Rob O'Donoghue

TL;DR: A case study reported in this article describes a two-year action-research investigation of conceptual, evaluation and adoption tensions that led to a revised approach to environmental education and curriculum innovation.

TL;DR: The epistemic unconscious is the history of the field and it is clear that, to secure some chance of really knowing what one is doing, one has to unfold what is inscribed in the various relations of implication in which the thinker and his thoughts are caught up, that is, the presuppositions he engages and the inclusions and exclusions he unwittingly performs.

TL;DR: The authors examines how environmental education has been conceived and enacted within the same orientations that brought on many of the environmental issues that confront us in southern Africa today and argues that rational intervention strategies might well be displaced by interactive classroom and community orientations which set out to co-construct local agendas of local issues for reflexive social processes of change.

TL;DR: The British Council funded Higher Education Link project as discussed by the authors is a research and development project that has three main research strands: contextual profiling, evaluative materials development and piloting predicated on a respect for indigenous and contextual knowledge, and impact analysis that will examine the role of multidirectional intergenerational mentoring in disseminating messages about sustainable lifestyles.