Landscapes for peace: A case study of active learning about urban environments and the future

Hutchinson, Francis P.; Herborn, Peter

doi:10.1016/j.futures.2011.08.004

Cited by 17 publications

(7 citation statements)

References 13 publications

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“…The related literature evidences beneficial ways dialogue has and can be employed to practice peace education in various formal educational contexts. For example, interested in possible ways of encouraging critical reflection on violence, conflict and futures, Hutchinson and Herborn (2012) use the landscape as a learning resource in peace, environmental and futures education to open dialogue about alternatives. They criticize conventional imagination to be foreclosed, mono-cultural mappings.…”

Section: Dialogue Practices In Societies That Are Not Engaged In Intractable Conflictsmentioning

confidence: 99%

Freirean Dialogue: An Effective Pedagogy for Critical Peace Education

Bilgin¹

2020

Eğitimde Kuram Ve Uygulama

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Section: Dialogue Practices In Societies That Are Not Engaged In Intractable Conflictsmentioning

confidence: 99%

Freirean Dialogue: An Effective Pedagogy for Critical Peace Education

Bilgin¹

2020

Eğitimde Kuram Ve Uygulama

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“…Social and ecojustice issues require action in the present that is well informed by where we have come from (history of the past) and where we want to go (history of the future — futures studies). Because images of futures affect powerfully what people believe and how they respond in the present, futures work has a special responsibility to ensure that all members of a learning community are prepared for and proactive about their future (Hutchinson & Herborn, 2012; Lloyd, 2011, 2014; Masini, 2013). To live ethically in the present requires us to understand that decisions we make in the present moment influence what the future can become.…”

Section: Educating For Ecojustice: Examples Of Practicementioning

confidence: 99%

Pathway to ‘Knowing Places’ — and Ecojustice — Three Teacher Educators’ Experiences

Paige

Lloyd

Smith³

2016

Aust. J. environ. educ.

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The case study reported here seeks to promote the sharing of successful practice in Education for Sustainability (EfS). It uses literature and three personal and professional autobiographies as background to the development of a set of sustainability educational practices integrated into a primary/middle school teacher education program. The set of activities focus on developing in students an understanding of EfS and of processes appropriate to it that they can use in their classrooms on graduation. It is the authors’ view that their collaborative building on shared beliefs, contemporary ecojustice literature and three decades of developing enabling pedagogical practices has assisted their efforts to ‘get’ EfS, and to ensure that their students, particularly as beginning teachers, ‘got it’. The ecojustice principles for teacher education programs are outlined in this article and are believed to have wide applicability in many aspects of ecojustice approaches to pro-ecosocial education.

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“…There is a particular indebtedness to cultural geography and critical peace studies. The paper builds on an earlier collaborative research project concerned with issues of student-learning journeys and 'landscapes for peace' (Hutchinson and Herborn 2012).…”

Section: War Memorials Memory and Identitymentioning

confidence: 99%

“…What was seen as invasion and violent dispossession by the Gadigal people of what came to be called 'Sydney' after a British Lord of the Admiralty, in colonial official accounts was depicted as largely a matter of 'peaceful settlement'. As a way of seeking to encourage both imaginative empathy and thoughtful dialogue, we have over Journal of Peace Education 141 recent years invited our students to participate in a learning trail that includes a number of important Aboriginal sites in Sydney, including places of nonviolent resistance to racist discrimination and violence (Hutchinson and Herborn 2012).…”

Section: Barani Barrabugu (Yesterday Tomorrow) Aboriginal Trail Citmentioning

confidence: 99%

‘Landscapes of remembrance’ and sites of conscience: exploring ways of learning beyond militarising ‘maps’ of the future

Herborn

Hutchinson

2014

Journal of Peace Education

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War memorials and related exhibition spaces are commonplace in Australian cities and towns. As critically reflected upon in this paper, there is much 'hidden' or alternative history that tends to get ignored when it comes to official memorials and conventional places of remembrance. The particular focus of our paper is the exploration of the peace-building and educational potential of site visits to a number of memorial places that differ, in significant ways, from national war memorials, war museums and battlefield tourism. As illustrated by the various case studies in this paper, there may be alternative, dissenting sites of memory/ remembering that question selective remembering and militarising historical myths. Each of these 'sites of conscience' may offer, as discussed in this paper, significant opportunities for experiential learning and critical reflection on peace-related issues. The authors offer some reflections on these sites, the histories of the sites, and possible peace education implications. Our paper invites follow-up research and reflection on whether there are many other such 'sites of conscience' that peace educators may draw upon whether in Australia, Japan or internationally. Key issues include how such site visits and learning trails may excite curiosity cross-culturally among students about nonviolent, life-affirming alternatives to militarised 'maps' about the future.

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Landscapes for peace: A case study of active learning about urban environments and the future

Cited by 17 publications

References 13 publications

Freirean Dialogue: An Effective Pedagogy for Critical Peace Education

Freirean Dialogue: An Effective Pedagogy for Critical Peace Education

Pathway to ‘Knowing Places’ — and Ecojustice — Three Teacher Educators’ Experiences

‘Landscapes of remembrance’ and sites of conscience: exploring ways of learning beyond militarising ‘maps’ of the future

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