Cultivating a scholarly community of practice
- Lotz-Sisitka, Heila, Ellery, Karen, Olvitt, Lausanne L, Schudel, Ingrid J, O'Donoghue, Rob
- Authors: Lotz-Sisitka, Heila , Ellery, Karen , Olvitt, Lausanne L , Schudel, Ingrid J , O'Donoghue, Rob
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69777 , vital:29579 , https://hdl.handle.net/10520/EJC15102
- Description: In the field of Environment and Sustainability Education we are seeking ways of developing our teaching and supervision practices to enable social changes in a rapidly transforming field of practice where global issues of truth, judgement, justice and sustainability define our engagements with the public good. This article explores the process of cultivating a scholarly community of practice as a model of supervision that not only engages scholars in an intellectual community oriented towards socio-ecological transformation, but also extends and enhances dialogue with individuals on the technical and theoretical aspects of their postgraduate studies.
- Full Text: false
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila , Ellery, Karen , Olvitt, Lausanne L , Schudel, Ingrid J , O'Donoghue, Rob
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69777 , vital:29579 , https://hdl.handle.net/10520/EJC15102
- Description: In the field of Environment and Sustainability Education we are seeking ways of developing our teaching and supervision practices to enable social changes in a rapidly transforming field of practice where global issues of truth, judgement, justice and sustainability define our engagements with the public good. This article explores the process of cultivating a scholarly community of practice as a model of supervision that not only engages scholars in an intellectual community oriented towards socio-ecological transformation, but also extends and enhances dialogue with individuals on the technical and theoretical aspects of their postgraduate studies.
- Full Text: false
- Date Issued: 2010
Ethics-oriented learning in environmental education workplaces: An activity theory approach
- Authors: Olvitt, Lausanne L
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370961 , vital:66398 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122874"
- Description: In the context of increasing national and global environmental challenges and their implications for the working world, new ethics and practices are being introduced into workplaces that take better account of socio-ecological relations. Little is understood, however, about the nature of ethics-oriented workplace learning. Drawing on Cultural Historical Activity Theory (CHAT), which enables historically and contextually situated relational perspectives to emerge, this paper explores contradictions in the activity systems of two young environmental education learner-practitioners struggling to engage with the ethical dimensions of their professional work and the professional development course they are studying. The study focuses in particular on the environmental values and ethics component of their course – a year-long Learnership in Environmental Education, Training and Development Practices (EETDP). The paper reflects how tensions and contradictions within and between the interacting activity systems of the workplace, the course, and its regulating qualifications authority influence the teaching and learning of the environmental ethics component of the course. Ethics-oriented teaching and learning processes are found to be strongly influenced by the ‘rules’ and ‘mediating tools’ of these interacting systems, but these are often at odds with the ethical perspectives, socio-cultural context and skills of the ‘subject’ and ‘community’. These systemic contradictions can be more fully understood when their cultural and historical origins are made explicit. The analytical process has led to a more nuanced understanding of ethics-oriented teaching and learning in a workplace-based course, and has revealed several areas needing more careful research (particularly the area of environmental discourses) and the explicit and implicit language of ethics.
- Full Text:
- Date Issued: 2010
- Authors: Olvitt, Lausanne L
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370961 , vital:66398 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122874"
- Description: In the context of increasing national and global environmental challenges and their implications for the working world, new ethics and practices are being introduced into workplaces that take better account of socio-ecological relations. Little is understood, however, about the nature of ethics-oriented workplace learning. Drawing on Cultural Historical Activity Theory (CHAT), which enables historically and contextually situated relational perspectives to emerge, this paper explores contradictions in the activity systems of two young environmental education learner-practitioners struggling to engage with the ethical dimensions of their professional work and the professional development course they are studying. The study focuses in particular on the environmental values and ethics component of their course – a year-long Learnership in Environmental Education, Training and Development Practices (EETDP). The paper reflects how tensions and contradictions within and between the interacting activity systems of the workplace, the course, and its regulating qualifications authority influence the teaching and learning of the environmental ethics component of the course. Ethics-oriented teaching and learning processes are found to be strongly influenced by the ‘rules’ and ‘mediating tools’ of these interacting systems, but these are often at odds with the ethical perspectives, socio-cultural context and skills of the ‘subject’ and ‘community’. These systemic contradictions can be more fully understood when their cultural and historical origins are made explicit. The analytical process has led to a more nuanced understanding of ethics-oriented teaching and learning in a workplace-based course, and has revealed several areas needing more careful research (particularly the area of environmental discourses) and the explicit and implicit language of ethics.
- Full Text:
- Date Issued: 2010
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