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Taking action: Researching an innovative pedagogy for an aesthetic visual approach to environmental issues
... A sustained focus on shaping the discursive realm and fashioning ideas has been influential in swaying public and professional opinion. Engaging in the cultural politics of water through community education, and professional and industry engagement has institutionalised the importance of the Basin (Young, Reid, and Meehan 2015). Educational programmes like 'Special Forever' emphasised its importance to local communities (Kerkham and Comber 2007) embedding norms of integrated management, cultivating sustainability leadership and professional advancement (Green and Reid 2010;Young, Reid, and Meehan 2015). ...
... Engaging in the cultural politics of water through community education, and professional and industry engagement has institutionalised the importance of the Basin (Young, Reid, and Meehan 2015). Educational programmes like 'Special Forever' emphasised its importance to local communities (Kerkham and Comber 2007) embedding norms of integrated management, cultivating sustainability leadership and professional advancement (Green and Reid 2010;Young, Reid, and Meehan 2015). ...
... It is clear that in the past authority and trust in the MDB initiative has been co-produced by governments and communities engaged in the cultural politics of water and the pedagogy of place, including through diverse programmes of education with teachers, students, artist and writers (Kerham and Comber 2007;Young, Reid, and Meehan 2015). These build an engaged community that partner, drive and are a constituency for reforms through the cultural co-production of the Basin initiative as something priceless, co-created jointly by governments and the citizenry (Green and Reid 2010;Young, Reid, and Meehan 2015). ...
Water governance strongly depends on the institutional arrangements in place. The plethora of recent inquiries into the adequacy and integrity of governance arrangements in the Murray Darling Basin (MDB) indicates a crisis of trust, legitimacy and public confidence – in short, a loss of authority. With the prospect that current arrangements are losing the authority and legitimacy needed to govern the Basin, pressure is mounting for further reforms due to scandals exposed in the media throughout 2017 and 2018. These and subsequent inquiries have revealed serious concerns about probity, integrity, maladministration and the adequacy of compliance and enforcement regimes. The productive potential of this crisis is that draws attention to the need for reforms to governance institutions. This paper aims to explore the redesign of the institutional architecture in the MDB. Given the profound challenges of social and climate change that are demanding reconsideration of the underlying models used in adaptively governing large complex socio-ecological systems, the paper asks what arrangements are suited to the challenges of governing the Basin in the 21st century? This paper explores the nature of the redesign challenge, exploring principles, practices and features of MDB governance. The need for institutions with capacity for strategic navigation, goal seeking and the cultural co-construction of authority are suggested in the interests of cultivating debate about prospective reorganisation.
... The problem of the information cultural space is universal, however, the content and development of the questions posed depend on the perspective of the problem. Modern research on the specifics of visual culture and its impact on various aspects of human life is a subject of discussion not only in the studies of philosophy, but cultural anthropology [6], psychology [7], sociology [8] and pedagogy [9]. ...
The aim of the study is to formulate a methodological education strategy that is adequate to the modern socio-cultural situation, which will allow, when using the achievements of digital technologies, to maintain the humanistic dimension of the student’s consciousness. The scientific novelty of the research lies in the proposed methodological educational strategy – meta convergence. Metaconvergence is a way of realizing an educational co-being that initiates the reproduction of cultural matrices in the “sphere of one’s own” subject of education. Metaconvergence, forming the ontological prerequisites of knowledge, makes it possible to organize pedagogical communication in a special way, which is capable of synthesizing educational, personal and cultural dimensions into a single tissue. The research methods were phenomenological and systemic approaches. The phenomenological method made it possible to structure the problem of the methodology of education in the context of the premiselessness, as well as to thematize education in terms of the ability to form meaning within the boundaries of the subject knowledge. The use of the procedures of the systemic method made it possible to build the realizable tasks of the educational process into a system, the core of which is the concept of metaconvergence as a methodological educational strategy. As a result the use of the declared methodological educational strategy, educational tasks of the humanitarian, communicative, motivational and axiological spectrum are solved. It is shown that meta convergence makes it possible to overcome the boundaries of disciplinary paradigms and to approve the need for a humanitarian attitude at an interdisciplinary level.
... In the empirically based case study on the Australia National University's School of Art Environment Studies, a field work course was designed with stakeholders to change university-community relations, also employing art. Young et al. [49] make an in-road into the much theorized about, but in practice underresearched area investigating the role of art and the humanities in helping us to develop new imaginaries of how we relate to our environment. ...
Latest findings of the IPCC highlight the fact that there is an urgent need for climate action on both individual and societal levels, because political regulations and technical advances just would not be enough to counter climate change. Acknowledging young people’s role as present and future decision-makers, their engagement is absolutely imperative in order to achieve Sustainable Development Goal 13, “Climate Action.” Therefore, new methods of teaching and learning are necessary, and they need to encourage transformative learning, which, it is assumed, will lay foundations for transformative engagement. Research in the field of science education credits scientific literacy vision III as fostering transformative learning and engagement. In this study, transdisciplinary education is analyzed as a promising concept that enables exchange of knowledge, experiences, and perspectives between students and scientific partners while they jointly complete research on real-world issues. A quantitative analysis capturing scientific literacy and transformative engagement for climate action of Austrian and German secondary school students (N = 162) is carried out alongside a literature review. This study reveals that the didactical concept of transdisciplinary education notably contributes to the implementation of scientific literacy vision III as well as vision II. According to the results, the three visions of scientific literacy are predictors for transformative engagement for climate action, assuming to be preceded by a transformative learning process. These encouraging findings need to be replicated by further scholars in other contexts.
