Academic literature on the topic 'Environmental reflexivity'
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Journal articles on the topic "Environmental reflexivity"
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Stoddart, Mark C. J., and Cole Atlin. "Hydroelectricity, Environmental Governance and Anti-Reflexivity: Lessons from Muskrat Falls." Water 14, no. 13 (June 21, 2022): 1992. http://dx.doi.org/10.3390/w14131992.
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Hydroelectric projects are often pursued on the promise of economic development and environmental co-benefits as a source of low-carbon energy. We analyse the case of the Muskrat Falls hydropower mega-project (located in Labrador, Canada) to understand why this project failed to live up to its promised benefits, but instead delivered a double disaster of economic cost and environmental risk. The key concepts of anti-reflexivity and deep stories help us understand why the project assumed an aura of inevitability in political and public discourse until it was too late to change course. Drawing on publicly available data and secondary sources, we identify the constellation of social forces that maintained political anti-reflexivity about the economic and environmental risks of the project and led to a double economic and environmental disaster. Our analysis identifies vital lessons for countering anti-reflexivity and improving environmental governance related to energy mega-projects.
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Boström, Magnus, Rolf Lidskog, and Ylva Uggla. "A reflexive look at reflexivity in environmental sociology." Environmental Sociology 3, no. 1 (October 11, 2016): 6–16. http://dx.doi.org/10.1080/23251042.2016.1237336.
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Camponogara, Silviamar, Flávia Regina Sousa Ramos, and Ana Lucia Cardoso Kirchhof. "Reflexivity, knowledge and ecological awareness: premises for responsible action in the hospital work environment." Revista Latino-Americana de Enfermagem 17, no. 6 (December 2009): 1030–36. http://dx.doi.org/10.1590/s0104-11692009000600016.
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The article aims to analyze the interface of reflexivity, knowledge and ecologic awareness in the context of hospital work, based on data collected in a qualitative case study carried out at a public hospital. Field observation data and interviews are discussed in the light of sociologic and philosophic references. Workers expressed the interface between knowledge and action, in which there is a cycle of lack of knowledge, automatism in the actions and lack of environmental awareness, posing limits to individual awareness and to responsibility towards environmental preservation. Increased debate and education, including the environmental issue, are needed in the context of hospital work. Although hospital work is reflexively affected by the environmental problem, that does not guarantee the reorientation of practices and responsible action towards the environment.
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Alexander, Stephanie A., Catherine M. Jones, Marie-Claude Tremblay, Nicole Beaudet, Morten Hulvej Rod, and Michael T. Wright. "Reflexivity in Health Promotion: A Typology for Training." Health Promotion Practice 21, no. 4 (April 14, 2020): 499–509. http://dx.doi.org/10.1177/1524839920912407.
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Reflexivity has emerged as a key concept in the field of health promotion (HP). Yet it remains unclear how diverse forms of reflexivity are specifically relevant to HP concerns, and how these “reflexivities” are interconnected. We argue that frameworks are needed to support more systematic integration of reflexivity in HP training and practice. In this article, we propose a typology of reflexivity in HP to facilitate the understanding of reflexivity in professional training. Drawing from key theories and models of reflexivity, this typology proposes three reflexive positions (ideal-types) with specific purposes for HP: reflexivity in, on, and underlying action. This article illustrates our typology’s ideal-types with vignettes collected from HP actors working with reflexivity in North America and Europe. We suggest that our typology constitutes a conceptual device to organize and discuss a variety of experiences of engaging with reflexivity for HP. We propose the typology may support integrating reflexivity as a key feature in training a future cadre of health promoters and as a means for building a responsible HP practice.
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Popa, Florin, and Mathieu Guillermin. "Reflexive Methodological Pluralism." Journal of Mixed Methods Research 11, no. 1 (July 7, 2016): 19–35. http://dx.doi.org/10.1177/1558689815610250.
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This article argues that methodological pluralism (MP) can benefit from a deeper and more systematic integration of reflexive processes. In particular, reflexivity can facilitate meaningful and problem-specific ways of combining methods across different disciplinary fields, types of expertise, and practices. To develop our argument, we distinguish between two dimensions of reflexivity: critical (questioning of values, assumptions, and sociopolitical context underlying research methodology) and transformative (investigating pathways for change by mobilizing social experimentation and learning). We discuss two cases of research on environmental valuation that mobilizes reflexivity. We conclude by emphasizing the specific role of critical and transformative reflexivity in guiding methodological choices.
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Locher, Fabien, and Jean-Baptiste Fressoz. "Modernity's Frail Climate: A Climate History of Environmental Reflexivity." Critical Inquiry 38, no. 3 (March 2012): 579–98. http://dx.doi.org/10.1086/664552.
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LESSA, BRUNO DE SOUZA, FERNANDO DIAS LOPES, and CÉLIA ELIZABETE CAREGNATO. "A reflexividade como elemento de mediação - O caso de Francisco Milanez." Cadernos EBAPE.BR 19, no. 1 (March 2021): 152–64. http://dx.doi.org/10.1590/1679-395120200027.
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Abstract This article aimed to discuss how Pierre Bourdieu’s concept of reflexivity was conceived, and how it influenced and was developed by Bernard Lahire’s in his sociology. To operationalize the way the concept is articulated, but emphasizing its development by Lahire, this paper presents as an empirical case how reflexivity was engendered in José Francisco Bernardes Milanez’ biographical trajectory, a historical environmental activist from the Brazilian state of Rio Grande do Sul. The central argument we defend is that the Bourdieusian-inspired concept of reflexivity has a certain objectivist and structuralist weight, which gives a secondary role to individuals’ reflection capacity and agency. Despite this weight, reflexivity acts as a mediator between structures and their individual agency within actors’ social lives. In this sense, reflexive capacities can be better understood and analyzed by considering the ways individuals connect their daily practices, dialectically and concomitantly, with reflexive processes. This article emphasizes that sociological analyses at the individual level can be potentially more substantive if they consider structure, agency, and reflexivity in an integrated way. Finally, we argue that the conceptual and argumentative association of elements from the two authors helps to avoid false antinomies.
