Transforming Technocratic Practitioners' Thinking toward Responsible Management of Land-Related Conflicts: Experience from Eastern Ethiopia

Autor/inn/en	Hussein, Jeylan Wolyie; Bedasa, Nigusie Angessa
Titel	Transforming Technocratic Practitioners' Thinking toward Responsible Management of Land-Related Conflicts: Experience from Eastern Ethiopia
Quelle	In: Research in Post-Compulsory Education, 22 (2017) 1, S.144-163 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2016.1272082
Schlagwörter	Foreign Countries; Land Use; Land Acquisition; Conflict; Conflict Resolution; Community Problems; Perspective Taking; Transformative Learning; Rural Areas; Extension Education; Intervention; Training Methods; Educational Theories; Learning Processes; Participant Satisfaction; Community Education; Adult Education; Barriers; Teaching Experience; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Bodennutzung; Landerschließung; Landgewinnung; Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Zukunftsperspektive; Pädagogische Transformation; Rural area; Ländlicher Raum; Erweitertes Bildungsangebot; Didaktik; Trainingsmaßnahme; Educational theory; Theory of education; Bildungstheorie; Learning process; Lernprozess; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Äthiopien
Abstract	The article presents analysis of the epistemological, pedagogical and methodological processes and dilemmas that unfolded during our efforts to transform the conceptions and understandings of our participants' thinking about ways of managing land-related conflicts. The paper reports our evaluation of the thinking and perspectives that guided our interventions and how we dealt with the situational challenges we encountered. It reports what we did to emerge out of the dilemmas we encountered in our efforts to help others think over and learn from their situations. The educative value of our efforts and encounters for other similarly situated practitioners and change agents will be stated at the end. We emphasise the educative potential of establishing links between contexts and thinking processes toward transformative and critical learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01