Everyday circular literacy in Singaporean households: Informal relational pedagogies in teaching and learning about circular R-behaviours

Abstract

Despite the state's emphasis on formal environmental education, informal settings for fostering circular literacy cannot be understated. Whereas environmental literacy has been well researched in the literature, circular literacy, which involves teaching/learning about R-behaviours that close circularity loops have been overlooked so far. Drawing on empirical data from interviews with members of Singaporean households, this paper situates circular literacy in the domestic sphere and beyond. While household members are not trained educators, we argue that they are capable of mobilising a range of informal relational pedagogical/parenting styles that range from implicit to explicit instruction and didactic to dialogic approaches, alongside field-based and craft-based learning. Relational pedagogies rest on the belief that effective learning is a product of caring and meaningful relationships. We also contend that self-reflexivity is woven into these relational pedagogical exchanges in the hopes of optimising educational and/or relational outcomes. A key educational outcome relates to the promotion of circular R-behaviours, especially those higher up the waste hierarchy, such as refuse, reduce and reuse. At the same time, we outline the limits of such pedagogical approaches in cultivating circular dispositions and R-behaviours. Overall, this paper seeks to advance the scholarship on informal relational pedagogies and circular R-behaviours by addressing how thoughtful relational engagements are instructive in enabling circular literacy.