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The challenges of 'teaching by being': the case of participatory resource management

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Abstract:

In 1997 a new unit, Participatory Resource Management, was developed and offered in the School of Resource, Environment and Society, at the Australian National University. The challenges of the unit were multiple, ranging from introducing social science material into a science curriculum, to attempting to change practitioners' attitudes towards natural resource management. This paper is an account of this experience showing how feminist pedagogy has provided a useful framework to foster attitudinal change and encourage a paradigm shift. The paper presents the unit aims and objectives. It gives insights into the specific processes implemented and reflects on the challenges posed by the unit and the personal challenges to 'teaching by being'.

Keywords: Feminist pedagogy; collaborative learning; curriculum development

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/0309826042000198620

Affiliations: Institute of Social Studies The Netherlands

Publication date: March 1, 2004

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