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Hope Alkon, Alison. "Reflexivity and Environmental Justice Scholarship: A Role for Feminist Methodologies." Organization & Environment 24, no. 2 (June 2011): 130–49. http://dx.doi.org/10.1177/1096026611414347.
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Chan, Raymond K. H. "Risk, Reflexivity and Sub-politics: Environmental Politics in Hong Kong." Asian Journal of Political Science 16, no. 3 (December 2008): 260–75. http://dx.doi.org/10.1080/02185370802504308.
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Volinskiy, Dmitriy, John C. Bergstrom, Christopher M. Cornwell, and Thomas P. Holmes. "A Pseudo-Sequential Choice Model for Valuing Multi-Attribute Environmental Policies or Programs in Contingent Valuation Applications." Agricultural and Resource Economics Review 39, no. 1 (February 2010): 9–21. http://dx.doi.org/10.1017/s1068280500001799.
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The assumption of independence of irrelevant alternatives in a sequential contingent valuation format should be questioned. Statistically, most valuation studies treat nonindependence as a consequence of unobserved individual effects. Another approach is to consider an inferential process in which any particular choice is part of a general choosing strategy of a survey respondent. A stochastic model is suggested, consistent with the reflexivity, transitivity, and continuity axioms of utility analysis. An application of this theoretical model to the valuation of watershed ecosystem restoration demonstrates that an empirical model recognizing reflexivity and transitivity, and also allowing for continuity, shows the highest in-sample predictive ability.
Dissertations / Theses on the topic "Environmental reflexivity"
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Iniesta-Arandia, Irene, Federica Ravera, Stephanie Buechler, Isabel Díaz-Reviriego, María E. Fernández-Giménez, Maureen G. Reed, Mary Thompson-Hall, et al. "A synthesis of convergent reflections, tensions and silences in linking gender and global environmental change research." SPRINGER, 2016. http://hdl.handle.net/10150/622830.
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This synthesis article joins the authors of the special issue "Gender perspectives in resilience, vulnerability and adaptation to global environmental change" in a common reflective dialogue about the main contributions of their papers. In sum, here we reflect on links between gender and feminist approaches to research in adaptation and resilience in global environmental change (GEC). The main theoretical contributions of this special issue are threefold: emphasizing the relevance of power relations in feminist political ecology, bringing the livelihood and intersectionality approaches into GEC, and linking resilience theories and critical feminist research. Empirical insights on key debates in GEC studies are also highlighted from the nine cases analysed, from Europe, the Americas, Asia, Africa and the Pacific. Further, the special issue also contributes to broaden the gender approach in adaptation to GEC by incorporating research sites in the Global North alongside sites from the Global South. This paper examines and compares the main approaches adopted (e.g. qualitative or mixed methods) and the methodological challenges that derive from intersectional perspectives. Finally, key messages for policy agendas and further research are drawn from the common reflection.
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Raven, Glenda C. "Enabling reflexivity and the development of reflexive competence within course processes: a case study of an environmental education professional development course." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003389.
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This research was undertaken in the context of socio-economic transformation in South Africa, and more specifically, in the context of change in education policy. To support socio-economic transformation in South Africa after the first democratic elections in 1994, a competence-based National Qualifications Framework (NQF) was introduced in 1995. In responding to the particular socio-historical context of South Africa, the South African NQF is underpinned by the notion of applied competence, integrating practical, foundational and reflexive competence, which is the key and distinguishing feature of this competence-based framework. In this context of transformation, the research was aimed at an in-depth exploration of the notion of reflexivity and reflexive competence, and course processes that enable its development, with a view to providing curriculum development insights for learning programme development in the competence-based NQF, more broadly, and environmental education professional development programmes, more specifically. To enable these aims, the research was undertaken in the context of the Rhodes University / Gold Fields Participatory Course in Environmental Education (RU/GF course), as a case example of a professional development course that aims to develop critically reflexive practitioners. Within an interpretivist orientation, a multiple-embedded case study approach was used to gain insight into the relationship between course processes, reflexivity and the development of reflexive competence to clarify and provide a critical perspective on how competence develops in the context of the course. Data was collected over a period of one year using observation, interviewing and document analysis as the primary data collection techniques. Data was analysed through various phases and layers to inform data generation and the synthesising of data for further interpretation. Through the literature review undertaken within the study, various significant insights emerged around the notion of reflexivity and reflexive competence. Firstly, there appears to be a need to distinguish between reflexivity as social processes of change (social actions and interactions within social systems, structures and processes) and reflexive competence (a range of integrative elements of competence) that provides the evidence of an engagement within social processes of change. The second key insight emerging is the significance of social structure in shaping participation in reflexive processes, thus emphasising the duality of structure as both the medium for, and outcome of reflexive social actions and interactions and so challenges the deterministic conception of social structure. Further, the significance of an epistemologically framed notion of reflexivity and reflexive competence emerged, in the context of responding to the complex and uncertain quality of socio-ecological risks and in supporting change in context. Reflexivity, distinguished from processes of critical reflection, foregrounds a critical exploration of both knowledge and unawareness. As such a reinterpretation of reflexive competence is offered as a process of potential challenge to dominant and reigning forms of reasoning (knowledge frameworks) and consequent principles of ordering. Through this reframing of reflexive competence, the potential exists to destabilise dominant forms of reasoning and principles of ordering to create a broader scope of possibilities for action and change in context. This reframing of reflexive competence in the context of transformation in South Africa has critical implications for engaging within processes of learning programme design in the NQF to support an engagement within reflexive processes of change and the development of a range of integrative elements of reflexive competence. In this light, the study attempts to make the following contribution to curriculum deliberations within the context of environmental education and the NQF in relation to reflexivity, reflexive competence and change: ♦ Reflexivity is conceptualised as social processes of change with reflexive competence providing evidence of engagement within these social processes of change; ♦ An epistemologically framed conception of reflexivity and reflexive competence recognises how rules of reason and the ordering of the ‘reasonable’ person come to shape social life; and so ♦ Change is conceptualised as ruptures and breaks in dominant knowledge frames and the power relations embedded in these; ♦ Unawareness emerges as a key dimension within reflexive environmental education processes in responding to the unpredictable and uncertain nature of risks; ♦ An epistemological framing of reflexivity and reflexive competence highlights the need to develop open processes of learning to support the critical exploration of knowledge and unawareness; and ♦ Within this framing of reflexivity and reflexive competence, the difficulty emerges in specifically predefining reflexive competence to inform standard setting processes within a context of intended change. In framing data within this emerging conception of reflexivity and reflexive competence, a review of course processes highlighted potential areas for reorienting the RU/GF course to support change in context, for which I make specific recommendations. Drawing on the review of course processes in the RU/GF course, and in light of the reframing of reflexivity and reflexive competence, I further offer summative discussions as ‘possible implications’ for learning programme design in the South African competence-based NQF, broadly and environmental education professional development programmes in this framework, more specifically.
