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Donovon Keith Ceaser 《Ethnography and Education》2018,13(4):459-476
In 2010 I worked at Green Shoots, a nonprofit service-learning urban farming school started by John Browne. Despite an openly egalitarian community of practise ethic, Browne used his leadership to create a hierarchy at the school that eventually led to a walk-out by staff in which he responded by outright firing them. Using the theory of founder’s syndrome, or the tendency of a founder to subvert the aims of their organization, I examine Browne’s leadership and how his attitude destroyed the community of practise at Green Shoots. Findings reveal a character profile of Browne as a charming and inspirational teacher who engaged in a dominating leadership that contradicted the community of practise's ideals, creating further contradictions which resulted in disrespected students, disillusioned staff, and a founder unable to take responsibility for his leadership. Finally, I discuss the importance of addressing the power of founders so that founder’s syndrome does not impede the important work of educational nonprofits. 相似文献
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Donovon Ceaser 《Environmental Education Research》2015,21(2):205-220
Significant life experiences (SLE) research has been criticized for a disproportionate focus on privileged groups and positive experiences. In this paper, I use textual analysis to examine the SLEs within the Environmental Justice (EJ) literature. Theoretically, I blend feminist theory, the sociology of disaster, and research on EJ motives for activism to advance the notion of social/environmental positionality and marginality, characterized by toxic social/environmental relationships. Findings reveal that EJ activists describe the experience of EJ as three SLEs: the recognition of their social/environmental marginality, the embodied knowledge produced from their experiences, and the empowerment that comes from working with others in a community for EJ. These findings are compared to more traditional SLE’s and I conclude with a discussion about the importance of positionality and negative experiences for SLE research. 相似文献
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Donovon Ceaser 《The Journal of environmental education》2013,44(4):209-226
Despite wide agreement on the goals of environmental education (EE), the promotion of action is still considered contentious. Critical environmental education (critical EE) teaches students to combine critical reflection with the ability to engage in local action to address social/environmental problems. This article examines a critical urban farming school in New Orleans’ Lower Ninth Ward for how student action is addressed. Results found that critical learning within an egalitarian, youth-centered community located in a disadvantaged area produces students who are more enlightened and empowered to create change. However, concerns regarding funding and safety led staff to not adhere to maintaining an egalitarian ethic, undermining the individualism and unpredictability that critical EE thrives upon and producing “disconnects” in students’ education. 相似文献
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