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Yvonne Emmett


In this article, I discuss the contribution of theoretical resources to the transformation in my thinking about professional development and accountability, within an action research self-study of practice as a civil servant, in the context of participation on the Doctor in Education (Leadership) programme at Dublin City University (DCU) in the period 2008-2012. It is at the intersection of these subject positions, between theory and practice, that professional development was explored through the ‘leadership problem’ of encouraging trainer colleagues to investigate the educational potential of information and communications technologies (ICT) for the development of their practice. Ultimately, this constituted a critical space for sustained dialogue between the self and the social in exploring professional subjectivity. The resources discussed supported the interrogation of social, cultural and historical conditions influencing self-understanding and narrative reasoning (Tamboukou, 2008) and movement from strategic to communicative reasoning (Habermas, 1984). It is claimed that this has significance for the development of a more educational training practice, which expresses a concern for subjectivity and agency in the face of a growing ‘performativity’ in professional life (Ball, 2003).

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David Smith

) Bridging the gap between policy and practice: A framework for technological intervention. Journal of e-Learning and Knowledge Society, 6(1), 13-27 [6] de Freitas, S. & Conole, G. (2010) The influence of pervasive and integrative tools on learners’ experiences and expectations of study. In R. Sharpe, H. Beetham & S. de Freitas (Eds), Rethinking learning in the Digital Age, London & New York: Routledge [7] Ellis, R.A. and Goodyear, P. (2010) Student experiences of e-learning in higher education: the ecology of sustainable innovation. London

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Sigrid Gjøtterud and Erling Krogh

. Wals & P. B. Corcoran (Eds.), Learning for sustainability in times of accelerating change (pp. 213-225). Wageningen: Wageningen Academic Publishers [16] Levinas, E. (1969). Totality and infinity: an essay on exteriority. Pittsburgh: Duquesne University Press [17] Levinas, E. (1991). Otherwise than being, or Beyond essence. Dordrecht: Kluwer [18] Malcolm, C., Gopalb, N., Keanec, M., & Kyle, W. C. (2009). Transformative Action Research: Issues and Dilemmas in working with two rural south african communities. In K. Setat

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Sigrid Mari Gjotterud, Erling Krogh, Cecilie Dyngeland and Nicholaus Solomon Mwakasumba

Livelihoods. Paper presented at the Second Annual PANTIL Research Workshop, Morogoro, Tanzania. [15] Lassalle, T., & Mattee, A. (1996). Diverse and Linked - the Role of Farmers’ Organizations in Sustainable Rural Development In A. Budelman (Ed.), Agricultural R and D at the Crossroads: Merging Systems Research and Social Actor Approaches (pp. 203-211). Amsterdam: Royal Tropical Institute. [16] Lassalle, T., Mattee, A., & Forster, P. G. (1995). Towards sustainable rural development using the participatory approach: the case of Mgeta farmers

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Sonja Schaal, Steffen Schaal and Armin Lude

. Hamburg: Verlag Dr. Kovac. [7] Bleck, S., Bullinger, M., Lude, A. & Schaal, S. (2012): Electronic mobile devices in environmental education (EE) and education for sustainable development (ESD) - Evaluation of concepts and potentials. Procedia - Social and Behavioral Sciences 46, 1232-1236. [8] Bleck, S., Bullinger, M., Lude, A. & Schaal, S. (2013). Mobile elektronische Endgeräte in der Umweltbildung und BNE - erste Ergebnisse einer Studie. In: Michel, U. et al (Hrsg.): Digitale Medien in der Bildung für nachhaltige Entwicklung

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Yvonne Crotty and Laura Kilboy

[4] Crotty, Y. (2014). Promoting a Creative Educational Entrepreneurial Approach in Higher Education. International Journal for Transformative Research, 1 (1), 75-100 [5] Dadds, M. (2008). Empathetic validity in practitioner research. Educational Action Research, 16(2), 279-290 [6] Devereux, P. (2008). International volunteering for development and sustainability: Outdated paternalism or a radical response to globalisation. Development in Practice, 18(3), 357-370 [7] Disprose, K. (2012). Critical distance: Doing

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Michael Hammond

engagement, funding, other eccentricities. patter. (accessed 26th June, 2016) [37] US Department of Education Office of Educational Technology (2010). Transforming American Education: Learning Powered by Technology. National Education Technology Plan 2010. Washington, USA: U.S. Department of Education [38] Walker, J. (2006). Blogging from inside the ivory tower. In A. Bruns, & J. Jacobs (Eds.), Uses of Blogs (pp. 127-138). New York, USA: Peter Lang [39] Wals, A. (October 2011). Learning for Sustainability. https