A critique of the proposed council for the environment national core syllabus for environmental education in South Africa
- Taylor, Jim, O'Donoghue, Rob B, Clacherty, Allistair
- Authors: Taylor, Jim , O'Donoghue, Rob B , Clacherty, Allistair
- Date: 1993
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/450119 , vital:74884
- Description: The Department of Environment Affairs, in cooperation with EEASA, undertook a broad consultative process, a central feature of which was the recent Dikhololo Workshop (see Clacherty in this issue). The process led to the Environmental Education Policy Initiative (EEPI), the purpose of which is to foster broad-based processes to promote policy change with respect to environmental education in formal education. The EEPI is not a unilateral initiative; it seeks to work within existing education policy development and change processes.
- Full Text:
- Date Issued: 1993
- Authors: Taylor, Jim , O'Donoghue, Rob B , Clacherty, Allistair
- Date: 1993
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/450119 , vital:74884
- Description: The Department of Environment Affairs, in cooperation with EEASA, undertook a broad consultative process, a central feature of which was the recent Dikhololo Workshop (see Clacherty in this issue). The process led to the Environmental Education Policy Initiative (EEPI), the purpose of which is to foster broad-based processes to promote policy change with respect to environmental education in formal education. The EEPI is not a unilateral initiative; it seeks to work within existing education policy development and change processes.
- Full Text:
- Date Issued: 1993
A Search for Conjunctions at a Time of Direction-setting Review and Synthesis
- Authors: O'Donoghue, Rob B
- Date: 2011
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387134 , vital:68209 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122240"
- Description: This journal reflects a diversity of environment and sustainability education research and viewpoints alongside two synthesis papers. Read as a whole and within a widely held ideal that diversity reflects resilience, the environment and education for sustainable development landscape in Africa might be said to be healthy and proliferating. But read against the pressure to produce tangible evidence of change on an African landscape of persistent climate variation and poverty, along with a widening gap between rich and poor, the picture remains challenging. These contrasting readings are notable at a time when we are looking towards the Association for the Development of Education in Africa (ADEA) Triennial in February, 2012, the Rio+20 Earth Summit in June 2012 and our own EEASA +30 conference in September 2012. The UN Decade of Education for Sustainable Development is characterised by a proliferation of education imperatives. These emerged as modern education in response to the issues of the day and now a modernity in deepening crisis.
- Full Text:
- Date Issued: 2011
- Authors: O'Donoghue, Rob B
- Date: 2011
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387134 , vital:68209 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122240"
- Description: This journal reflects a diversity of environment and sustainability education research and viewpoints alongside two synthesis papers. Read as a whole and within a widely held ideal that diversity reflects resilience, the environment and education for sustainable development landscape in Africa might be said to be healthy and proliferating. But read against the pressure to produce tangible evidence of change on an African landscape of persistent climate variation and poverty, along with a widening gap between rich and poor, the picture remains challenging. These contrasting readings are notable at a time when we are looking towards the Association for the Development of Education in Africa (ADEA) Triennial in February, 2012, the Rio+20 Earth Summit in June 2012 and our own EEASA +30 conference in September 2012. The UN Decade of Education for Sustainable Development is characterised by a proliferation of education imperatives. These emerged as modern education in response to the issues of the day and now a modernity in deepening crisis.
- Full Text:
- Date Issued: 2011
Cholera in KwaZulu-Natal: Probing institutional governmentality and indigenous hand-washing practices
- Authors: O'Donoghue, Rob B
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373574 , vital:66704 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122699"
- Description: The paper reviews education activities in a successful anti-cholera campaign amongst rural communities in eastern southern Africa. It is centred on probing how a modern institutional governmentality was relatively blind to an historical legacy of Nguni hand-washing practices and came to exclude use of simple tests for coliform contamination in rural health education activities. The study examines institutional processes, probing discontinuities between the health education message and the complex social ecology of cholera. In so doing, it uncovers how a post-apartheid institutional rhetoric of participation, empowerment and social transformation is playing out in communicative interventions to instil healthier practices amongst the rural poor. Institutional perspectives such as this are rooted in an institutional legacy of appropriation and control. Despite the current rhetoric of participation, instrumental orientations are being sustained as the radical critique of struggle for freedom and change gives way, through comfortable submission and intellectual conformity, to an instrumental conservatism in many post-apartheid institutional settings today. The study notes and probes a surprising resonance between the ecology of the disease and an intergenerational social capital of indigenous hand-washing practices. The evidence suggests that these patterns of hand-washing practice would have served to contain the disease in earlier times and points to this social capital as a focus for co-engaged action on environment and health concerns. The findings suggest that an opposing of institutional and indigenous knowledge is not a simple matter and that moving beyond a legacy of cultural exclusion and marginalisation remains a challenge as the first decade of post-apartheid democratic governance comes to a close.
