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dc.contributor.authorFerreira, Jo-Anne
dc.contributor.authorDavis, Julie
dc.contributor.editorDr Alan Reid
dc.date.accessioned2017-05-03T11:37:26Z
dc.date.available2017-05-03T11:37:26Z
dc.date.issued2012
dc.date.modified2013-09-01T23:38:24Z
dc.identifier.issn1350-4622
dc.identifier.doi10.1080/13504622.2011.643226
dc.identifier.urihttp://hdl.handle.net/10072/47909
dc.description.abstractParticipation in networks, both as a concept and process, is widely supported in environmental education as a democratic and equitable pathway to individual and social change for sustainability. However, the processes of participation in networks are rarely problematized. Rather, it is assumed that we inherently know how to participate in networks. This assumption means that participation is seldom questioned. Underlying support for participation in networks is a belief that it allows individuals to connect in new and meaningful ways, individ- uals can engage in making decisions and in bringing about change in arenas that affect them and that they will be engaging in new, non-hierarchical and equita- ble relationships. In this paper, we problematize participation in networks. As an example, we use research into a decentralized network - described as such in its own literature - the Queensland Environmentally Sustainable Schools Initiative Alliance in Australia - to argue that while network participants were engaged and committed to participation in this network, 'old' forms of top-down engage- ment and relationships needed to be unlearnt. This paper thus proposes that for participation in decentralized networks to be meaningful, new learning about how to participate needs to occur.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent158355 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom687
dc.relation.ispartofpageto697
dc.relation.ispartofissue5
dc.relation.ispartofjournalEnvironmental Education Research
dc.relation.ispartofvolume18
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSociology of education
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode390203
dc.titleProblematizing the processes of participation in networks: working through the rhetoric
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Sciences, Griffith School of Environment
gro.rights.copyright© 2012 Taylor & Francis. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher.Please refer to the journal link for access to the definitive, published version.
gro.date.issued2012
gro.hasfulltextFull Text
gro.griffith.authorFerreira, Jo-Anne L.


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