Taking risks

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2023-02-14 DOI:10.3384/rela.2000-7426.4324

Astrid Von Kotze, S. Walters

引用次数: 1

Abstract

The climate catastrophe is a clarion call to humanity to change how we live. How do radical popular educators respond to this call? We ‘join the dots’ using climate justice, ecofeminism and our own insights from our engaged activist scholarship as theoretical positions to explore this question. Dominant Western worldviews which separate humans from other life forms contribute to ecological degradation. For climate justice, this hard-wired worldview needs to be disrupted. Drawing on multiple examples from Africa, we conclude that ways to do this require the foregrounding of cognitive justice which includes recognising the validity of multiple knowledges, learning from others and supporting communities’ in their struggles for reparation, reclamation and conservation of their land. These actions can be amplified in engagements which disrupt the unsustainable behaviour and policies of the wealthy. We argue that radical popular education in these times is climate just and ecofeminist.

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承担风险

气候灾难向人类发出了改变我们生活方式的号角。激进的大众教育工作者如何回应这一呼吁？我们利用气候正义、生态女权主义和我们自己从积极分子学术中获得的见解作为理论立场来探索这个问题。将人类与其他生命形式区分开来的主流西方世界观导致了生态退化。为了气候正义，这种根深蒂固的世界观需要被打破。根据非洲的多个例子，我们得出结论，实现这一目标的方法需要认知正义的前景，包括承认多种知识的有效性，向他人学习，并支持社区为赔偿、开垦和保护土地而进行的斗争。这些行动可能会在破坏富人不可持续行为和政策的活动中被放大。我们认为，在这个时代，激进的大众教育是气候正义和生态女权主义的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).