Dancing with structure: research in Ecological Pedagogy

Dancing with structure: research in Ecological Pedagogy Qual Quant (2011) 45:739–741 DOI 10.1007/s11135-010-9410-0 René Butter Published online: 5 December 2010 © Springer Science+Business Media B.V. 2010 Ecological Pedagogy is the “Pedagogy of the whole”. It assumes a continuous interaction between the individual and his or her environment (e.g. Bronfenbrenner (1977)). Tradi- tionally, Pedagogy has been aimed at separate aspects, such as the school, the family, the neighbourhood or government policies. By contrast, Ecological Pedagogy is characterised by an integral approach. The perspectives of children, parents, educators and other stakeholders are in the middle and are approached by taking into account all their important interrelations. In this essay, a plea is made for a broad research perspective in Ecological Pedagogy in which qualitative and quantitative methods are treated by addressing their similarities rather than their differences. 1 Investigative attitude Ecological research implies opening up to the questions that can arise in specific contexts. This requires an open, communicative and reflective attitude of “continuous self investigation”. As a researcher, it is important to be aware of one’s principles, questions, and expectations and be as explicit about them as possible. In other words, one needs to structure them. Doing so, others get the opportunity to agree or disagree with http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Quality & Quantity Springer Journals

Dancing with structure: research in Ecological Pedagogy

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Publisher
Springer Journals
Copyright
Copyright © 2010 by Springer Science+Business Media B.V.
Subject
Social Sciences; Methodology of the Social Sciences; Social Sciences, general
ISSN
0033-5177
eISSN
1573-7845
D.O.I.
10.1007/s11135-010-9410-0
Publisher site
See Article on Publisher Site

Abstract

Qual Quant (2011) 45:739–741 DOI 10.1007/s11135-010-9410-0 René Butter Published online: 5 December 2010 © Springer Science+Business Media B.V. 2010 Ecological Pedagogy is the “Pedagogy of the whole”. It assumes a continuous interaction between the individual and his or her environment (e.g. Bronfenbrenner (1977)). Tradi- tionally, Pedagogy has been aimed at separate aspects, such as the school, the family, the neighbourhood or government policies. By contrast, Ecological Pedagogy is characterised by an integral approach. The perspectives of children, parents, educators and other stakeholders are in the middle and are approached by taking into account all their important interrelations. In this essay, a plea is made for a broad research perspective in Ecological Pedagogy in which qualitative and quantitative methods are treated by addressing their similarities rather than their differences. 1 Investigative attitude Ecological research implies opening up to the questions that can arise in specific contexts. This requires an open, communicative and reflective attitude of “continuous self investigation”. As a researcher, it is important to be aware of one’s principles, questions, and expectations and be as explicit about them as possible. In other words, one needs to structure them. Doing so, others get the opportunity to agree or disagree with

Journal

Quality & QuantitySpringer Journals

Published: Dec 5, 2010

References

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