- Full Text:
- Date Issued: 2005
- Authors: O'Donoghue, Rob B
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373574 , vital:66704 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122699"
- Description: The paper reviews education activities in a successful anti-cholera campaign amongst rural communities in eastern southern Africa. It is centred on probing how a modern institutional governmentality was relatively blind to an historical legacy of Nguni hand-washing practices and came to exclude use of simple tests for coliform contamination in rural health education activities. The study examines institutional processes, probing discontinuities between the health education message and the complex social ecology of cholera. In so doing, it uncovers how a post-apartheid institutional rhetoric of participation, empowerment and social transformation is playing out in communicative interventions to instil healthier practices amongst the rural poor. Institutional perspectives such as this are rooted in an institutional legacy of appropriation and control. Despite the current rhetoric of participation, instrumental orientations are being sustained as the radical critique of struggle for freedom and change gives way, through comfortable submission and intellectual conformity, to an instrumental conservatism in many post-apartheid institutional settings today. The study notes and probes a surprising resonance between the ecology of the disease and an intergenerational social capital of indigenous hand-washing practices. The evidence suggests that these patterns of hand-washing practice would have served to contain the disease in earlier times and points to this social capital as a focus for co-engaged action on environment and health concerns. The findings suggest that an opposing of institutional and indigenous knowledge is not a simple matter and that moving beyond a legacy of cultural exclusion and marginalisation remains a challenge as the first decade of post-apartheid democratic governance comes to a close.
- Full Text:
- Date Issued: 2005
Contextualising learning in Advanced Certificate in Education (Environmental Education) courses : synthesising contexts and experiences
- Lotz-Sisitka, Heila, Le Roux, Cheryl, Loubser, Callie, Schudel, Ingrid J, O'Donoghue, Rob B, Shallcross, Tony
- Authors: Lotz-Sisitka, Heila , Le Roux, Cheryl , Loubser, Callie , Schudel, Ingrid J , O'Donoghue, Rob B , Shallcross, Tony
- Date: 2008
- Language: English
- Type: Article
- Identifier: vital:21224 , http://hdl.handle.net/10962/7167 , http://0-hdl.handle.net.wam.seals.ac.za/10520/EJC32180
- Description: We report on experiences in the Advanced Certificate in Education (Environmental Education) courses of two South African universities, namely, Rhodes University and the University of South Africa. We focus specifically on the whole school approaches which were influenced by a project between these two universities and Manchester Metropolitan University. We illustrate how contextual profiling influenced the perspective or entry point from which the whole school message was approached in the ACE (EE) courses. Through illustrative examples from these two courses, we report on two different approaches to contextual profiling, starting by problematising an approach that relies solely on a priori contextual profiling. We then illustrate how this approach can be complemented by contextual profiling within courses and within context through situated learning processes.
- Full Text:
- Date Issued: 2008
- Authors: Lotz-Sisitka, Heila , Le Roux, Cheryl , Loubser, Callie , Schudel, Ingrid J , O'Donoghue, Rob B , Shallcross, Tony
- Date: 2008
- Language: English
- Type: Article
- Identifier: vital:21224 , http://hdl.handle.net/10962/7167 , http://0-hdl.handle.net.wam.seals.ac.za/10520/EJC32180
- Description: We report on experiences in the Advanced Certificate in Education (Environmental Education) courses of two South African universities, namely, Rhodes University and the University of South Africa. We focus specifically on the whole school approaches which were influenced by a project between these two universities and Manchester Metropolitan University. We illustrate how contextual profiling influenced the perspective or entry point from which the whole school message was approached in the ACE (EE) courses. Through illustrative examples from these two courses, we report on two different approaches to contextual profiling, starting by problematising an approach that relies solely on a priori contextual profiling. We then illustrate how this approach can be complemented by contextual profiling within courses and within context through situated learning processes.
