The écocollaborative approach to education: seeking homeostasis and self-empowerment
This paper proposes to analyze the significant methodological adjustments which were brought to a collaborative research project in response to specific contextual constraints. The research issues which emerged from this context and led the research team to a methodological reconceptualization are presented along with the emerging methodological model. Outcomes of the methodological changes including participant empowerment, are discussed and lead the authors to postulate that an ecocollaborative approach, based upon horizontal relationships and taking into account the complexity of systems, appears as a means to critically reevaluate teachers and researchers’ work in order to reduce institutional constraints, push back against limits to professional action, and consequently build a common emancipatory culture.