Environment and sustainability education in a changing South Africa: A critical historical analysis of outline schemes for defining and guiding learning interactions
- Authors: O'Donoghue, Rob B
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373634 , vital:66708 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122749"
- Description: This paper examines how, in response to emerging risk, methodological narratives for conservation (CE), environmental (EE) and now sustainability education (ESD) were constituted in diverse settings within a changing South African state. After documenting an awareness creation perspective underpinning early extension and experiential activities, the study examines shaping social processes and changing outline schemes for defining and guiding planned learning interactions (methodology) within the broadening field into the present day. The critical historical analysis developed in the study reflects a well-documented shift from early topdown (intervention/extension) to more participatory approaches (collaborative engagement/stewardship). A situated process-mapping of changing orientations also reveals characterising methodological features across the contours of an increasingly diverse field of conservation, environment and sustainability education.
- Full Text:
- Date Issued: 2007
- Authors: O'Donoghue, Rob B
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373634 , vital:66708 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122749"
- Description: This paper examines how, in response to emerging risk, methodological narratives for conservation (CE), environmental (EE) and now sustainability education (ESD) were constituted in diverse settings within a changing South African state. After documenting an awareness creation perspective underpinning early extension and experiential activities, the study examines shaping social processes and changing outline schemes for defining and guiding planned learning interactions (methodology) within the broadening field into the present day. The critical historical analysis developed in the study reflects a well-documented shift from early topdown (intervention/extension) to more participatory approaches (collaborative engagement/stewardship). A situated process-mapping of changing orientations also reveals characterising methodological features across the contours of an increasingly diverse field of conservation, environment and sustainability education.
- Full Text:
- Date Issued: 2007
Exploring learning interactions arising in school-incommunity contexts of socio-ecological risk
- O'Donoghue, Rob B, Lotz-Sisitka, Heila, Asafo-Adjei, Robert, Kota, Lutho, Hanisi, Nosipho
- Authors: O'Donoghue, Rob B , Lotz-Sisitka, Heila , Asafo-Adjei, Robert , Kota, Lutho , Hanisi, Nosipho
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437501 , vital:73389 , ISBN 978-90-8686-031-9 , https://brill.com/edcollbook-oa/title/68793?rskey=Y3i6Wfandresult=1
- Description: Today, few educators would dispute that learning arises in diverse so-cio-cultural contexts of meaning-making interaction. As such, learning can strengthen social relationships across school and community and has the potential to develop as reflexive praxis in response to environ-ment and health risks in a local context. These processes of ‘social learning’have recently appeared as a new ‘category’for thinking about human meaning-making interactions. It is difficult to conceive of any human learning interactions that are not social processes of engaged meaning making either by learners as social agents in context or from the point of view of what is learned relating to social life in a world of in-terdependent living-things. Given the complexity of contemporary sus-tainability questions and an arising ambivalence in modernist notions of knowledge transfer, we note how educators are usefully using this somewhat ambivalent category for probing socio-cultural perspectives on how we see and approach learning interactions for environment and sustainability education. In foregrounding a critical perspective, we sig-nal a cautious approach to a popularising of the term ‘social learning’as a ‘renaming’that provides a more coherent perspective for research and reflection on social processes of meaning making and change.
- Full Text:
- Date Issued: 2007
- Authors: O'Donoghue, Rob B , Lotz-Sisitka, Heila , Asafo-Adjei, Robert , Kota, Lutho , Hanisi, Nosipho
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437501 , vital:73389 , ISBN 978-90-8686-031-9 , https://brill.com/edcollbook-oa/title/68793?rskey=Y3i6Wfandresult=1
- Description: Today, few educators would dispute that learning arises in diverse so-cio-cultural contexts of meaning-making interaction. As such, learning can strengthen social relationships across school and community and has the potential to develop as reflexive praxis in response to environ-ment and health risks in a local context. These processes of ‘social learning’have recently appeared as a new ‘category’for thinking about human meaning-making interactions. It is difficult to conceive of any human learning interactions that are not social processes of engaged meaning making either by learners as social agents in context or from the point of view of what is learned relating to social life in a world of in-terdependent living-things. Given the complexity of contemporary sus-tainability questions and an arising ambivalence in modernist notions of knowledge transfer, we note how educators are usefully using this somewhat ambivalent category for probing socio-cultural perspectives on how we see and approach learning interactions for environment and sustainability education. In foregrounding a critical perspective, we sig-nal a cautious approach to a popularising of the term ‘social learning’as a ‘renaming’that provides a more coherent perspective for research and reflection on social processes of meaning making and change.
