhand, India

Autor/inn/en	Germein, Susan; Neema Vaishnava
Titel	Thinking Differently: An Education for the Anthropocene from Uttarakhand, India
Quelle	In: Australian Journal of Environmental Education, 35 (2019) 3, S.250-261 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
Schlagwörter	Teaching Methods; Transformative Learning; Activism; Educational Philosophy; Climate; Environmental Education; Females; Single Sex Schools; Behavior Change; Attitude Change; Ethnography; Educational Change; Foreign Countries; Sustainability; India + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; Aktivismus; Politischer Protest; Bildungsphilosophie; Erziehungsphilosophie; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Weibliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Attitudinal change; Einstellungsänderung; Ethnografie; Bildungsreform; Ausland; Nachhaltigkeit; Indien
Abstract	Theoretical and philosophical underpinnings of education and activism in the Anthropocene will be enriched by an embrace of non-hegemonic thinking. Lakshmi Ashram, a small girls' school in the Himalayan mountains of Uttarakhand, India, provides an object lesson in thinking differently: in an imbrication of education/research/activism. This article acknowledges a continuing lack of attention in the literature to local, cultural and place-based diversity in transformative learning for sustainable community. However, the central story in this article is not one of critique, but rather one of a Himalayan approach to creating the pedagogical conditions for transformation in thinking and behaviour, in a connected socio-ecological community. Writing across an intercultural space, the two authors describe their ethnographic methodologies, exploring the long-term impact of a Lakshmi Ashram education on students and inhabiting the pedagogical experience of the school. A seamless flow of socio-material practice between pedagogy, research and activism in the school's educational approach speaks to a Gandhian philosophy-in-action that is worth considering as a contribution to global educational praxis in the Anthropocene. In telling this tale of one small school's pedagogical philosophy, the authors aim not towards ideological posturing, but towards creating further openings in thinking differently in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01