- Full Text:
- Date Issued: 2008
Cultivating a scholarly community of practice
- Lotz-Sisitka, Heila, Ellery, Karen, Olvitt, Lausanne L, Schudel, Ingrid J, O'Donoghue, Rob B
- Authors: Lotz-Sisitka, Heila , Ellery, Karen , Olvitt, Lausanne L , Schudel, Ingrid J , O'Donoghue, Rob B
- 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 B
- 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
Detached harmonies : a study in/on developing social processes of environmental education in eastern southern Africa
- Authors: O'Donoghue, Rob B
- Date: 1997
- Subjects: Environmental education -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1939 , http://hdl.handle.net/10962/d1007726
- Description: Long-term social processes are explored to examine the shaping of environmental education in eastern southern Africa. The study opens with early Nguni social figurations when 'to conserve was to hunt.' It then examines colonial conservation on the frontiers of imperial expansion and developing struggles for and against wildlife preservation. These processes shaped an inversion of earlier harmonies as declining wildlife was protected in island sanctuaries of natural wilderness and 'to conserve was not to hunt.' Inside protected areas, conservation management struggles shaped new harmonies of interdependence in nature, enabling better steering choices in developing conservation science institutions. Here more reality congruent knowledge also revealed escalating risk which was linked to a lack of awareness amongst communities of 'others' outside. Within continuing conservation struggles, education in, about and for the environment emerged as new institutional processes of social control. The study examines wilderness experience, interpretation, extension, conservancies and the development of an environmental education field centre, a teacher education programme and a school curriculum. Naming and clarifying the emergent education game for reshaping the awareness and behaviour of others is examined within a developing figuration of environmental education specialists. Particular attention is given to academic and statutory processes shaping environmental education as a field of objective principles and rational processes within modernist continuities and discontinuities into the 1990's. An environmental education field centre, an earth-love curriculum and research on reserve neighbour interaction are examined as political sociologies developing within a declining power gradient and wide ranging socio-political change. Into the present, a final window on a local case of water pollution examines shifting relational dynamics revealing how environment and development education models of process may have little resonance amidst long-term socio-historical struggles and shifting controls over surroundings, others and self. A concluding review suggests that grounded critical processes engaging somewhat blind control over surroundings may yet reshape self-control and social control amongst others. The trajectories of these clarifying struggles must remain open-ended as sedimented myth and memory is reshaped within ongoing processes of escalating risk and global intermeshing.
- Full Text:
- Date Issued: 1997
- Authors: O'Donoghue, Rob B
- Date: 1997
- Subjects: Environmental education -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1939 , http://hdl.handle.net/10962/d1007726
- Description: Long-term social processes are explored to examine the shaping of environmental education in eastern southern Africa. The study opens with early Nguni social figurations when 'to conserve was to hunt.' It then examines colonial conservation on the frontiers of imperial expansion and developing struggles for and against wildlife preservation. These processes shaped an inversion of earlier harmonies as declining wildlife was protected in island sanctuaries of natural wilderness and 'to conserve was not to hunt.' Inside protected areas, conservation management struggles shaped new harmonies of interdependence in nature, enabling better steering choices in developing conservation science institutions. Here more reality congruent knowledge also revealed escalating risk which was linked to a lack of awareness amongst communities of 'others' outside. Within continuing conservation struggles, education in, about and for the environment emerged as new institutional processes of social control. The study examines wilderness experience, interpretation, extension, conservancies and the development of an environmental education field centre, a teacher education programme and a school curriculum. Naming and clarifying the emergent education game for reshaping the awareness and behaviour of others is examined within a developing figuration of environmental education specialists. Particular attention is given to academic and statutory processes shaping environmental education as a field of objective principles and rational processes within modernist continuities and discontinuities into the 1990's. An environmental education field centre, an earth-love curriculum and research on reserve neighbour interaction are examined as political sociologies developing within a declining power gradient and wide ranging socio-political change. Into the present, a final window on a local case of water pollution examines shifting relational dynamics revealing how environment and development education models of process may have little resonance amidst long-term socio-historical struggles and shifting controls over surroundings, others and self. A concluding review suggests that grounded critical processes engaging somewhat blind control over surroundings may yet reshape self-control and social control amongst others. The trajectories of these clarifying struggles must remain open-ended as sedimented myth and memory is reshaped within ongoing processes of escalating risk and global intermeshing.
