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dc.contributor.authorSammel, Ali
dc.date.accessioned2018-01-04T23:40:16Z
dc.date.available2018-01-04T23:40:16Z
dc.date.issued2003
dc.date.modified2010-07-20T04:53:13Z
dc.identifier.issn12055352en_US
dc.identifier.urihttp://hdl.handle.net/10072/32403
dc.description.abstractThis paper invites you, the reader, to co-produce meaning around the possibilities and limitations of what Gadamerian philosophy and hermeneutic phenomenology holds for environmental education research. Gadamerian philosophy and hermeneutic phenomenology is founded on the idea that people make meaning (the hermeneutic aspect) of lived experiences (the phenomenological aspect) through dialogue from a perspective where cognition is a product of a particular time and place. As such, this philosophy provided a solid foundation for a study which researched how five high school teachers made sense of, and engaged with, critical environmental education. This study evolved out of my belief that teachers' perceptions and practices have been marginalized, excluded, or forgotten in theoretical narratives of critical environmental education. In this paper I will share my experiences engaging with Gadamerian philosophy and hermeneutic phenomenology and introduce what I found to be the nature, limitations and possibilities of this research frame.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherYukon College and The Canadian Network for Environmental Educationen_US
dc.publisher.placeYukon, Canadaen_US
dc.publisher.urihttps://cjee.lakeheadu.ca/article/view/244en_US
dc.relation.ispartofpagefrom155en_US
dc.relation.ispartofpageto168en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalCanadian Journal of Environmental Educationen_US
dc.relation.ispartofvolume8en_US
dc.subject.fieldofresearchcode330103en_US
dc.titleAn Invitation to Dialogue: Gadamer, Hermeneutic Phenomenology and Critical Environmental Educationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
dc.description.versionPublisheden_US
gro.rights.copyright© 2003 The Canadian Journal of Environmental Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2003
gro.hasfulltextFull Text
gro.griffith.authorSammel, Alison J.


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