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Critical Realism, Environmental Learning and Social-Ecological Change
Underlabouring systems thinking with critical realism in understanding Rhodes University’s response to the sustainability imperative
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Publication date:
December 14 2015
Publisher:
Routledge
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Publication date:
December 14 2015
Pages
: 105-117
DOI:
10.4324/9781315660899-12
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7bcb8d8e-ace2-443f-a7c2-4281f8737cbb
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Book chapters
pp. 21
Why critical realism, environmental learning and social- ecological change? Introducing the book
pp. 38
Key critical realist concepts for environmental educators
pp. 60
Using critical realism to explain change in the context of participatory mapping and resilience
pp. 82
Networking: enabling or constraining institutionalization of environmental education courses in universities
pp. 105
Underlabouring systems thinking with critical realism in understanding Rhodes University’s response to the sustainability imperative
pp. 118
Bhaskar and collective action: using laminations to structure a literature review of collective action and water management
pp. 136
Absenting the absence of parallel learning pathways for intermediate skills: the ‘missing middle’ in the environmental sector in South Africa
pp. 157
The emergence of environmental ethics discourses in laminated, open systems: some educational considerations
pp. 179
Working with critical realist perspective and tools at the interface of indigenous and scientific knowledge in a science curriculum setting
pp. 198
Indigenous knowledge and critical realism on the Eastern Coast of Tanzania
pp. 210
Dialectical critical realism and Cultural Historical Activity Theory (CHAT): exploring and expanding learning processes in sustain able agriculture workplace contexts
pp. 232
Community learning as a passage through the dialectic? Engaging with absences in an irrigation scheme in Mozambique
pp. 250
Exploring contradictions and absences in mobilizing ‘learning as process’ for sustain able agricultural practices
pp. 274
Exploring critical realist insights into transformative environmental learning processes in contexts of social- ecological risk
pp. 293
Emergent properties and position- practice system of university educators in the mainstreaming of Education for Sustain able Development
pp. 313
Steel Valley and the absence of environmental justice in the new South Africa: critical realism’s kinship with environmental justice
pp. 338
Absenting absence: expanding zones of proximal development in environmental learning processes
pp. 360
Some implications of metaReality for environmental educators
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