- Full Text:
- Date Issued: 1997
Emerging patterns of abstraction in environmental education: A review of materials, methods and professional development perspectives
- O'Donoghue, Rob B, Russo, Vladimir
- Authors: O'Donoghue, Rob B , Russo, Vladimir
- Date: 2004
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373610 , vital:66707 , xlink:href="https://doi.org/10.1080/1350462042000258170"
- Description: The epistemic unconscious is the history of the field. And it is clear that, to secure some chance of really knowing what one is doing, one has to unfold what is inscribed in the various relations of implication in which the thinker and his thoughts are caught up, that is, the presuppositions he engages and the inclusions and exclusions he unwittingly performs. (Bourdieu, 2000, p. 99).
- Full Text:
- Date Issued: 2004
- Authors: O'Donoghue, Rob B , Russo, Vladimir
- Date: 2004
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373610 , vital:66707 , xlink:href="https://doi.org/10.1080/1350462042000258170"
- Description: The epistemic unconscious is the history of the field. And it is clear that, to secure some chance of really knowing what one is doing, one has to unfold what is inscribed in the various relations of implication in which the thinker and his thoughts are caught up, that is, the presuppositions he engages and the inclusions and exclusions he unwittingly performs. (Bourdieu, 2000, p. 99).
- Full Text:
- Date Issued: 2004
Engagement in local social-ecological knowledge practices in a seasonal cycles approach for transitioning to future sustainability
- Authors: O'Donoghue, Rob B
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387971 , vital:68294 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/186419"
- Description: This paper explores climate as variable natural forces driving seasonal cycles1 that many African cultures had adjusted themselves to within intergenerational knowledge practices of longue durée. The study points to the need to re-orientate and expand climate science education so that it is centred on the seasonal cycles and intergenerational learning to better align transitioning to future sustainability with these in our southern African contexts of climate change today. The narrative touches upon historical accounts of knowledge practices amongst the Krobo, Bemba, Shona, Zulu and Xhosa, briefly pointing to how each, as an African culture, is situated as a social-ecological entity within the climatic tapestries of our African landscapes. It takes note of how cultural articulation within the seasonal cycles of regional climate have a long history with adaptive change in some contexts in more recent times. The review suggests that our learning in relation to emerging climate change should be informed by these histories of intergenerational knowledge practice. It notes how a better grasp of these could be important drivers of a widening cultural response to the changing dynamics in our climatic surroundings today. The brief study suggests that southern Africa is a special place with many unique and interesting climatic processes and associated socio-ecological systems and practices. These can provide engaging perspectives for informing education to mitigate or adapt to climate change. Here, a situated exploration of seasonal cycles can draw on both the latest in modern climate science and the rich social-ecological heritage of Africa briefly touched upon in the study. A model of process is offered for how both can be used in a seasonal cycles approach climate change education. This better situated and more inclusive approach can enable us to contemplate how we might best adjust our social-ecological dispositions and practices in the changing world that we all share.
