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Towards a Learning Framework for Environmental Adult Education

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Towards a Learning Framework for Environmental Adult Education Learning Patterns of Landscape and Life: Towards a Learning Framework for Environmental Adult Education Darlene E. Clover A thesis submitted in conforrnity with the requirements for the of Degree of Doctor of Philosophy Department of Equity Studies in the Sociology of Education Ontario Institute for Studies in Education University of Toronto O Copyright by Darlene E. Clover 1999 National Library Bibliot hëque nationale 1 1*1 of Canada du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliographiques 395 Wellington Street 395. rue Wellington Ottawa ON K 1A ON4 OitawaON K1A ON4 CaMda Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence aliowing the exclusive permettant à la National Librq of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sel reproduire, prêter, distribuer ou copies of this thesis in microfoxm, vendre des copies de cette thèse sous paper or electroaic formats. la forme de microfiche/film, de reproduction sur papier ou sur foxmat électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantid extracts fiom it Ni la thèse ni des extraits substantiels may be p~tedor othewise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Leaming Patterns of Landscape and Life: Towards a Learning Frarnework of Environmental Adult Education Darlene E. Clover, Ph.D., 1999 Department of Equity Studies in the Sociology of Education University of Toronto Abstract Envirortmental addt education is not yet as comprehensively deveioped as it should be bltr there exists an important body of experience to "inform its frctcrre developrnent. " NiACE. 1993: 10 L'sing a historico-contemporary case study methodoiogy based on document analysil; this study delves into that "important body of experience" noted in the quotation above. Through an examination of 42 documents produced around the world from 1972 to 1997 under the auspices of the International CounciI for Adult Education (ICAE) and the Learning for Environmental Action Programme (LEM), this study identifies essential etements which collectively provide some of the seeds necessary to begin to constnict a Ieaming framework for environmental adult education. This study examines the work of particular prominent theoreticians andor adult educators and highlights some of the inherent anthropocentric biases their ides contain. Therefore. while the learning framework for environmental adult education deveioped in this study maintains its base in many of the principles and important issues of adult education such as gender inequities. racism, literacy and knowledge of critical adult. popuIar and feminist adult education. it challenges the anthropocentric bias of the tield. broadening its aims or goals and adding new elements to re-conceptualise the landscape of adult learning. Learning is not neutral, rather it is informed by values. New values in the learning framework for environmental adult education include nature's intrinsic value and ecofeminist values of nurturing, caring and different ways of living, learning and being with the rest of nature. The content and context of the learning framework is broadened to include human/Earth relations. ecological knowledge, nature/culture interactions. the challenges of consumerism and devefopment, and fear, powerlessness and green fatigue. The inequities of class. race and gender are discussed within a broader ecological context. The broader strategies of the learning frarnework include learning in. about, and with 'place'. the role of the rest of nature in the learning and teaching process, nature as a partner in building partnerships for change, understanding the Earth's processes, and ecological adult literacy. New tools and praxis are ecological storytelling, Iistening to the rest of nature and outdoor sensory learning. Although this leaming framework offers new ecological conceptuaiisations of content. context, values, strategies and tools for adult Iearning, further inquiry and theorisation are required if the field is to be a space where people learn to live and Iive to learn with the rest of nature. Acknowledgments A little over nine years ago, at the age of 30,1 embarked on a journey to see if I could obtain three universities degrees in succession. 1 will forever be indebted to my friend Dickson Mwansa from Zimbabwe, whose advice to me was to "just go" and not "look back." 1 still find it difficult to believe that I am sitting here today wnting these acknowled,=ments for a doctoral degree. I begin by thanking Rajesh Tandon and al1 the members of the Himalayan Action Research Centre (HARC). Rajesh seemed to understand my need for a place of absolute solitude to begin the process of writing this thesis- He sent me to such a place, to HARC high-up in the Indian Himalaya where the loudest sounds were the cal1 of the cuckoo, the cow bells, peopies' laughter, the raging Yemena River and my own fingers upon the key board. Words are not sufficient to express my gratitude to my supervisor Professor Margrit Eichler. She was quick to recognise my love of the field and provide me with the excellent ideas. support, humour and encouragement 1 required. 1 would also like to thank David Selby and Edmund O'Sullivan for their careful readings of my drafts, and their inspiring ideas. Many thanks as well to John Hurst, my external. who wrote a most glowing review and then fiew half-way across North America to participate. I. gratefully acknowledge the support of rny friends Valerie Lemiux. Trudy Stanley. Erma Stultz, Barrie Maxwell, Eva Kupidura and Carole Stark who provided me with distractive moments and conversations around un-related topics such as famiiy, work, relationships. food, gardens, and travel. Collectively, these contributed greatly to the maintenance of my sanity. In particular. 1 deeply thank my friend ShirIey FoIIen who, dong with providing intellectual stimulation, shared with me a profound love of the rest of nature as together we explored the lakes, oceans, moors, forests, footpaths and sand dunes of the world. I am deeply appreciative of the steadfast faith my parents, Georgia-Lee and Edward Owens. and rny sister. Carol Owens, held in my ability to actually complete my dream of obtaining a doctorai degree. Finally 1 thank my compaiero de vida. Budd Hall. to whom 1 am the rnost indebted. It was through his love, encouragement, ideas and sacrifice that this thesis emerged. He was my constant cornpanion and friend throughout this most amazing nine year joumey. Table of Contents .. Abstract ................................................................. 11 ... Acknowledgrnents ................................................... 111 Tableofcontents .......................................................... iv List of Abbreviations ...................................................... xii Chapter One A Planet Under Siege: A Challenge to the World of Learning and Education . 1 Introduction ......................................................... 1 The Challenge to Education ............................................ -2 Contemponry Inter-Govemmental and Substantive Responses .......... -4 Educational Responses .......................................... -5 The Field of Adult Education .......................................... -6 The Case for Environmental Adult Education ......................... 8 Statement of the Probiem ............................................... 9 PurposeoftheStudy ................................................. 10 Defining a Learning Frarnework ........................................ II LayoutoftheStudy .................................................. 12 Locating Myself in the Research ........................................ 14 Limitations of this Study .............................................. 16 Contributions of this Smdy ............................................ 19 Chapter Two For The Earth: TheoreticaUSubstantive Responses to Envi tonmental Problems .................................................................. 21 introduction ........................................................ 21 Earth-Bwd Wisdom(s): The Forerunning Context ........................ -22 Agrarian Societies and the Rise of the Romantic .......................... -24 ConservationEducation ............................................... 25 The Mechanistic, Reductionist Scientific Worldview ........................ 25 TheoreticaYSubstantive Threads ........................................ 26 DeepEcology ................................................. 27 Challenges ............................................. 30 Alternative Ideas for Education ............................ -33 SocialEcology ................................................ 34 Challenges ............................................. 37 Alternative Ideas for Education ........................... -40 Bioregionalism ................................................ 41 Challenges ............................................. 43 Alternative Ideas for Education ............................ -45 Ecofeminism ................................................. 47 Challenges ............................................. 52 Alternative Ideas for Education ............................. 54 Chapter Three Educational Responses to Global Environment and Sustainability Concerns .........................................
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