- Full Text:
- Date Issued: 2007
Learning in a Changing World
- Lotz-Sisitka, Heila, O'Donoghue, Rob B, Robottom, Ian
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B , Robottom, Ian
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182679 , vital:43853 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122733 "
- Description: The year 2007 is a significant year for environmental education. It marks 30 years since the first internationally agreed principles of environmental education were developed at Tbilisi, commonly known as the Tbilisi Principles. It is also the year in which human beings apparently are finally ‘waking up’ to the fact that human-induced environmental change is causing impacts which are infinitely complex and difficult to resolve. This year, through various highly publicised and politicised events, people have begun to recognise that it is getting hot on planet Earth, and that the associated social, economic and environmental costs are profoundly disturbing. The Stern Review and the UN Intergovernmental Panel on Climate Change both firmly indicated that human-induced environmental change will threaten human economies and security in ways that are unprecedented in human history. Southern Africa, where this special edition of the EEASA Journal is being produced to coincide with the 25th anniversary of the existence of the Environmental Education Association of Southern Africa, and the hosting of the 4th World Environmental Education Congress, is one of the areas most vulnerable to the impacts of climate change. More than 70% of the people in southern Africa live in rural areas, and depend directly on natural resources for their livelihood and food security, making environment (and environmental education processes) a central concern in development discussions in the region. Patterns of global inequality are pronounced in the region, which has some of the poorest countries in the world. Out of its 25-year history, EEASA and its members, along with colleagues around the world, continue to seek ways of educating and empowering people to successfully participate in resolving environmental issues and create more sustainable and socially just living patterns. In drawing attention to our constant need to learn how to improve our understandings of environmental education and learning as the world around us changes, the World Environmental Education Congress organising committee chose to profile the question of ‘Learning in a Changing World’, by making this the theme of the Congress.
- Full Text:
- Date Issued: 2007
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B , Robottom, Ian
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182679 , vital:43853 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122733 "
- Description: The year 2007 is a significant year for environmental education. It marks 30 years since the first internationally agreed principles of environmental education were developed at Tbilisi, commonly known as the Tbilisi Principles. It is also the year in which human beings apparently are finally ‘waking up’ to the fact that human-induced environmental change is causing impacts which are infinitely complex and difficult to resolve. This year, through various highly publicised and politicised events, people have begun to recognise that it is getting hot on planet Earth, and that the associated social, economic and environmental costs are profoundly disturbing. The Stern Review and the UN Intergovernmental Panel on Climate Change both firmly indicated that human-induced environmental change will threaten human economies and security in ways that are unprecedented in human history. Southern Africa, where this special edition of the EEASA Journal is being produced to coincide with the 25th anniversary of the existence of the Environmental Education Association of Southern Africa, and the hosting of the 4th World Environmental Education Congress, is one of the areas most vulnerable to the impacts of climate change. More than 70% of the people in southern Africa live in rural areas, and depend directly on natural resources for their livelihood and food security, making environment (and environmental education processes) a central concern in development discussions in the region. Patterns of global inequality are pronounced in the region, which has some of the poorest countries in the world. Out of its 25-year history, EEASA and its members, along with colleagues around the world, continue to seek ways of educating and empowering people to successfully participate in resolving environmental issues and create more sustainable and socially just living patterns. In drawing attention to our constant need to learn how to improve our understandings of environmental education and learning as the world around us changes, the World Environmental Education Congress organising committee chose to profile the question of ‘Learning in a Changing World’, by making this the theme of the Congress.
- Full Text:
- Date Issued: 2007
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