Abstract
This paper offers an evidence-based educational case study drawing on apedagogical research project which is currently being conducted in Religions andTheology at the University of Manchester. The paper discusses preliminary findingsregarding the effectiveness of a variety of constructivist learning opportunities andhow they are incorporated into institutional assessment strategies. It explores student learning through the use of peer learning, enquiry-based learning, and structured learning journals. The central question is how feminist pedagogy can encourage and support students to experiment with constructivist epistemology in order to foster learning for sustainable development as social justice.
| Original language | English |
|---|---|
| Title of host publication | Education for Sustainable Development: Graduates as Global Citizens |
| Editors | Chris Shiel, Sachiko Takeda |
| Place of Publication | Bournemouth |
| Publisher | Bournemouth University |
| Pages | 188-196 |
| Number of pages | 9 |
| Publication status | Published - 2007 |
| Event | Education for Sustainable Development: Graduates as Global Citizens - Bournemouth University Duration: 1 Jan 2007 → … |
Conference
| Conference | Education for Sustainable Development: Graduates as Global Citizens |
|---|---|
| City | Bournemouth University |
| Period | 1/01/07 → … |
Keywords
- education for sustainable development
- feminist pedagogy