- Full Text:
- Date Issued: 2019
- Authors: O'Donoghue, Rob B
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387971 , vital:68294 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/186419"
- Description: This paper explores climate as variable natural forces driving seasonal cycles1 that many African cultures had adjusted themselves to within intergenerational knowledge practices of longue durée. The study points to the need to re-orientate and expand climate science education so that it is centred on the seasonal cycles and intergenerational learning to better align transitioning to future sustainability with these in our southern African contexts of climate change today. The narrative touches upon historical accounts of knowledge practices amongst the Krobo, Bemba, Shona, Zulu and Xhosa, briefly pointing to how each, as an African culture, is situated as a social-ecological entity within the climatic tapestries of our African landscapes. It takes note of how cultural articulation within the seasonal cycles of regional climate have a long history with adaptive change in some contexts in more recent times. The review suggests that our learning in relation to emerging climate change should be informed by these histories of intergenerational knowledge practice. It notes how a better grasp of these could be important drivers of a widening cultural response to the changing dynamics in our climatic surroundings today. The brief study suggests that southern Africa is a special place with many unique and interesting climatic processes and associated socio-ecological systems and practices. These can provide engaging perspectives for informing education to mitigate or adapt to climate change. Here, a situated exploration of seasonal cycles can draw on both the latest in modern climate science and the rich social-ecological heritage of Africa briefly touched upon in the study. A model of process is offered for how both can be used in a seasonal cycles approach climate change education. This better situated and more inclusive approach can enable us to contemplate how we might best adjust our social-ecological dispositions and practices in the changing world that we all share.
- Full Text:
- Date Issued: 2019
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
Landscape, memory and learning to change in changing worlds: Contemplating intergenerational learning and traditional knowledge practices within social-ecological landscapes of change
- O'Donoghue, Rob B, Sandoval-Rivera, Juan Carlos, Payyappallimana, Unnikrishnan
- Authors: O'Donoghue, Rob B , Sandoval-Rivera, Juan Carlos , Payyappallimana, Unnikrishnan
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388061 , vital:68304 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/187218"
- Description: The core paper and collection of short papers from Mexico, Africa, India and Sweden that make up this study on social-ecological landscapes developed as a South–South collaboration that was extended to include a case in the North. Our concern was to explore how situated, intergenerational knowledge commonly takes a back seat to the conceptual propositions that the environmental sciences have developed around matters of concern like biodiversity loss. In this way, scientific propositions have become the conceptual capital for informing future sustainability through Education for Sustainable Development (ESD). In response to this, a more situated turn has developed to engage both intergenerational practices and the institutional sciences, but the playing fields are seldom level and deliberations are often rife with misunderstandings.
- Full Text:
- Date Issued: 2019
- Authors: O'Donoghue, Rob B , Sandoval-Rivera, Juan Carlos , Payyappallimana, Unnikrishnan
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388061 , vital:68304 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/187218"
- Description: The core paper and collection of short papers from Mexico, Africa, India and Sweden that make up this study on social-ecological landscapes developed as a South–South collaboration that was extended to include a case in the North. Our concern was to explore how situated, intergenerational knowledge commonly takes a back seat to the conceptual propositions that the environmental sciences have developed around matters of concern like biodiversity loss. In this way, scientific propositions have become the conceptual capital for informing future sustainability through Education for Sustainable Development (ESD). In response to this, a more situated turn has developed to engage both intergenerational practices and the institutional sciences, but the playing fields are seldom level and deliberations are often rife with misunderstandings.
- Full Text:
- Date Issued: 2019
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
Local Knowledge as a Source of Community Resilience: IKS community Development and Resilience
- Shava, Soul, Zazu, Clayton, Tidball, Keith, O'Donoghue, Rob B
- Authors: Shava, Soul , Zazu, Clayton , Tidball, Keith , O'Donoghue, Rob B
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/433052 , vital:72928 , xlink:href="https://hdl.handle.net/10520/EJC61567"
- Description: Local knowledge can serve a source of local community resilience that provides an enabling capacity for people to sustain their livelihoods and adapt to environmental changes or new environments. This knowledge was evidenced as capable of resurfacing when contingent opportunities arise. This contribution draws upon case studies of emerging self-mobilised social learning processes in the recollection and application of agricultural knowledge as revealed in immigrant gardeners' narratives in New York City, United States and narratives from relocated farming communities in Sebakwe, Zimbabwe. In these narratives the communities draw upon their reserves of local knowledge to respond to changes within their local environments. Such knowledge can serve as a source of community resilience through enabling people to sustain their livelihoods and community wellbeing, and thus adapt to environmental changes and displacement.
