Sociocultural tensions and wicked problems in sustainable agriculture education
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DOI: 10.1007/s10460-016-9752-x
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- Mike Pedler & Shih-wei Hsu, 2014. "Unlearning, critical action learning and wicked problems," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 11(3), pages 296-310, November.
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Cited by:
- Jiangning Cao & Yasir Ahmed Solangi, 2023. "Analyzing and Prioritizing the Barriers and Solutions of Sustainable Agriculture for Promoting Sustainable Development Goals in China," Sustainability, MDPI, vol. 15(10), pages 1-22, May.
- Guang Han & Robert A. Martin, 2018. "Teaching and Learning about Biomass Energy: The Significance of Biomass Education in Schools," Sustainability, MDPI, vol. 10(4), pages 1-17, March.
- Ralph De Witte & Dirk Janssen & Samir Sayadi Gmada & Carmen García-García, 2023. "Best Practices for Training in Sustainable Greenhouse Horticulture," Sustainability, MDPI, vol. 15(7), pages 1-26, March.
- Douglas H. Constance, 2023. "The doctors of agrifood studies," Agriculture and Human Values, Springer;The Agriculture, Food, & Human Values Society (AFHVS), vol. 40(1), pages 31-43, March.
- Raelin Kronenberg & Sarah Lovell & Bhuwan Thapa & Christine Spinka & Corinne Valdivia & Michael Gold & Sougata Bardhan, 2023. "Survey of Missouri Landowners to Explore the Potential of Woody Perennials to Integrate Conservation and Production," Land, MDPI, vol. 12(10), pages 1-17, October.
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Keywords
Wicked problems; Sustainable agriculture education; Identity; Sociocultural tensions;All these keywords.
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