{"title":"越界的生态艺术教育学:对Kulundu-Bolus、McGarry和Lotz-Sisitka的回应(SAJEE，第30卷)","authors":"C. Preston","doi":"10.4314/sajee.v38i1.03","DOIUrl":null,"url":null,"abstract":"Kulundu-Bolus, McGarry and Lotz-Sisitka (2020) have offered transgressive learning as a new approach to environmental education. As a response to their work, this paper describes and discusses aspects of a four-year action research project in which a group of children, adolescents and adults from the rural community of Wakkerstroom-eSizameleni participated in a series of multimodal arts-based interventions in which increased environmental awareness and improved environmental practices were key goals. Five vignettes from these interventions are used to argue that Transgressive Eco-Arts Pedagogy (TEAP) can facilitate community engagement, greater environmental awareness and small steps towards the improved environmental practices that Kulundu-Bolus et al. have called for.Keywords: Environmental education, arts-based learning, multimodality, sustainability, transgressive learning, pedagogy of love","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"141 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Transgressive Eco-Arts Pedagogy: A response to Kulundu-Bolus, McGarry and Lotz-Sisitka (SAJEE, Volume 30)\",\"authors\":\"C. Preston\",\"doi\":\"10.4314/sajee.v38i1.03\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Kulundu-Bolus, McGarry and Lotz-Sisitka (2020) have offered transgressive learning as a new approach to environmental education. As a response to their work, this paper describes and discusses aspects of a four-year action research project in which a group of children, adolescents and adults from the rural community of Wakkerstroom-eSizameleni participated in a series of multimodal arts-based interventions in which increased environmental awareness and improved environmental practices were key goals. Five vignettes from these interventions are used to argue that Transgressive Eco-Arts Pedagogy (TEAP) can facilitate community engagement, greater environmental awareness and small steps towards the improved environmental practices that Kulundu-Bolus et al. have called for.Keywords: Environmental education, arts-based learning, multimodality, sustainability, transgressive learning, pedagogy of love\",\"PeriodicalId\":33490,\"journal\":{\"name\":\"Southern African Journal of Environmental Education\",\"volume\":\"141 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-10-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Southern African Journal of Environmental Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4314/sajee.v38i1.03\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Southern African Journal of Environmental Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4314/sajee.v38i1.03","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Transgressive Eco-Arts Pedagogy: A response to Kulundu-Bolus, McGarry and Lotz-Sisitka (SAJEE, Volume 30)
Kulundu-Bolus, McGarry and Lotz-Sisitka (2020) have offered transgressive learning as a new approach to environmental education. As a response to their work, this paper describes and discusses aspects of a four-year action research project in which a group of children, adolescents and adults from the rural community of Wakkerstroom-eSizameleni participated in a series of multimodal arts-based interventions in which increased environmental awareness and improved environmental practices were key goals. Five vignettes from these interventions are used to argue that Transgressive Eco-Arts Pedagogy (TEAP) can facilitate community engagement, greater environmental awareness and small steps towards the improved environmental practices that Kulundu-Bolus et al. have called for.Keywords: Environmental education, arts-based learning, multimodality, sustainability, transgressive learning, pedagogy of love
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