Participation and Learning

Perspectives on Education and the Environment, Health and Sustainability

By: Alan Reid (Editor), Bjarne Bruun Jensen (Editor), Jutta Nikel (Editor)

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Paperback | 19 October 2010

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368 Pages

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23.39 x 15.6 x 1.93

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The Research in Participatory Education Network (RIPEN) was initiated by the Research Programme for Environmental and Health Education at the Danish School of Education, University of Aarhus, in 2003. It embraces a broad spectrum of researchers, scholars, students, and practitioners of participatory education, working in or from Europe, North America, Africa, and Australasia. Given the international scope of the network and the range of interests it now has, as initiators and early participants in the network the editorial team invited RIPEN to discuss what a critical perspective on participatory approaches to education might mean for education and the environment, health and sustainability, and how network members might research and substantiate their claims and ar guments. Following the introductory chapter on the scope of this collection, 19 chapters illustrate the contributors' responses to that invitation. Our focus on critical perspectives was prompted by earlier work by Majid Rahnema in Wolfgang Sachs's (1992), Development Dictionary. Critiquing concepts of participation in a volume that set out to stimulate cultural, historical, and anth- pological debate on the key concepts of development, Rahnema (p. 126) wrote: Participation, which is also a form of intervention, is too serious and ambivalent a matter to be taken lightly, or reduced to an amoeba word lacking any precise meaning, or a slogan, or fetish, or for that matter, only an instrument or methodology.

Industry Reviews

FROM THE REVIEWS "This is a welcome addition to the literature related to the development of effective learning in non-traditional contexts, and is put together by an impressive range of contributors from four continents. And whilst it does offer a wide range of perspectives on participatory learning in a variety of curriculum areas, these perspectives are predominantly theoretical and research-based. They testify to an effective and ongoing collaboration between academics from different backgrounds and disciplines, which makes for a comprehensive survey of the concepts from different perspectives.", Alan Peacock, University of Exeter, UK. Environmental Education Research, Vol. 16, No. 2, Month 2010, 1-2 --------- "This book is of true relevance to teachers, non-governmental organizations and researchers interested in knowing what participation can look like in various contexts where the voices' of the young are favored. " Cecilia Lundholm, Stockholm University. Children, Youth and Environments, Vol. 19 No. 1, 2009 ---------- "The book is masterfully organised in a way that scaffolds the reader through a tangle of sometimes conflicting and competing debates played out in different settings with diverse players engaged in attaining a variaty of goals. For some readers the book will be a starting point toward understanding participation learning. For others, the book will serve as a tool for debate and reflection on a crowded playing field with players representing different agendas, some of them hidden. Although the editors ask readers to step outside of their individual bias, some will choose not to. Perhaps some will even us it as a way to sell their particular viewpoints. Others, however, will be compelled to reflect on themselves as participants in learning, and through their experience with this book they will develop an open-mindedness toward honest and careful consideration of what effective participation learning should encompass." Marie Cheak, WesternIllinois University, The Journal of Environmental Education, Vol. 39, No. 4, 2008 ----------

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