Educational Action Research to Generate Ecological Wisdom of Insight for Inclusion and Sustainability
Languages of publication
This study relates the experience of educational action research with pre-service teachers aimed at exploring their views on ecological identity, which is considered the basis for a person's life activity, and its orientation towards inclusion in or exclusion from the global community of life. Through gradual opening of communicative space and participation in critical discourse, research participants became involved in the cycles of reflection on their experiences of interaction with the social and natural world to reveal the features of individual and collective ecological identity that they consider most characteristic for themselves and their community. The present study describes how, through exploration of ecological identity which was found to have four dimensions (cognitive, affective, axiological and conative) as well as a clearly perceived orientation towards apprehended belonging to the community of life and its support system, the participants of educational action research engaged in the process of generating ecological wisdom of insight for sustainability (person's inclusion in the living world based on inclusive interrelations with the global community of life and its support system). We argue that it is a wisdom that pre-service teachers need so as to be able to help their pupils become responsible members of the community of life and actors of change for a sustainable future.
- Aalsburg Wiessner, C., & Mezirow, J. (2000). Theory building and the search for common ground. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 329-358). San Francisco, CA: Jossey-Bass.
- Ahteenmaki-Pelkonen, L. (2002). Transformative adult learning: A systematic analysis of Jack Mezirow's conceptions. Thresholds in Education, 28(3), 2-10.
- Aristotelis. (1985). Nikomaha Ētika [Nicomachean ethics]. Rīga: Zvaigzne.
- Ashman, I., & Lawler, J. (2008). Existential communication and leadership. Leadership, 4(3), 253-269. DOI: 10.1177/1742715008092361.[Crossref]
- Ballard, D. (2005). Using learning processes to promote change for sustainable development. Action Research, 3(2), 135-156. DOI: 10.1177/1476750305052138.[Crossref]
- Belousa, I. (2002). Sustainable education and spirituality in the university: Looking for a way of complementation. Journal of Teacher Education and Training, 1, 3-12.
- Birmingham, C. (2004). Phronesis: A model for pedagogical reflection. Journal of Teacher Education, 55(4), 313-324. DOI: 10.1177/0022487104266725.[Crossref]
- Bradbury Huang, H. (2010). What is good action research?: Why the resurgent interest? Action Research, 8(1), 93-109. DOI: 10.1177/1476750310362435.[Crossref]
- Bradbury, H., & Reason, P. (2003). Action research: An opportunity for revitalizing research purpose and practices. Qualitative Social Work, 2(2), 155-175. DOI: 10.1177/1473325003002002003.[Crossref]
- Brereton, D. P. (2009). Why sociocultural anthropology needs John Dewey's evolutionary model of experience. Anthropological Theory, 9(5), 5-32. DOI: 10.1177/1463499609103545.[Crossref]
- Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research? Action Research, 1(1), 9-28. DOI: 10.1177/14767503030011002.[Crossref]
- Buber, M. (2002). Between man and man. London, New York: Routledge Classics.
- Cassell, C., & Johnson, P. (2006). Action research: Explaining the diversity. Human Relations, 59(6), 783-814. DOI: 10.1177/18726706067080.[Crossref]
- Caterino, B. (2005). Book review: Making social science matter: Why social inquiry fails and how it can succeed again. Review of Radical Political Economics, 37, 233-237. DOI: 10.1177/0486613404272696.[Crossref]
- Cranton, P. (2000). Individual differences and transformative learning. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 181-204). San Francisco, CA: Jossey-Bass.
- Cranton, P. (2002). Teaching for transformation. New Directions for Adult Continuing Education, 93, 63-71.
- DeLue, S. M. (2006). Martin Buber and Immanuel Kant on mutual respect and the liberal state. Janus Head, 9(1), 117-133.
- Flyvbjerg, B. (2001). Making social science matter: Why social science matters and how it can succeed again. Cambridge, UK: Cambridge University Press.
- Flyvbjerg, B. (2004). Phronetic planning research: Theoretical and methodological reflections. Planning Theory & Practice, 5(3), 283-306. DOI: 10.1080/1464935042000250195.[Crossref]
- Gayá Wicks, P., & Reason, P. (2009). Initiating action research: Challenges and paradoxes of opening communicative space. Action Research, 7(3), 243-262. DOI: 10.1177/1476750309336715.[Crossref]
- Goodnaugh, K. (2010). The role of action research in transforming teacher identity: Modes of belonging and ecological perspectives. Educational Action Research, 18(2), 167-182. DOI: 10.1080/09650791003740725.[Crossref]
- Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24, 105-112.[Crossref]
- Gravett, S. (2004). Action research and transformative learning in teacher development. Educational Action Research, 12(2), 259-272. DOI: 10.1080/09650790400200248.[Crossref]
- Grint, K. (2007). Learning to lead: Can Aristotle help us find the road to wisdom? Leadership, 3(2), 231-246. DOI: 10.1177/1742715007076215.[Crossref]
- Iliško, Dz. (2005). Pedagogical challenges for implementing holistic curriculum in Latvia. Journal of Teacher Education and Training, 5, 28-39.
- Iliško, Dz., & Kokina, I. (2003). Ecofeminism as a viable perspective for a sustainable model of education in Latvia. Journal of Teacher Education and Training, 2, 3-14.
- Kelly, P. (2006). Learning for sustainable futures: One intervention. Journal of Future Studies, 10(3), 1-14.
- Kinsler, K. (2010). The utility of educational action research for emancipatory change. Action Research, 8(2), 171-189. DOI: 10.1177/1476750309351357.[Crossref]
- Kitchenham, A. (2008). The evolution of John Mezirow's transformative learning theory. Journal of Transformative Education, 6(2), 104-123. DOI: 10.1177/1541344608322678.[Crossref]
- Leitch, R., & Day, C. (2000). Action research and reflective practice: Towards a holistic view. Educational Action Research, 8(1), 179-193.
- Moore, J. (2005). Is higher education ready for transformative learning? A question explored in the study of sustainability. Journal of Transformative Education, 3(1), 76-91. DOI: 10.1177/1541344604270862.[Crossref]
- Mezirow, J. (2000). Learning to think like and adult: Core concepts of transformation theory. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3-34). San Francisco, CA: Jossey-Bass.
- O'Sullivan, E. (1999). Transformative learning: Educational vision for the 21st century. London, New York: Zed Books. In association with University of Toronto Press, Toronto.
- Oreszczyn, S., & Levidow, L. (2010). Call for papers: Action research Journal: Special issue on civil society research for sustainable development. Action Research, 8(3), 357-359. DOI: 10.1177/1476750310381915.[Crossref]
- Pipere, A. (2007). Becoming a researcher: Interplay of identity and sustainability. In A. Pipere (Ed.), Education & Sustainable Development: First Steps toward Changes" (Vol. 2, pp. 241-262). Daugavpils: Daugavpils University Academic Press "Saule".
- Price, J. N., & Valli, L. (2005). Preservice teachers becoming agents of change: Pedagogical implications for action research. Journal of Teacher Education, 56(1), 57-72. DOI: 10.1177/0022487104272097.[Crossref]
- Reason, P. (1999). Integrating action and reflection through co-operative inquiry. Management Learning, 30(2), 207-226. DOI: 10.1177/1350507699302007.[Crossref]
- Reason, P. (2003). Pragmatist philosophy and action research: Readings and conversation with Richard Rorty. Action Research, 1(1), 103-123. DOI: 10.1177/14767503030011007.[Crossref]
- Reason, P. (2006). Choice and quality in action research practice. Journal of Management Inquiry, 15(2), 187-203. DOI: 10.1177/1056492606288074.[Crossref]
- Reason, P. (2007). Education for ecology: Science, aesthetics, spirit and ceremony. Management Learning, 38(1), 27-44. DOI: 10.1177/1350507607073021.[Crossref]
- Reason, P., & Bradbury, H. (Eds). (2001). Handbook of action research: Participative inquiry and practice. London: Sage Publications.
- Rofrano, F. J. (2007). I/Thou-I/Spirit: Martin Buber and the spiritual life of the infant. Journal of Pastoral Counselling, 42, 56-69.
- Ryland, E. (2000). Gaia rising: A Jungian look at environmental consciousness and sustainable organizations. Organization & Environment, 13(4), 381-402. DOI: 10.1177/1086026600134001.[Crossref]
- Salīte, I. (1993). Studentu profesionālās gatavības paaugstināšana ekologiskās audzināšanas darbam skolā [The raising of students' professional readiness for the ecological education mission at school]. Unpublished doctoral dissertation, University of Latvia, Riga, Latvia.
- Salīte, I. (2002). Teachers' views on the aim of education for sustainable development. Journal of Teacher Education and Training, 1, 68-80.
- Salīte, I. (2008). Educational action research for sustainability: Constructing a vision for the future in teacher education. Journal of Teacher Education for Sustainability, 10, 5-16.
- Salīte, I., Gedžūne, G., & Gedžūne, I. (2009). Educational action research for sustainability: Seeking wisdom of insight in teacher education. Journal of Teacher Education for Sustainability, 11(2), 14-30. DOI: 10.2478/v10099-009-0037-y.[Crossref]
- Salīte, I., & Klepere, R. (2003). Biotism as a ground for the education of reflection in teacher education. Journal of Teacher Education and Training, 3, 44-58.
- Smith, R. (1999). Paths of judgement: The revival of practical wisdom. Educational Philosophy and Theory, 31(3), 327-240.
- Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation, 7(17). Retrieved September 30, 2011, from http://PAREonline.net/getvn.asp?v=7&n=17
- Volk, K. S. (2009). Action research as a sustainable endeavor for teachers: Does initial training lead to further action? Action Research, 8(3), 315-332. DOI: 10.1177/1476750309351358.[Crossref]
- Yorks, L., & Kasl, E. (2006). I know more than I can say: A taxonomy for using expressive ways of knowing to foster transformative learning. Journal of Transformative Education, 4(1), 43-64. DOI: 10.1177/1541344605283151.[Crossref]
Publication order reference