The Social Construction of Informal Adult Learning in Community-Based Environmental Groups

Research output: ThesisDoctoral Thesis

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Abstract

This thesis is about Landcare participants and how they learn while carrying out natural resource management activities. Three research questions guided the study: How can Education for Sustainability be understood and theorised in practices of Landcare groups? How can an understanding of Education for Sustainability and sustaining practice contribute to a theory of social practice? What are the implications of these understandings of Education for Sustainability for the development and critique of natural resource management policy? The analysis, interpretation, and discussion chapters are framed by these three questions. The findings from multiple case studies were interpreted using a theory of practice architectures to identify practice changes occurring. The data on the community-based natural resource management groups are provided by in depth comparative case studies of four Landcare groups located in the Murray-Darling Basin in eastern Australia. Current Education for Sustainability theories do not adequately describe the characteristics of informal adult education, nor do they explore the educational practices apart from acknowledging that social learning is important. Informal adult learning in community-based natural resource management groups is integral to continuing natural resource management activities at the landscape level. The volunteer Landcare movement in Australia provides an example of a community-based natural resource management group.
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • Charles Sturt University
Supervisors/Advisors
  • Hemmings, Brian, Co-Supervisor
  • Allan, Catherine, Co-Supervisor
Place of PublicationAustralia
Publisher
Publication statusPublished - 2012

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social construction
natural resources
sustainability
management
learning
community
Group
education
Adult Education
social learning
educational practice
interpretation

Cite this

@phdthesis{fc66592768914000adb71bb7290e28b7,
title = "The Social Construction of Informal Adult Learning in Community-Based Environmental Groups",
abstract = "This thesis is about Landcare participants and how they learn while carrying out natural resource management activities. Three research questions guided the study: How can Education for Sustainability be understood and theorised in practices of Landcare groups? How can an understanding of Education for Sustainability and sustaining practice contribute to a theory of social practice? What are the implications of these understandings of Education for Sustainability for the development and critique of natural resource management policy? The analysis, interpretation, and discussion chapters are framed by these three questions. The findings from multiple case studies were interpreted using a theory of practice architectures to identify practice changes occurring. The data on the community-based natural resource management groups are provided by in depth comparative case studies of four Landcare groups located in the Murray-Darling Basin in eastern Australia. Current Education for Sustainability theories do not adequately describe the characteristics of informal adult education, nor do they explore the educational practices apart from acknowledging that social learning is important. Informal adult learning in community-based natural resource management groups is integral to continuing natural resource management activities at the landscape level. The volunteer Landcare movement in Australia provides an example of a community-based natural resource management group.",
author = "Cooke, {Penelope R.}",
year = "2012",
language = "English",
publisher = "Charles Sturt University",
address = "Australia",
school = "Charles Sturt University",

}

Cooke, PR 2012, 'The Social Construction of Informal Adult Learning in Community-Based Environmental Groups', Doctor of Philosophy, Charles Sturt University, Australia.

The Social Construction of Informal Adult Learning in Community-Based Environmental Groups. / Cooke, Penelope R.

Australia : Charles Sturt University, 2012. 284 p.

Research output: ThesisDoctoral Thesis

TY - THES

T1 - The Social Construction of Informal Adult Learning in Community-Based Environmental Groups

AU - Cooke, Penelope R.

PY - 2012

Y1 - 2012

N2 - This thesis is about Landcare participants and how they learn while carrying out natural resource management activities. Three research questions guided the study: How can Education for Sustainability be understood and theorised in practices of Landcare groups? How can an understanding of Education for Sustainability and sustaining practice contribute to a theory of social practice? What are the implications of these understandings of Education for Sustainability for the development and critique of natural resource management policy? The analysis, interpretation, and discussion chapters are framed by these three questions. The findings from multiple case studies were interpreted using a theory of practice architectures to identify practice changes occurring. The data on the community-based natural resource management groups are provided by in depth comparative case studies of four Landcare groups located in the Murray-Darling Basin in eastern Australia. Current Education for Sustainability theories do not adequately describe the characteristics of informal adult education, nor do they explore the educational practices apart from acknowledging that social learning is important. Informal adult learning in community-based natural resource management groups is integral to continuing natural resource management activities at the landscape level. The volunteer Landcare movement in Australia provides an example of a community-based natural resource management group.

AB - This thesis is about Landcare participants and how they learn while carrying out natural resource management activities. Three research questions guided the study: How can Education for Sustainability be understood and theorised in practices of Landcare groups? How can an understanding of Education for Sustainability and sustaining practice contribute to a theory of social practice? What are the implications of these understandings of Education for Sustainability for the development and critique of natural resource management policy? The analysis, interpretation, and discussion chapters are framed by these three questions. The findings from multiple case studies were interpreted using a theory of practice architectures to identify practice changes occurring. The data on the community-based natural resource management groups are provided by in depth comparative case studies of four Landcare groups located in the Murray-Darling Basin in eastern Australia. Current Education for Sustainability theories do not adequately describe the characteristics of informal adult education, nor do they explore the educational practices apart from acknowledging that social learning is important. Informal adult learning in community-based natural resource management groups is integral to continuing natural resource management activities at the landscape level. The volunteer Landcare movement in Australia provides an example of a community-based natural resource management group.

M3 - Doctoral Thesis

PB - Charles Sturt University

CY - Australia

ER -