-
seek out diversity (i.e., recognizing that there are multiple realities, types of
knowledge and ways of knowing),
-
develop agency (i.e., by providing equal status to participants and to that what they
bring to the study and to help serve the needs of all participants by allowing them to
co-frame the research and the underlying questions),
-
promote reflexivity of all involved (i.e., by raising critical questions, soliciting
feedback, creating a community of (co)learners).
REFERENCES
Capra, F. 1996. The Web of Life: A New Scientific Understanding of Living. New York:
Anchor/Doubleday.
Capra, F. 2007. Foreword. In: Social Learning Towards a Sustainable World, Wals, A.E.J.,
ed., 13-17. Wageningen: Wageningen Academic Publishers.
Wals, A.E.J., ed., 2007. Social Learning Towards a Sustainable World. Wageningen:
Wageningen Academic Publishers.
Tidball, K.G. and Krasny, M.E. 2007. From risk to resilience: What role for community
greening and civic ecology in cities? In: Social Learning Towards a Sustainable World, Wals,
A.E.J., ed., 149-164. Wageningen: Wageningen Academic Publishers.
Hart, P. 2007. Social learning as action inquiry: Exploring education for sustainable societies.
In: Social Learning Towards a Sustainable World, Wals, A.E.J., ed., 313-330. Wageningen:
Wageningen Academic Publishers.
Stone, M. and Barlow, Z. 2005. Ecological Literacy. Berkeley: Sierra Club Books.
Convention