Field-based art programming proposes a different pedagogical model to respond to contemporary challenges that artists face, ranging from ecological crises to the education and development of artists. This article analyzed interviews with field-based art programming participants across two decades, focusing on artists’ experiences through their own voices. Out of the interviews with participants from Land Arts of the American West, in which participants travel, camp, and create at different sites throughout the Southwest, the participants narrate important elements of field-based art programming. Using Mezirow’s theory of Transformative Learning, this article uses participants’ descriptions to analyze the pedagogical aspects of field-based art learning that denotes a transformative experience, distinct from what is available to them in conventional tertiary art classes. Central reoccurring themes identified include immersive nature, art-making, community, and place. Participants’ responses reveal Disorienting Dilemmas and having transformative experiences.
This paper offers a narrative review of existing academic and grey literature on the roles of Australian First Nations' Knowledges and the arts in regional and remote development. We do so to examine the degree to which current mainstream approaches to development are actualising international calls for “inclusive” development that accentuate “Indigenous” local and knowledges and strengths. The paper discusses existing regional and remote development literature through a lens of holistic, strength-based, and inclusive development. This incorporates many forms of valuing and developing including: cultural, social, environmental, and economic forms of value and activity. We conclude by offering recommendations for future research, policy, and practice that can draw on the strengths of First Nations’ Knowledges and the arts to achieve inclusive and holistic development.
The book presents an overview of the Engaging Visions Research Project - an initiative of The Australian National University and the Murray-Darling Basin Authority. Financially supported by the Australian Research Council. The book, intended for general readership, covers the Project's background, constituent elements, and outputs.
This is a highly practical book which introduces the whole range of grounded theory approaches. Unlike most existing books in this area, which are written from a particular philosophical standpoint, this text provides a comprehensive description of the strategies and techniques employed in this methodology.
Birks and Mills accessible and highly-readable text is driven by practical case examples throughout to help the reader get to grips with the process of doing grounded theory analysis for themselves. The book deploys a variety of educational activities to guide readers through both the principles and the application of grounded theory, making this an ideal starter text for those new to the approach.
This is an ideal first introduction to grounded theory for any student or researcher looking to use grounded theory approaches in their analysis for the first time.
Draft October 11, 2009 In Environmental Communication: A Journal of Nature and Culture, vol. 4, issue 1, March 2010. PRAXIS Forum: Frames, Messages, Climate Change, and Social Movement Mobilization Why It Matters How We Frame the Environment George Lakoff The University of California at Berkeley Ubiquity Environmental framing is everywhere in the news. I am writing this on October 11, 2009. Today’s NY Times has two typical and interesting examples. The first is from Jonathan’s Safran Foer in the Magazine, p. 74. According to reports by the Food and Agriculture Organization of the U.N., factory farming has made animal agriculture the No. 1 contributor to global warming (it is significantly more destructive than transportation alone) , and one of the Top 2 or 3 causes of all of the most serious environmental problems: air and water pollution, deforestation, loss of biodiversity, … Eating factory‐farmed animals — which is to
Purpose
The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability.
Design/methodology/approach
An analysis based on a literature review of relevant educational endeavours in affective learning.
Findings
This paper suggests that most teaching and assessment in higher education focus on cogitative skills of knowledge and understanding rather than on affective outcomes of values, attitudes and behaviours. Some areas of higher education, however, have effectively pursued affective outcomes and these use particular learning and teaching activities to do so. Key issues for consideration include assessing outcomes and evaluating courses, providing academic credit for affective outcomes, key roles for role models and designing realistic and acceptable learning outcomes in the affective domain.
Practical implications
Educators for sustainability could use this relevant theoretical underpinning and experience gained in other areas of education to address the impact of their own learner‐support activities.
Originality/value
Educators have traditionally been reluctant to pursue affective learning outcomes but often programmes of study simply fail to identify and describe their legitimate aims in these terms. This paper emphasises the application of a relevant theoretical underpinning to support educators' legitimate aspirations for affective learning outcomes. It will also help these educators to reflect on how the use of these approaches accords with the liberal traditions of higher education.
Most writing on sociological method has been concerned with how accurate facts can be obtained and how theory can thereby be more rigorously tested. In The Discovery of Grounded Theory, Barney Glaser and Anselm Strauss address the equally Important enterprise of how the discovery of theory from data--systematically obtained and analyzed in social research--can be furthered. The discovery of theory from data--grounded theory--is a major task confronting sociology, for such a theory fits empirical situations, and is understandable to sociologists and laymen alike. Most important, it provides relevant predictions, explanations, interpretations, and applications. In Part I of the book, "Generation Theory by Comparative Analysis," the authors present a strategy whereby sociologists can facilitate the discovery of grounded theory, both substantive and formal. This strategy involves the systematic choice and study of several comparison groups. In Part II, The Flexible Use of Data," the generation of theory from qualitative, especially documentary, and quantitative data Is considered. In Part III, "Implications of Grounded Theory," Glaser and Strauss examine the credibility of grounded theory. The Discovery of Grounded Theory is directed toward improving social scientists' capacity for generating theory that will be relevant to their research. While aimed primarily at sociologists, it will be useful to anyone Interested In studying social phenomena--political, educational, economic, industrial-- especially If their studies are based on qualitative data.
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In A Thousand Colours: Visual Art for a Green ANU. Edited by Gallery CSoA. The Australian National University
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