(Eco)Pedagogical Love and Community-Based Andragogy for Rural Communities: The Transformative Learning Journey of Sapphaya, Thailand
Issued Date
2025-01-01
Resource Type
Scopus ID
2-s2.0-105022231529
Journal Title
Pedagogical Love in Adult Education New Perspectives in Nurturing Growth and Transformation
Start Page
189
End Page
206
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SCOPUS
Bibliographic Citation
Pedagogical Love in Adult Education New Perspectives in Nurturing Growth and Transformation (2025) , 189-206
Suggested Citation
Tan E., Muangasame K. (Eco)Pedagogical Love and Community-Based Andragogy for Rural Communities: The Transformative Learning Journey of Sapphaya, Thailand. Pedagogical Love in Adult Education New Perspectives in Nurturing Growth and Transformation (2025) , 189-206. 206. doi:10.1007/978-3-031-82046-5_10 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/113243
Title
(Eco)Pedagogical Love and Community-Based Andragogy for Rural Communities: The Transformative Learning Journey of Sapphaya, Thailand
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Author's Affiliation
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Abstract
Freirean critical pedagogical philosophies and educational perspectives are centred on humanisation, and the transformative value of love, empathy and care for environmental and human wellbeing. Love-based (eco)pedagogies within transformative adult learning advocate pluralistic dialogues, authentic praxis-based learning, and humanising pedagogies to enrich the human condition. Whilst there are numerous studies on critical pedagogies, there is yet to be a study in which the interacting dimensions of ecopedagogy, pedagogical love and community-based andragogy are utilised as a transformative force for rural communities. Explicitly, this chapter utilises a case study approach to explore the transformative learning journey of a rural community in Sapphaya, Chainat Province, Thailand. It discusses how community stakeholders, policymakers and educational facilitators united collaboratively in participatory action research and sustainable developmentplanning to create a community-based cooperative, engage in community-based skillsdevelopment, and curate ecopedagogical engagement programmes to transform its community and preserve its rural cultural heritage.