- Full Text:
- Date Issued: 2009
- Authors: Shava, Soul , Zazu, Clayton , Tidball, Keith , O'Donoghue, Rob B
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/433052 , vital:72928 , xlink:href="https://hdl.handle.net/10520/EJC61567"
- Description: Local knowledge can serve a source of local community resilience that provides an enabling capacity for people to sustain their livelihoods and adapt to environmental changes or new environments. This knowledge was evidenced as capable of resurfacing when contingent opportunities arise. This contribution draws upon case studies of emerging self-mobilised social learning processes in the recollection and application of agricultural knowledge as revealed in immigrant gardeners' narratives in New York City, United States and narratives from relocated farming communities in Sebakwe, Zimbabwe. In these narratives the communities draw upon their reserves of local knowledge to respond to changes within their local environments. Such knowledge can serve as a source of community resilience through enabling people to sustain their livelihoods and community wellbeing, and thus adapt to environmental changes and displacement.
- Full Text:
- Date Issued: 2009
Mapping epistemic cultures and learning potential of participants in citizen science projects
- Vallabh, Priya, Lotz-Sisitka, Heila, O'Donoghue, Rob B, Schudel, Ingrid J
- Authors: Vallabh, Priya , Lotz-Sisitka, Heila , O'Donoghue, Rob B , Schudel, Ingrid J
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/128939 , vital:36192 , https://doi.org/10.1111/cobi.12701
- Description: The ever-widening scope and range of global change and interconnected systemic risks arising from people–environment relationships (social‐ecological risks) appears to be increasing concern among, and involvement of, citizens in an increasingly diversified number of citizen science projects responding to these risks. We examined the relationship between epistemic cultures in citizen science projects and learning potential related to matters of concern. We then developed a typology of purposes and a citizen science epistemic‐cultures heuristic and mapped 56 projects in southern Africa using this framework. The purpose typology represents the range of knowledge‐production purposes, ranging from laboratory science to social learning, whereas the epistemic‐cultures typology is a relational representation of scientist and citizen participation and their approach to knowledge production. Results showed an iterative relationship between matters of fact and matters of concern across the projects; the nexus of citizens’ engagement in knowledge‐production activities varied. The knowledge‐production purposes informed and shaped the epistemic cultures of all the sampled citizen science projects, which in turn influenced the potential for learning within each project. Through a historical review of 3 phases in a long‐term river health‐monitoring project, we found that it is possible to evolve the learning curve of citizen science projects. This evolution involved the development of scientific water monitoring tools, the parallel development of pedagogic practices supporting monitoring activities, and situated engagement around matters of concern within social activism leading to learning‐led change. We conclude that such evolutionary processes serve to increase potential for learning and are necessary if citizen science is to contribute to wider restructuring of the epistemic culture of science under conditions of expanding social-ecological risk.
- Full Text:
- Date Issued: 2016
- Authors: Vallabh, Priya , Lotz-Sisitka, Heila , O'Donoghue, Rob B , Schudel, Ingrid J
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/128939 , vital:36192 , https://doi.org/10.1111/cobi.12701
- Description: The ever-widening scope and range of global change and interconnected systemic risks arising from people–environment relationships (social‐ecological risks) appears to be increasing concern among, and involvement of, citizens in an increasingly diversified number of citizen science projects responding to these risks. We examined the relationship between epistemic cultures in citizen science projects and learning potential related to matters of concern. We then developed a typology of purposes and a citizen science epistemic‐cultures heuristic and mapped 56 projects in southern Africa using this framework. The purpose typology represents the range of knowledge‐production purposes, ranging from laboratory science to social learning, whereas the epistemic‐cultures typology is a relational representation of scientist and citizen participation and their approach to knowledge production. Results showed an iterative relationship between matters of fact and matters of concern across the projects; the nexus of citizens’ engagement in knowledge‐production activities varied. The knowledge‐production purposes informed and shaped the epistemic cultures of all the sampled citizen science projects, which in turn influenced the potential for learning within each project. Through a historical review of 3 phases in a long‐term river health‐monitoring project, we found that it is possible to evolve the learning curve of citizen science projects. This evolution involved the development of scientific water monitoring tools, the parallel development of pedagogic practices supporting monitoring activities, and situated engagement around matters of concern within social activism leading to learning‐led change. We conclude that such evolutionary processes serve to increase potential for learning and are necessary if citizen science is to contribute to wider restructuring of the epistemic culture of science under conditions of expanding social-ecological risk.