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Louhimaa, E. (Eila). "Luonnon sosiaalinen konstruointi, ympäristödiskurssit ja ympäristöön orientoiva kasvatus:tutkimus institutionaalisen ympäristökasvatuksen yhteiskunnallisista rakenne-ehdoista ja kulttuuristen mahdollisuuksien kentistä." Doctoral thesis, Oulun yliopisto, 2002. http://urn.fi/urn:isbn:9514268350.
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Abstract My doctoral thesis deals with the content conflicts involving the constructivist conception of knowledge and learning and the didactic models of environment education as a part of the environment's social determination and interpretation processes, i.e. environmental discourses. I also study how the determination of the reflexivity of modernity is reflected in the constructivist conception of knowledge and learning through the presuppositions included in it related to the formation of social reality and social construction of nature. Thirdly, I try to identify the common cultural heritage of the unreflected nature of institutional environmental education and its research, the conflicts between environmental discourses, and the prevailing definition of the reflexivity of modernity. I maintain that public environmental discourses influence the institutional forms of environmental education through the levels of the social construction of nature. I also suggest that the differing ideas about the reflexivity of modernity can be classified into different levels, and didactic models of environmental education can be classified into different types. The different levels and the different types can be distinguished from each other on the basis of how they conceptualise the relation between the theoretical category of the social construction of nature and its practical manifestations, environmental discourses and environmentally oriented education. I maintain that the different types of didactic models for institutional environmental education favour cultural reflection. In reality they do not, however, reach that level. The basic theoretical problem involving institutional environmental education is based on two main factors: a) scientisation of environmental problems, b) personalisation of environmental problems. The constructivist conception of knowledge and learning aim at understanding the ecological and sociopolitical consequences of an environmental crisis, but not at reflecting on the foundations of the environmental crisis. Environmental education as an institution is bound up in three ways with the prevailing limited environmental discourses: a) The problems in the constructivist conception of knowledge and learning can be basically interpreted as reflections of conflicts in the prevailing environmental discourses and of paradoxes in the prevailing social order, b) The goals, contents and methods of environmental education are like a compressed description of the goals, contents and means of prevailing environmental policy processes, c) Environmental education as socialisation is quite important in legitimising prevailing limited environmental discoursesTiivistelmä Väitöskirjassani tarkastelen institutionaalisen ympäristökasvatuksen konstruktivistiseen tiedon- ja oppimiskäsitykseen sekä ympäristökasvatuksen didaktisiin malleihin sisältyviä sisällöllisiä ristiriitoja osana ympäristön yhteiskunnallisia määrittely- ja tulkintaprosesseja eli ympäristödiskursseja. Tarkastelen myös sitä, miten moderniuden refleksiivisyyden määrittely heijastuu sisältämiensä sosiaalisen todellisuuden rakentumista ja luonnon sosiaalista konstruointia koskevien ennakko-oletusten välityksellä ympäristökasvatuksen konstruktivistiseen tiedon- ja oppimiskäsitykseen. Kolmanneksi hahmotan institutionaalisen ympäristökasvatuksen ja sen tutkimuksen reflektoimattoman luonteen, ympäristödiskurssien ristiriitojen ja hallitsevan moderniuden refleksiivisyyden määritelmän yhteistä kulttuuriperustaa. Tutkimuksessani väitän, että julkiset ympäristödiskurssit vaikuttavat ympäristökasvatuksen institutionaalisiin muotoihin luonnon sosiaalisen konstruoinnin tasojen välityksellä. Väitän myös, että yhteiskunta- ja kulttuuriteorioiden eriävät määritelmät moderniuden refleksiivisyydestä on eroteltavissa eri tasoihin ja ympäristökasvatuksen didaktiset mallit ovat vastaavasti luokiteltavissa eri tyyppeihin. Nämä eri tasot ja tyypit ovat eroteltavissa toisistaan sen perusteella, miten ne käsitteellistävät luonnon sosiaalisen konstruoinnin teoreettisen kategorian ja sen praktisten ilmentymien, ympäristödiskurssien ja ympäristöön orientoivan kasvatuksen välisen suhteen. Analyysin perusteella väitän, että institutionaalisen ympäristökasvatuksen didaktisten mallien eri tyypeissä kannatetaan kulttuurista reflektiota. Todellisuudessa ne eivät kuitenkaan saavuta tätä tasoa. Institutionaalisen ympäristökasvatuksen didaktisten mallien ja ympäristökasvatuksen tutkimuksen teoreettinen perusongelma rakentuu kahdesta tekijästä: a) ympäristöongelmien tieteellistämisestä ja b) ympäristöongelmien yksilöllistämisestä. Ympäristökasvatusta koskevassa tutkimuksessa esitetty konstruktivistinen tiedon- ja oppimiskäsitys ja sen perustalle rakennetut ympäristökasvatuksen didaktiset mallit kohdistuvat ympäristökriisin ekologisten, sosio-poliittisten ja kulttuuristen seurausten ymmärtämiseen, mutta eivät ympäristökriisin perusteiden reflektointiin. Ympäristökasvatus instituutiona on sidoksissa vallitseviin rajallisiin ympäristödiskursseihin kolmella tavalla: a) konstruktivistisen tiedon- ja oppimiskäsityksen sisältämät ongelmat ovat lähtökohtaisesti tulkittavissa heijastumiksi vallitsevien ympäristödiskurssien sisältämistä ristiriidoista ja vallitsevan sosiaalisen järjestyksen sisältämistä paradokseista, b) ympäristökasvatuksen tavoitteet, sisällöt ja menetelmät ovat kuin tiivistetty kuvaus vallitsevien ympäristöpoliittisten prosessien päämääristä, sisällöistä ja keinoista, c) ympäristökasvatus sosialisaationa on varsin merkittävä vallitsevien rajallisten ympäristödiskurssien legitimoija
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Ford, Loretta. "Creating Empathy for Nature through Illustrative Storytelling." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1620323088875422.
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Sandström, Johan. "Organizational approaches to greening : technocentrism and beyond." Doctoral thesis, Umeå universitet, Företagsekonomi, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-65798.
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How and why do organizations approach greening? How can we conceptualize approaches and how can we encourage reflexive dialogues on them? These are the main questions addressed in this qualitative study on organizational greening. The study sets off by discussing matters of research philosophy, arguing that our trust in science ought to be revised and that a more postmodern and constructionist philosophy might be a way to go. This is then followed by a theoretical review, showing that organizational studies have a history in environmental issues, but that it is basically technocentric in orientation. A more reflexive organizational approach is suggested. The empirical part of the study is based on qualitative research of five case studies, representing a mix of organizations situated in Sweden, all with an explicit ambition to approach greening. The analyses target the organizations' approaches from practice to assumptions, pointing at the commonalities as well as the tensions. Basically, greening was an issue for all studied organizations, but an increasing pressure to market-orient their operations in line with the business rhetoric dominated their identity construction. The environment was included if there were opportunities of win-win situations between environment and economy in sight. Once embarked upon, the organizations tended to focus on technocratic practices, developing or implementing management systems, product development indexes, life-cycle methodologies and other tools. On a more philosophical level, in the study referred to as the worldview level, the approaches were predominandy characterized by a representative epistemology and a dualistic ontology, that is, they were clearly anthropocentric. With a base in these findings, an alternative approach is discussed as a way out, or as a way of constructing a reflexive dialogue on greening. This is partly based on the tensions within and between the cases, which encouraged reflections on how greening was approached. In the alternative, organizations are seen as actors on a symbolic agora where transparency, participation and self-reflexivity are keys to organizational legitimacy. This view frames organizations in the dominating approach as agoraphobic producers of materialistically dependent satisfiers. The alternative also targets the limits of a preference and materialistically oriented view on die satisfaction of human needs. Instead, it is argued that environmental and cultural sensitivity should be acknowledged as natural parts of organizational greening. This, however, demands more room for reflexive dialogues encouraging ontological awareness and a respect for more ecocentric views.digitalisering@umu
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Gilmetdinova, Alsu Makhmutovna. "Reflexivity in conducting discourse analysis of code-switching in a classroom discourse the analysis of Tom Romano's 'Crafting authentic voice' /." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/gilmetdinova/GilmetdinovaA0510.pdf.
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This paper presents research that applies the properties of reflection (uniting theory, practical reasoning and personal experience) to a specific educational context, classroom discourse. Discourse analysis will be used as a tool to explain the existence of the variety of codes in the classroom setting: teaching code, behavioral code, student code, spoken and textual codes. This project also attempts to fill in the gap that currently exists in the scholarly discussion on teaching code-switching strategies in monolingual discursive situations. Review of literature situates the general topic in an historical context and critically analyzes the most relevant published research through summary, classification and comparison, and promotes reflexivity upon language choice in educational settings. Theoretical framework composed of the synthesis of findings in discourse analysis, ethnography of communication and critical language awareness focuses attention on classroom discourses, especially those pertaining to the analysis of written textbooks. Furthermore, the theory serves as a solid foundation for building awareness of how language functions in written texts, and it has the potential to make teachers and students more aware of the effects of code-switching techniques in a text. The third chapter applies this theoretical framework to the textbook 'Crafting Authentic Voices' by Tom Romano. This theory and its application has a potential to make contributions to the development of curriculum, pedagogy, instructional planning in the English Language Arts classrooms.
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Jouvancourt, Pierre de. "Dire l’événement géologique : une archéologie du concept d’Anthropocène." Thesis, Paris 1, 2022. http://www.theses.fr/2022PA01H204.
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Cette thèse a pour objet d’interroger la singularité historique du concept d’Anthropocène dans le domaine des sciences de la Terre afin de répondre au problème de savoir à quel titre il peut être considéré comme un événement réflexif de la modernité. Pour ce faire, nous entreprenons une archéologie de ce concept selon trois temporalités. La première, s’étalant du XIXe siècle au début du XXe siècle, interroge le statut des énoncés savants caractérisant l’influence globale de l’agir humain. Il apparaît que l’activité géologique de l’humanité était déjà au cœur des sciences modernes. La temporalité intermédiaire de la deuxième partie montre comment le discours géologique est profondément renouvelé après la Seconde Guerre mondiale. La Terre est alors réinventée comme un environnement total au sein d’un dispositif de savoir et de pouvoir. Enfin, la troisième partie, en temporalité courte, analyse le processus de fabrication du concept d’Anthropocène, principalement dans les sciences du système Terre et dans la géologie. Résultant d’associations entre des acteurs aux projets hétérogènes, ce processus oscille entre une dynamique d’extension et une dynamique de spéciation du concept dans les normes de la géologie, qui sont bousculées par l’actualité de l’Anthropocène. Au bilan, il ressort que ce concept s’inscrit dans le long héritage du dire géologique de la modernité, mais le renouvelle profondément. L’actualité géologique définie comme une pathologie dessine en creux une norme de santé de la Terre que la politique doit s’approprierThis thesis aims to question the historical singularity of the Anthropocene concept in the field of Earth sciences, in order to determine whether it can be considered as a reflexive event of Modernity. In order to do so, we undertake an archaeology of this concept according to three temporalities. The first one, from the 19th century to the beginning of the 20th century, questions the status of statements characterizing the global influence of human action. The geological activity of humanity appears to have always been at the heart of modern science. The intermediate temporality of the second part shows how the geological discourse is deeply renewed after the Second World War. The Earth is then reinvented as a total environment within an apparatus of knowledge and power. Finally, the third part, corresponding to the short temporality, analyzes the process of fabrication of the Anthropocene concept, mainly in the Earth system sciences and in geology. Resulting from associations between actors with heterogeneous projects, this process oscillates between a dynamic of extension and a dynamic of speciation of the concept in the norms of geology, which are shaken by the actuality of the Anthropocene. In the end, it appears that this concept is part of the long heritage of the geological statements of modernity, but renews it profoundly. In the process of defining the geological actuality as a pathology, a norm of healthy Earth is drawn that politics must cease and appropriate
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Laurent, Mélody. "La scénarisation sous l’emprise de la métaphore spatiotemporelle : approche réflexive en environnement virtuel." Thesis, Compiègne, 2018. http://www.theses.fr/2018COMP2415/document.
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Les travaux de recherche menés dans le domaine des environnements virtuels pour l’apprentissage humain permettent aujourd’hui d’envisager leur utilisation à des fins d’entraînement à la prise de décision en situation de crise. Le problème de ce type d’application est qu’il nécessite pour les concepteurs et les programmeurs un travail d’écriture lourd et une programmation exhaustive de l’état du monde. Notre hypothèse est de mobiliser les principes existants du récit interactif afin de proposer un design de scénarisation qui prenne en compte les aspects temporels, critiques et complexes des actions de l’apprenant. Nous proposons une approche réflexive de l’apprentissage en fondant notre scénarisation sur l’uchronie et en intégrant des notions philosophiques comme le simulacre et le rhizome dans le parcours d’apprentissage. L’apprenant pourrait revenir en arrière au sein du même scénario initié par le formateur, et le système informatique informerait ce scénario en fonction des décisions et erreurs faites par l’apprenant. Une partie de notre contribution est la conception d’une scénarisation pour un entraînement en environnement virtuel. Il respecte la réalité des experts du cas d’application concret sur lequel s’adossent nos travaux de recherches, un projet de formation de leaders médicaux au sauvetage de blessés suite à un afflux massif de blessésThis thesis presents a story-based approach in a simulation-based learning environment in the context of crisis management. The domain of application is the management of mass casualties in the context of medical emergencies. To efficiently train medical staff, live simulations are organized, in which an entire rescue team is re-enacted. Each simulation session takes place in a pre-established pattern and includes three distinct phases : the briefing provides a framework, the scenario puts the learner in a practice of situation, and the debriefing involves the learner reflexivity with the help of the trainer’s feedback.Those simulation sessions mobilize a lot of professionals and equipment. Therefore, they cannot be used on a large scale and research is conducted to develop those trainings in virtual environments, in which the phase of debriefing is often missing while it is a crucial part in learning. Our case of application aims at creating a virtual environment for training rescue team leaders during crisis situations. In this environment, the user is a medical team leader who interacts with a team of virtual autonomous first-aid workers. In this thesis, we propose a user experience that includes both the scenario and the debriefing part of a simulation. We focus on decision making in crisis management. We suggest that the learner should reconsider his decisions if he becomes aware of a mistake he did not avoid: he could change what he has done. In the debriefing, he could visualize the consequences of those errors : he could see what he had not seen. Reflexivity of learning is an integral part of our approach. We propose a reflexive approach to learning by grounding our scenarisation on uchronia, a fiction genre consisting in stories containing "what if" scenarios at crucial points in history and present an outcome of events alternative to historical record. Our game design is based on the uchronia : when the learner becomes aware of his mistakes, he has the opportunity to go back and make a new decision. Our system will change the plot of the story by changing the occurrence probabilities of events based on a past choices of the learner, but without changing the frame or the characters in the story. Our game design offers two phases of simulation. During the scenario, the learner will explore several possible worlds. During the debrieng, he may view several possible alternatives to the scenario as a timeline
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Bardol, Frank. "Les conditions de développement de la compétence phonologique dans un dispositif hybride : le cas de l’enseignement-apprentissage de l’anglais en LANSAD, à l’Université des Antilles." Thesis, Lille 3, 2020. http://www.theses.fr/2020LIL3H037.
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Cette thèse s’intéresse au développement de la compétence phonologique anglaise des étudiants dans le secteur LANSAD (LANgue pour spécialistes d'autres disciplines), à l’Université des Antilles. Notre recherche-action part du constat que l’objectif phonologique est encore peu intégré aux pratiques d’enseignement-apprentissage. Nous essayons de comprendre les raisons qui sous-tendent cet écueil. Pour ce faire, il est question de définir les attributs de la compétence phonologique, d’expliciter les facteurs à observer pour faciliter son accommodation et de proposer des démarches et des outils adaptés. Les besoins pédagogiques et contextuels qui émanent du contexte spécifique du secteur LANSAD sont aussi pris en compte : la gestion de grands groupes, de l’hétérogénéité, dans un temps en présentiel restreint. C’est pourquoi nous nous intéressons aux spécificités des dispositifs hybrides pour optimiser l’individualisation, l’accompagnement et l’ouverture du cadre spatio-temporel. Enfin, nous partageons les éléments clés du dispositif hybride qui s’est construit selon divers cycles de recherche. Nous proposons une modélisation qui permettra au praticien-chercheur d’appréhender les interactions en jeu entre les éléments du dispositif complexe et dynamique et de transférer cette expérimentation dans d’autres environnementsThis research project focuses on developing the English phonological competence of students in the LANSOD (LANguage for Specialists of Other Disciplines) sector at the University of the Antilles. Our action-research starts from the fact that the phonological objective is still poorly integrated into teaching-learning practices. We try to find solutions for tackling this issue. To do so, we define phonological competence attributes, explain the factors to be observed to facilitate its accommodation and suggest adequate methods. The pedagogical and contextual needs that arise from the specific context of the LANSOD sector are also taken into account: the management of large groups and heterogeneity in the limited face-to-face time. That is why we are interested in blended learning systems’ properties to individualise the learning process, guide students, and open the space and time of practice. Finally, we share the key elements of the blended learning system built up according to various research cycles. We suggest a model that will allow the practitioner-researcher to apprehend the interactions at stake between the elements of the complex and dynamic system and transfer this experimentation to other environments
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Doern, Rachel R. "Understanding barriers to small business growth from the perspective of owner-managers in Russia." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/546.
Full textBooks on the topic "Environmental reflexivity"
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Jupp, Louise. A narrative journey of teacher reflexivity and authenticity in technological environments. St. Catharines, Ont: Brock University, Faculty of Education, 2007.
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Dryzek, John S. Global Environmental Governance. Edited by Teena Gabrielson, Cheryl Hall, John M. Meyer, and David Schlosberg. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199685271.013.28.
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Long subordinate to global economic governance, global environmental governance currently fails to produce responses that match the urgency and depth of global environmental challenges, as well as being short on justice and democracy. Environmental political theory can speak to this condition though the critique of the deficiencies of governance, scrutiny of reform proposals, and development of dynamic criteria to seek in improved governance. At issue here are not just institutions generally recognized as environmental, but the system of global governance in its entirety. In the Anthropocene, ecosystemic reflexivity can be recognized as properly the first virtue of global environmental governance.
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Luke, Timothy. Environmental Governmentality. Edited by Teena Gabrielson, Cheryl Hall, John M. Meyer, and David Schlosberg. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199685271.013.29.
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This chapter asks critical thinkers and activist movements to concentrate their efforts on mapping out how and why the essential tasks of government today pivot on the arts of exercising power in techno-economic forms in both “the ecology” and “the economy” to protect the environment, maintain order, and attain the good life through more effective governmentalizing actions. In turn, they must determine if such actions either attain democratic action and environmental justice or simply accentuate technocratic domination and social injustice. The chapter provides an overview of governmentality, as Michel Foucault developed this concept, and reevaluates his provisional notion of “milieux” as it relates to shaping the environmental governmentality that many accept as progressive green political action. It concludes by stressing the importance of political reflexivity and resistance to counter the managerial impulses behind environmental governmentality.
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1957-, O'Brien Martin, Penna Sue 1949-, and Hay Colin 1968-, eds. Theorising modernity: Reflexivity, environment, and identity in Giddens' social theory. New York: Longman, 1998.
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(Editor), Martin O'Brien, Sue Penna (Editor), and Colin Hay (Editor), eds. Theorising Modernity: Reflexivity, Environment and Identity in Giddens' Social Theory. Longman Publishing Group, 1999.
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1957-, O'Brien Martin, Penna Sue 1949-, and Hay Colin 1968-, eds. Theorising modernity: Reflexivity, environment, and identity in Giddens' social theory. London: Longman, 1999.
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Wenzel, Jennifer. The Disposition of Nature. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823286782.001.0001.
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What role have literature and other cultural imagining played in shaping understandings of the world and the planet, for better and for worse? How might the formal innovations, rhetorical appeals, and sociological imbrication of world literature help confront unevenly distributed environmental challenges, including global warming? This book examines the rivalry between world literature and postcolonial theory from the perspective of environmental humanities, Anthropocene anxiety, and the material turn. Drawing its examples primarily from Africa and South Asia, it takes a contrapuntal approach to sites and subjects dispersed in time and space. Reading for the planet means reading from near to there: across experiential divides, between specific sites, at more than one scale. Recurrent concerns across the chapters are the multinational corporation (and the colonial charter company) as a vector of globalization and source of cultural imaginings and environmental harm; who (or what) can be regarded as a person; scenes of world-imagining from below in which characters or documentary subjects situate their experience within a transnational context; and formal strategies that invite reflexivity from the audience, in order to register, at the level of literary form, the uneven universality of vulnerability to environmental harm. The book argues for the relevance of the literary to environmental thought and practice. An understanding of cultural imagining and narrative logics can foster more robust accounts of global inequality, to energize movements for justice and livable futures.
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Gallo, Jason. Translating Science into Policy and Legislation. Edited by Kathleen Hall Jamieson, Dan M. Kahan, and Dietram A. Scheufele. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190497620.013.27.
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Evidence-informed policy is a deliberate process that features analysis of evidence as a necessary step to reaching a public policy decision. Risk is inherent in policy decisions, and decision-makers must often balance consideration of costs; social, economic, and environmental impacts; differential outcomes for various stakeholders; and political considerations. Policymakers rely on evidence to help reduce uncertainty and mitigate these risks. This chapter considers the policymaking process as infrastructure and takes a constructivist approach to the development of evidence. It highlights the reflexivity between the demand for, and supply of, evidence and issues of power, authority, expertise, and inclusion. Finally, the chapter addresses the challenges of applying evidence to complex problems where multiple, heterogeneous variables affect outcomes and concludes with a call for further research to examine the decisions, values, and norms embedded in the design and development of the technical architectures and processes used in policy analysis and decision support.
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Schlosberg, David. Environmental Management in the Anthropocene. Edited by Teena Gabrielson, Cheryl Hall, John M. Meyer, and David Schlosberg. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199685271.013.32.
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In the filmBeasts of the Southern Wild, the main character, Hushpuppy, lays out the dilemma of environmental management in the Anthropocene: “For the animals that didn’t have a dad to put them in the boat, the end of the world already happened.” The Anthropocene will not recede, and the central question of environmental management will be whether we can develop ways to reflexively and sustainably manage ecosystems, habitats, and human needs. This chapter examines four possible normative underpinnings for such management: traditional notions of preservation and restoration, the idea of ecological limits and boundaries, the continued hubris of promethean technological intervention, and a conception of ecological receptivity or a “politics of sight” that makes visible human immersion in natural systems. As sight is a particular characteristic of the Anthropocene, this form of receptivity may hold some promise for environmental management.
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Levinson, Marjorie. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198810315.003.0011.
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This chapter bridges the gap between historicism and formalism through a new model for lyric. Different kinds of explanation suit different levels of analysis: validity in interpretation is tied to analytic level. Proposed here is a theory of the middle range—Franco Moretti’s genre, Jonathan Culler’s poetics. “Lyric” indicates the kind of poem recognized since the eighteenth century as such—hence, as the extreme form of the literary. A process resembling thinking happens in such densely coded, layered, and self-reflexive poems. The model suggested, however, is not self-reflexivity but self-assembly through a transhistorical recursive process that equally applies beyond conventionally defined agents, subjects, and mental states. As a byproduct of recursion, lyric subjectivity is homologous with processes in the physical and biological sciences, as conceptualized in dynamic systems theory. Such systems spontaneously select for their own boundaries and identity, their own relevant contexts: entity and environment are co-created.
Book chapters on the topic "Environmental reflexivity"
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Boström, Magnus, Sam Grönholm, and Björn Hassler. "The Ecosystem Approach to Management in Baltic Sea Governance: Towards Increased Reflexivity?" In Environmental Governance of the Baltic Sea, 149–72. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27006-7_7.
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Fukunaga, Mayumi. "How Urban fishers Listen to Nori Seaweed to Learn to Better Live with the Sea: The Importance of Ecological Reflexivity for Environmental Governance." In Adaptive Participatory Environmental Governance in Japan, 113–39. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-2509-1_7.
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Boström, Magnus, Debra J. Davidson, and Stewart Lockie. "Conclusions: A Proposal for a Brave New World of Conceptual Reflexivity." In Environment and Society, 351–73. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76415-3_16.
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Godé, Cécile. "Coordination Practices in the Extreme Environment: Communication, Reflexivity and Socialization." In Team Coordination in Extreme Environments, 29–59. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119261438.ch3.
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Elmhirst, Rebecca, and Bernadette P. Resurrección. "Strategic reflexivity in linking gender equality with sustainable energy." In Negotiating Gender Expertise in Environment and Development, 27–41. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Routledge studies in gender and environments: Routledge, 2020. http://dx.doi.org/10.4324/9781351175180-3.
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Mendonça, Dina, and João Sàágua. "Emotional Reflexivity in Reasoning: The Function of Describing the Environment in Emotion Regulation." In The Value of Emotions for Knowledge, 121–42. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15667-1_6.
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Faulstich-Wieland, Hannelore. "Gender Groupings in the School Environment — Adolescent Actors and the “Institutional Reflexivity” of Seating Plans." In Jahrbuch Jugendforschung, 163–84. Wiesbaden: VS Verlag für Sozialwissenschaften, 2001. http://dx.doi.org/10.1007/978-3-322-99474-5_8.
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Sundbo, Jon, and Lars Fuglsang. "Strategic Reflexivity as a Framework for Understanding Development in Modern Firms. How the Environment Drives Innovation." In Contemporary Management of Innovation, 147–66. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230378841_11.
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Sandberg, Marie, and Luca Rossi. "Caring for (Big) Data: An Introduction to Research Methodologies and Ethical Challenges in Digital Migration Studies." In Research Methodologies and Ethical Challenges in Digital Migration Studies, 1–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81226-3_1.
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AbstractDigital technologies present new methodological and ethical challenges for migration studies: from ensuring data access in ethically viable ways to privacy protection, ensuring autonomy, and security of research participants. This Introductory chapter argues that the growing field of digital migration research requires new modes of caring for (big) data. Besides from methodological and ethical reflexivity such care work implies the establishing of analytically sustainable and viable environments for the respective data sets—from large-scale data sets (“big data”) to ethnographic materials. Further, it is argued that approaching migrants’ digital data “with care” means pursuing a critical approach to the use of big data in migration research where the data is not an unquestionable proxy for social activity but rather a complex construct of which the underlying social practices (and vulnerabilities) need to be fully understood. Finally, it is presented how the contributions of this book offer an in-depth analysis of the most crucial methodological and ethical challenges in digital migration studies and reflect on ways to move this field forward.
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Scott, Michael. "Knowledge of Governance as Knowledge for Governance: Spatialized Techniques of Neutralization." In Knowledge for Governance, 51–67. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47150-7_3.
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AbstractThe term governance often evokes processes of negotiation and collaboration between civil society, private sector, and state actors. Yet, governance processes also involve a contest of ideas in efforts to legitimate state-backed decision making. Drawing on empirical cases of coastal property developments in South Australia, this chapter investigates how key actors in land-use governance—such as developers, planners, politicians, and scientists—reflexively deploy “techniques of neutralization” to deflect critiques and manage opposition to contentious new developments. The author explores how these techniques draw on particular spatial metaphors and images to suggest that, somewhat ironically, a tacit meta technique is to neutralize the projected environmental risks to coastal space through narratives of time. By outlining these everyday techniques of neutralization, the author argues that such routines are a form of knowledge of governance—knowing what can be said and ways of speaking within governance processes—that is in turn a form of knowledge for governance.
Conference papers on the topic "Environmental reflexivity"
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Salgado Cofré, Daniela, and Álvaro Mercado Jara. "Going to the Clay: Exploring Conflicts and Values of the Soil in Valparaiso." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.60.
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This proposition presents a design and artistic research focused on the soil that aims to generate active and poetic forms of reflection around the fragile interdependence of human and non-human lives in an increasingly precarious urban environment, emphasised by the current ecological crisis. In order to engage in such reflections, this practice-oriented research —led by designers, architects, artists and educators— collects relational modes of material interdependence in the region of Valparaíso, Chile, by exploring veins and clay pits for pottery making that are relevant and known by artisans and artists of this area. These spaces are threatened by the increasingly precarious environmental conditions that are exacerbated by the monoculture of the land, the reconstitution of the soil by massive urbanisation projects, and the inaccessibility to clay pits due to the replacement of the commons by the privatisation and exploitation of the land. These urban conflicts generate deterritorialisation that contrasts with the significant relevance and values that these spaces hold for artists, artisans, and other groups, that promote their protection and the respectful interaction with the soil. Against this background, this practice-oriented research explores and expects to make visible the transformation of these lands by following the uses of the soil, identifying conflicts and values that emerge around these extraction sites through immersive sensitive experiences. These immersions into different clay pits consist of walking around, observing the ground, sensing the space, collecting clay from the soil together, sensing and manipulating the material to explore its properties. Thus, by examining the materials, voices and artistic expressions —in the form of poems, sound compositions, images, drawings, photos, cartographies and clay objects— co-produced during four immersions into diverse veins of the Valparaíso Region, we expect to bring back to the fore alternative modes of reflexivity around these sites. This sum of collective experiences for exploration and creation in the veins and clay pits of Valparaíso serves to trace other relational ways of inhabiting, valuing and working with the soil. Therefore, we envisage this practice-oriented research project as a poetic alternative to critically question the modern technocratic logics of urbanisation that operate in the region through the commodification and overexploitation of the land.
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MA, Roikhan. "Reflexivity of Food and Plants on Islam With Theory H." In International Conference on Science and Technology (ICOSAT 2017) - Promoting Sustainable Agriculture, Food Security, Energy, and Environment Through Science and Technology for Development. Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icosat-17.2018.16.
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Van den Berg, Carolien, and Belinda Verster. "Design principles for interdisciplinary collaborative learning through social, digital innovation." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13092.
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As academics, we are acutely aware of our responsibility in the design of our teaching and learning environment to instil principles of ethics, sustainability, agency and social justice. We are at the crossroad between the commodification of knowledge versus learning that steeped in well-being and innovative socio-ecological and or socio-technical transitions. These complexities prompted a Design-Based Research (DBR) project that commenced in 2020 to test and refine design principles that can facilitate an interdisciplinary, collaborative learning environment that exposes students to future challenges foregrounded in social justice perspectives of local voice, collaboration and co-design. A conceptual model informed by four pedagogical propositions of relationality, reflexivity, responsiveness and recognition is stipulated and nine design principles derived from these propositions are proposed. The overall purpose of this DBR project is to situate the student within a multifaceted learning experience that mimics the complexities associated with an interdisciplinary collaborative learning environment steeped in contemporary societal problems within a specific societal context. The ultimate aim of this project is to shift from interdisciplinary to transdisciplinary collaboration to explore a holistic approach to complex societal problems.
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Farizi, Fariz, Elizabetë Qarri, Qufli Osmani, and Dean Iliev. "REFLEXIVITY OF TEACHERS IN THE PEDAGOGICAL COMMUNICATION WITH THE ENVIRONMENT AND THE DEVELOPMENT OF THE STUDENT SOCIAL COMPETENCES." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1247.
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Tanasković, Marija. "REGGIO EMILIA APPROACH – THE POSSIBILITY OF INTEGRATION IN PRESCHOOL MUSIC EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.407t.
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The essence of the educational process is precisely in providing favorable conditions, as well as encouraging and supporting the optimal development of children. It should contain a certain sequence of operations and contents to accelerate and enhance development, but at the same time to be flexible, adaptable and open to children’s needs, interests and opportunities. Preschool education is the first, the most important step in forming a relationship to the general culture of an environment, to music and art in general. Accordingly, an important goal in planning any music program for children is to recognize their interests and attitudes toward different musical activities. One of the goals of Basis of the Program – Years of Ascent, for children to develop dispositions for lifelong learning such as openness, curiosity, resilience, reflexivity, perseverance, self-confidence and a positive personal and social identity, is similar to the goal of Reggio Emilia’s approach in which children are viewed as active authors of their own development, i.e. that they will learn everything they need to learn, at the moment they are ready for it. Learning is focused on children – on their competencies, not on their shortcomings. The approach is based on the idea that each child has “a hundred languages” to express the characteristics of the world around him/her. Children are developing and are encouraged to symbolically represent ideas and feelings through any of their hundred languages (expressive, communicative and cognitive), words, movements, drawings, painting, creativity, sculpture, play, collage, drama, music, etc. Approach Reggio Emilia emphasizes the importance of the process of researching and using art in the social environment. Children acquire knowledge and abilities to express their thoughts and ideas through creation. Therefore, the paper discusses the possibility of integration of contents and activities from the Reggio Emilia approach in preschool music education, with aim to improve it.