Handprint CARE formative research papers 2018-2022
Other Handprint formative research papers.
Cabrera, F. I. (2021). Pertinencia cultural y socio-ecológica orientada al cuidado de seres humanas y no humanas para la transformación social desde la educación indígena [Cultural and socio-ecological relevance oriented to care of human and non-human beings for social transformation from indigenous education]. In Mendoza, R.G. & J.C. Sandoval (Eds.) Universidad Veracruzana. (81-117)
Martínez, P. (2021). Narrativas sobre el cuidado del entorno y de las personas a través de progresiones de aprendizaje para una educación situada, pertinente y de calidad [Narratives about the care of the environment and people through learning progressions for a situated, pertinent and quality education]. In Mendoza, R.G. & J.C. Sandoval (Eds.) Conocimientos y prácticas locales para el cuidado del entorno social y ecológico a través de procesos educativos situados [Local knowledge and practices for the care of the social and ecological environment through situated educational processes]. Universidad Veracruzana. (44-79)
Mendoza Zuany, R.G., Sandoval Rivera, A. and Bautista, P.M. (2022) Aprendizaje situado a través de historias locales: posicionando preocupaciones, conocimientos y prácticas socioecológicas en la escuela. Situated learning through local stories: positioning socio-ecological concerns, knowledge and practices in school. Aprendizaje situado a través de historias locales…/ Volumen 31, Número 61, enero-junio 2022.
Mendoza, R.G. & J.C. Sandoval (2021). Conocimientos y prácticas locales para el cuidado del entorno social y ecológico a través de procesos educativos situados [Local knowledge and practices for the care of the social and ecological environment through situated educational processes]. Universidad Veracruzana.
O’Donoghue R.B., Sandoval-Rivera, J.C. and Payyappallimana, (2019) Landscape, memory and learning to change in changing worlds: Contemplating intergenerational learning and traditional knowledge practices within social-ecological landscapes of change. Southern African Journal of Environmental Education Vol. 35.
O’Donoghue, R. and Sandoval Rivera, (2021) Hand-Print CARE: Clarifying the inclusion of intergenerational knowledge in school curriculum settings as plural knowledge environments.
O’Donoghue, R. B. (2021) Engagement in local social-ecological knowledge practices in a seasonal cycles approach for transitioning to future sustainability. Southern African Journal of Environmental Education Vol. 35.
O’Donoghue, R., Chikamori, K. and Sandoval Rivera (2020) Hand-Print CARE: Clarifying ethics within a fabric of critical interpersonal solidarity in classroom settings.
O’Donoghue, R., Henze, C., Shimray, C., Sarabhai, K., and Sandoval Rivera, J.C. (2020) Hand-Print CARE: Towards ethics-led action learning for ESD in school subject disciplines. JESD vol. 14, 1: pp. 41-60.
O’Donoghue, R.B. (2020) Hand-Print CARE: Clarifying the underlying inter-cultural dimensions of an emerging global perspective on ethics-led ESD. Ahmedabad, Centre for Environmental Education.
O’Donoghue, R.B. (2022) Indigenous heritage and Transformative Learning in ESD as emancipatory processes of knowledge mediated communicative (re)orientation in school curriculum settings.
O’Donoghue, R.B. , Joon, D. and Roncevic, K. (2020) ESD as Strong Evaluation for the Ethical Revision of Our Roadmaps of Desire in Disruptive Times.
O’Donoghue, R.B. and Roncevic, K. (2018) Theorien lernbasiertem Wandels in der Bildung für Nachhaltige Entwicklung Paradigmenwechsel weg vom dominanten Bildungsverständnis. The Development of Education for Sustainable Development materials for Inclusive Education in South African Curriculum Settings. Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik 43. Jahrgang 2020.
O’Donoghue, R.B. and Sandoval Rivera (2021) The inclusion of indigenous heritage knowledge in school subject teaching towards a just recovery through ESD .
O’Donoghue, R.B. Taylor, R.J. and Venter, V. (2018) How are Learning and Training Environments Transforming with ESD? In Education on the Move. Paris, UNESCO.
O’Donoghue, R.B., Kibuka-Sebitosi, E., Tshiningayamwe, S. and Palmer, C. (2019). Navigating non-sense by exemplifying situated life experience and intergenerational heritage knowledge in Education for Sustainable Development learning spaces. Southern African Journal of Environmental Education | VOLUME 35 (2019)
O’Donoghue, R.B., Misser, and S., Snow, J. (2020) A review of a course supported Hand-Print CARE design research intervention process for the inclusion of ESD in school subject disciplines. In Environmental Learning in South African Schools: Findings from the Fundisa for Change Teacher Professional Development Programme. Makhanda, Environmental Learning Research Centre, Rhodes University.
Patraca, M. C. (2021). Experiencias socio-ecológicas de mujeres afro-veracruzanas: imaginando un proyecto educativo propio [Socio-ecological experiences of African-Veracruz women: Imagining our own educational project]. In Mendoza, R.G. & J.C. Sandoval (Eds.) Editorial de la Universidad Veracruzana. (119-144)
Rosenberg, E. and O’Donoghue, R.B. and (2022) A review of the staging and enactment of Environment and Sustainability Education in South Africa: Illustrative green skills cases. In World Review: Environmental and Sustainability Education in the Context of the Sustainable Development Goals.
Sandoval Rivera, J.C. Environmental education and indigenous knowledge: Towards the connection of local wisdom with international agendas in the framework of the Sustainable Development Goals (SDGs) DIASPORA, INDIGENOUS, AND MINORITY EDUCATION. Routledge, Taylor and Francis
Sandoval Rivera, J.C., Mendoza Zuany, R.G., Patraca Rueda M.C. and Cabrera García, F. I. (2021) Rethinking School Community Participation Policies in Times of Climate Change through the Implementation of a Collaborative, Active and Situated Pedagogy in Mexico
Sandoval, J.C. & R. G. Mendoza (2021). Aprender a cuidar y a cuidarnos. ¿Por qué es necesario hacerlo desde la escuela? [Learning to take care and take care of us. Why is it necessary to do it from school?]. In Mendoza, R.G. & J.C. Sandoval (Eds.) Conocimientos y prácticas locales para el cuidado del entorno social y ecológico a través de procesos educativos situados [Local knowledge and practices for the care of the social and ecological environment through situated educational processes]. Universidad Veracruzana. (1-42)
Sandoval-Rivera, J.C. (2019) The legend of Achaneh: Socio-ecological knowledge in the oral tradition of fisherwomen in Veracruz, Mexico. Southern African Journal of Environmental Education Vol. 35.
Sandoval-Rivera, J.C. and Mendoza-Zuany, R.G. (2021) The Milpa Goes to School: Teacher Training in Climate Change Adaptation from a Situated Learning Perspective.