'I Think It Works Better if We Have an Example to Help Us': Experiences in Collaboratively Conceptualizing the Scaling of Education for Sustainable Development Practices in South Africa

Autor/in	Mickelsson, Martin
Titel	'I Think It Works Better if We Have an Example to Help Us': Experiences in Collaboratively Conceptualizing the Scaling of Education for Sustainable Development Practices in South Africa
Quelle	In: Environmental Education Research, 26 (2020) 3, S.341-358 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mickelsson, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1724889
Schlagwörter	Sustainable Development; Educational Philosophy; Epistemology; Environmental Education; Participatory Research; Workshops; Learning Activities; Learning Experience; Foreign Countries; Scaling; Program Descriptions; Educational Researchers; Educational Practices; Capacity Building; Educational Change; Teacher Attitudes; Reflection; Cooperation; South Africa + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Erkenntnistheorie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Forschungstätigkeit; Lernwerkstatt; Schulung; Lernaktivität; Lernerfahrung; Ausland; Scale construction; Skalenkonstruktion; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Bildungspraxis; Bildungsreform; Lehrerverhalten; Co-operation; Kooperation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article aims to contribute to the knowledge of how the 'scaling' of Education for Sustainable Development (ESD) activities is conceptualized in practice through transactional learning encounters. In the context of the UNESCO Global Action Programme (GAP) on ESD, I discuss the re-actualisation of experiences as part of these encounters. The study is a result of data collected as part of a Re-Solve participatory research workshop held in South Africa in 2016, involving researchers and practitioners with experiences of ESD-activities in the Southern African region. To identify and analyse the transactional learning encounters a practical epistemology analysis (PEA) is used. The article draws on a Deweyan theory of learning as transactional encounters, supported with a tentative conceptual framework of scaling-ESD-activities-as-learning (SEAL). Throughout the study, I illustrate the transactional encounters, including the re-actualisation of participants' past experiences of ESD-activities. These encounters enabled the conceptualization of contextually relevant concepts of scaling, thus constituting an enabling condition for reflective scaling practices. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01