Can postpositivist research in environmental education engender ethical notions within higher education?

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dc.contributor.authorWaghid, Y.en_ZA
dc.contributor.authorLe Grange, L. L. L.en_ZA
dc.date.accessioned2013-01-23T11:47:18Z
dc.date.available2013-01-23T11:47:18Z
dc.date.issued2001
dc.descriptionCITATION: 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).
dc.description.abstractIn 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.
dc.description.versionPublisher's version
dc.format.extent10 pages
dc.identifier.citationWaghid, 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).
dc.identifier.issn1753-5913 (online)
dc.identifier.urihttp://hdl.handle.net/10019.1/74090
dc.language.isoen
dc.publisherHigher Education South Africa
dc.rights.holderAuthors retain copyright
dc.subject.otherHigher educationen_ZA
dc.titleCan postpositivist research in environmental education engender ethical notions within higher education?en_ZA
dc.typeArticle
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