{"title":"Taking risks","authors":"Astrid Von Kotze, S. Walters","doi":"10.3384/rela.2000-7426.4324","DOIUrl":null,"url":null,"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.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal for Research on the Education and Learning of Adults","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3384/rela.2000-7426.4324","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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).
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