Contestation and Continuity in Educational Reform: A Critical Study of Innovations in Environmental Education.

Autor/in	Robottom, Ian Morris
Titel	Contestation and Continuity in Educational Reform: A Critical Study of Innovations in Environmental Education.
Quelle	(1985), (586 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Definitions; Educational Change; Educational Innovation; Educational Policy; Educational Practices; Educational Research; Educational Theories; Environmental Education; International Programs; Nontraditional Education; Organizational Development; Organizations (Groups); Philosophy; School Districts; Social Problems; Theory Practice Relationship; Australia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Begriffsbestimmung; Bildungsreform; Instructional innovation; Bildungsinnovation; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Non-traditional education; Alternative Erziehung; Organisationsentwicklung; Philosophie; School district; Schulbezirk; Social problem; Soziales Problem; Theorie-Praxis-Beziehung; Australien
Abstract	Contestation can be defined as a process in which self-interested individuals and groups in a social organization cooperate, compete, and negotiate in a complex interaction aimed at solving social problems. This dissertation explores the notion of contestation in the field of environmental education. In the first part of the document a framework for critique is developed, beginning with an overview of issues in the field of environmental education and leading to descriptions of the nature of science, innovation, and educational research and evaluation. Part II traces developments in environmental education including those pertaining specifically to Australia, as well as those that are international in scope and those that are examples of local programs. Part III argues that contestation takes place in the domains of: (1) language or policy in environmental education; (2) organizational strategies aimed at initiating or improving environmental education; and (3) educational practices conducted in the name of environmental education. The last part of the document addresses several contesting forms of educational research. It argues that those grounded in the social sciences are both the best justified and most promising approaches to research in environmental education. (TW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC