The cautionary tale of the Hawkesbury Experience : a case study of reform in agricultural education

R. J. Bawden

The cautionary tale of the Hawkesbury Experience : a case study of reform in agricultural education

R. J. Bawden

Western Sydney University

Research output: Chapter in Book / Conference Paper › Chapter

Abstract

Over a period of nearly two decades, starting in the late 1970s, faculty at Hawkesbury, in Australia, have been illustrating the significance of new paradigmatic approaches to agriculture and rural development. Not content to accept 'ecologically sustainable development' as mere rhetoric or perspective, they have been action researching their way to new understandings and practices of systemic inquiry and action for a better world. The present chapter records some of the high and low lights of that learning journey in which the faculty, students and collaborating farmers have together been pursuing an innovative pedagogy grounded in a synthesis of cognitive and systems theories.

Original language	English
Title of host publication	Integrating Concepts of Sustainability into Education for Agriculture and Rural Development
Editors	Wout van den Bor, Peter Holen, Arjen Wals, Walter Leal Filho
Place of Publication	Germany
Publisher	Peter Lang
Pages	289-303
Number of pages	15
ISBN (Print)	9783631364253
Publication status	Published - 2000

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 2 Zero Hunger
SDG 4 Quality Education

Keywords

agriculture
education, higher
sustainability
University of Western Sydney, Hawkesbury

Cite this

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title = "The cautionary tale of the Hawkesbury Experience : a case study of reform in agricultural education",

abstract = "Over a period of nearly two decades, starting in the late 1970s, faculty at Hawkesbury, in Australia, have been illustrating the significance of new paradigmatic approaches to agriculture and rural development. Not content to accept 'ecologically sustainable development' as mere rhetoric or perspective, they have been action researching their way to new understandings and practices of systemic inquiry and action for a better world. The present chapter records some of the high and low lights of that learning journey in which the faculty, students and collaborating farmers have together been pursuing an innovative pedagogy grounded in a synthesis of cognitive and systems theories.",

keywords = "agriculture, education, higher, sustainability, University of Western Sydney, Hawkesbury",

author = "Bawden, \{R. J.\}",

year = "2000",

language = "English",

isbn = "9783631364253",

pages = "289--303",

editor = "Bor, \{Wout van den\} and Peter Holen and Arjen Wals and Filho, \{Walter Leal\}",

booktitle = "Integrating Concepts of Sustainability into Education for Agriculture and Rural Development",

publisher = "Peter Lang",

}

The cautionary tale of the Hawkesbury Experience : a case study of reform in agricultural education. / Bawden, R. J.
Integrating Concepts of Sustainability into Education for Agriculture and Rural Development. ed. / Wout van den Bor; Peter Holen; Arjen Wals; Walter Leal Filho. Germany: Peter Lang, 2000. p. 289-303.

Research output: Chapter in Book / Conference Paper › Chapter

TY - CHAP

T1 - The cautionary tale of the Hawkesbury Experience : a case study of reform in agricultural education

AU - Bawden, R. J.

PY - 2000

Y1 - 2000

N2 - Over a period of nearly two decades, starting in the late 1970s, faculty at Hawkesbury, in Australia, have been illustrating the significance of new paradigmatic approaches to agriculture and rural development. Not content to accept 'ecologically sustainable development' as mere rhetoric or perspective, they have been action researching their way to new understandings and practices of systemic inquiry and action for a better world. The present chapter records some of the high and low lights of that learning journey in which the faculty, students and collaborating farmers have together been pursuing an innovative pedagogy grounded in a synthesis of cognitive and systems theories.

AB - Over a period of nearly two decades, starting in the late 1970s, faculty at Hawkesbury, in Australia, have been illustrating the significance of new paradigmatic approaches to agriculture and rural development. Not content to accept 'ecologically sustainable development' as mere rhetoric or perspective, they have been action researching their way to new understandings and practices of systemic inquiry and action for a better world. The present chapter records some of the high and low lights of that learning journey in which the faculty, students and collaborating farmers have together been pursuing an innovative pedagogy grounded in a synthesis of cognitive and systems theories.

KW - agriculture

KW - education, higher

KW - sustainability

KW - University of Western Sydney, Hawkesbury

UR - http://handle.uws.edu.au:8081/1959.7/uws:37075

M3 - Chapter

SN - 9783631364253

SP - 289

EP - 303

BT - Integrating Concepts of Sustainability into Education for Agriculture and Rural Development

A2 - Bor, Wout van den

A2 - Holen, Peter

A2 - Wals, Arjen

A2 - Filho, Walter Leal

PB - Peter Lang

CY - Germany

ER -

The cautionary tale of the Hawkesbury Experience : a case study of reform in agricultural education

Abstract

UN SDGs

Keywords

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Cite this