Can postpositivist research in environmental education engender ethical notions within higher education?
Date
2001
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Higher Education South Africa
Abstract
In this article we contend that postpositivist research in environmental education can contribute towards promoting ethical activity within higher education. We argue that postpositivist inquiry breaks with utilitarian and uncritical assumptions about research in environmental education and also creates unconfined spaces for ethical notions such as truth-telling and sincerity, freedom of thought, clarity of meaning, non-arbitrariness, a sense of relevance and respect for people and evidence. Drawing on recent case study research in environmental education involving higher education institutions, we show that ethical notions of postpositivist research can engender self-determination, trust and respectful collaboration among diverse people.
Description
CITATION: Waghid, Y. & Le Grange, L. L. L. 2001. Can postpositivist research in environmental education engender ethical notions within higher education? South African Journal of Higher Education, 15(3).
Keywords
Citation
Waghid, Y. & Le Grange, L. L. L. 2001. Can postpositivist research in environmental education engender ethical notions within higher education? South African Journal of Higher Education, 15(3).