Problematizing the Processes of Participation in Networks: Working through the Rhetoric

Autor/inn/en	Ferreira, Jo-Anne; Davis, Julie
Titel	Problematizing the Processes of Participation in Networks: Working through the Rhetoric
Quelle	In: Environmental Education Research, 18 (2012) 5, S.687-697 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2011.643226
Schlagwörter	Environmental Education; Foreign Countries; Sustainable Development; Social Change; Sustainability; Networks; Change Strategies; Citizen Participation; Governance; Holistic Approach; Social Justice; Cooperative Planning; Conservation (Environment); Australia + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Nachhaltige Entwicklung; Sozialer Wandel; Nachhaltigkeit; Lösungsstrategie; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Holistischer Ansatz; Soziale Gerechtigkeit; Conservation; Environment; Konservierung; Bewahung; Umwelt; Australien
Abstract	Participation in networks, both as a concept and process, is widely supported in environmental education as a democratic and equitable pathway to individual and social change for sustainability. However, the processes of participation in networks are rarely problematized. Rather, it is assumed that we inherently know how to participate in networks. This assumption means that participation is seldom questioned. Underlying support for participation in networks is a belief that it allows individuals to connect in new and meaningful ways, individuals can engage in making decisions and in bringing about change in arenas that affect them and that they will be engaging in new, non-hierarchical and equitable relationships. In this paper, we problematize participation in networks. As an example, we use research into a decentralized network--described as such in its own literature--the Queensland Environmentally Sustainable Schools Initiative Alliance in Australia--to argue that while network participants were engaged and committed to participation in this network, "old" forms of top-down engagement and relationships needed to be unlearnt. This paper thus proposes that for participation in decentralized networks to be meaningful, new learning about how to participate needs to occur. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10