Ecological Education in Rural China: Rediscovering Traditional Knowledge

Autor/in	Liu, Yan
Titel	Ecological Education in Rural China: Rediscovering Traditional Knowledge
Quelle	In: Diaspora, Indigenous, and Minority Education, 2 (2008) 4, S.259-275 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
Schlagwörter	World Views; Environmental Education; Agricultural Production; Rural Areas; Nongovernmental Organizations; Foreign Countries; Sustainable Development; Indigenous Knowledge; Agriculture; Construction (Process); Retailing; Holistic Approach; China + Suchen Sie Ihr Suchwort? World view; Weltanschauung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Agriculture; Production; Landwirtschaft; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Rural area; Ländlicher Raum; Ausland; Nachhaltige Entwicklung; Aufbau; Konstruktion; Warenwirtschaft; Holistischer Ansatz
Abstract	This article has implications for the ecological sustainability crisis now looming in China and what this portends for the practice of education. Chemical agriculture, although improving agricultural production, harms ecological systems in rural communities. The author presents research on a group of intellectuals and social activists in 1 nongovernmental organization, who designed and implemented an ecological education program in the hope of changing harmful agricultural practices. In the process, inspiration from and connection with the Indigenous farming tradition of China was gradually found. The traditional farming technologies are informed by relations with the land, plants, and animals; and are not purely technical. They reflect a traditional Chinese worldview distinct from the modern worldview. This nongovernment organization also works on experimental cooperative ecological house building and non-market strategies for the sale of organic products as a way of empowering peasants. (Contains 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10