- Full Text:
- Date Issued: 2016
Navigating non-sense by exemplifying situated life experience and intergenerational heritage knowledge in Education for Sustainable Development learning spaces
- O'Donoghue, Rob B, Kibuka-Sebitosi, Esther, Tshiningayamwe, Sirkka A N, Palmer, Carl
- Authors: O'Donoghue, Rob B , Kibuka-Sebitosi, Esther , Tshiningayamwe, Sirkka A N , Palmer, Carl
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388122 , vital:68308 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/186410"
- Description: This paper uses an activity system perspective to probe the related problems of knowledge abstraction and a lack of relevance as a modern legacy of colonial education practices in Africa. Its purpose is to contemplate Education for Sustainable Development (ESD) pedagogy to support learning that might be better situated in and resonate with local African contexts and the emerging sustainability concerns in everyday life. Colonial education trajectories and the recent inclusion of new environmental knowledge in African curriculum and civic learning contexts are examined. This points to how circulating environment and sustainability knowledge is being constituted in disciplinary fields as abstract concepts that are often difficult to relate to local sustainability concerns. Socio-cultural heritage and intergenerational meaning making are explored to uncover better situated ways of navigating much of the abstract ‘non-sense’ confronting African learners in many modern education contexts today. Illustrative examples of historical patterns of exclusion are scoped and two cases of pedagogical innovation are examined to contemplate how to navigate better situated and more relevant learning processes. Enacted in situated and co-engaged ways, ESD practices may enable the socio-cultural capital and environmental realities of local social-ecological contexts to articulate with better situated sustainability propositions for transitioning to more peaceful, just and sustainable futures.
- Full Text:
- Date Issued: 2019
- Authors: O'Donoghue, Rob B , Kibuka-Sebitosi, Esther , Tshiningayamwe, Sirkka A N , Palmer, Carl
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388122 , vital:68308 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/186410"
- Description: This paper uses an activity system perspective to probe the related problems of knowledge abstraction and a lack of relevance as a modern legacy of colonial education practices in Africa. Its purpose is to contemplate Education for Sustainable Development (ESD) pedagogy to support learning that might be better situated in and resonate with local African contexts and the emerging sustainability concerns in everyday life. Colonial education trajectories and the recent inclusion of new environmental knowledge in African curriculum and civic learning contexts are examined. This points to how circulating environment and sustainability knowledge is being constituted in disciplinary fields as abstract concepts that are often difficult to relate to local sustainability concerns. Socio-cultural heritage and intergenerational meaning making are explored to uncover better situated ways of navigating much of the abstract ‘non-sense’ confronting African learners in many modern education contexts today. Illustrative examples of historical patterns of exclusion are scoped and two cases of pedagogical innovation are examined to contemplate how to navigate better situated and more relevant learning processes. Enacted in situated and co-engaged ways, ESD practices may enable the socio-cultural capital and environmental realities of local social-ecological contexts to articulate with better situated sustainability propositions for transitioning to more peaceful, just and sustainable futures.
- Full Text:
- Date Issued: 2019
Participation, situated culture, and practical reason
- Lotz-Sisitka, Heila, O'Donoghue, Rob B
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437436 , vital:73378 , ISBN 978-1-4020-6415-9 , https://link.springer.com/chapter/10.1007/978-1-4020-6416-6_7
- Description: This chapter examines the emergence of participatory education as both a central feature and a terrain of ambivalence within the develop-ing landscape of environmental education in South Africa. From its roots in nature experience activities through to more socially critical forms of environmental education, participatory imperatives in this area have yet to address sufficiently the conceptual and practical challenges inherent in pedagogies of participation. We argue that more recent de-velopments reveal similar anomalies, such that participatory education in South Africa has now become an idealised and techniqued logic of practice.
- Full Text:
- Date Issued: 2008
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437436 , vital:73378 , ISBN 978-1-4020-6415-9 , https://link.springer.com/chapter/10.1007/978-1-4020-6416-6_7
- Description: This chapter examines the emergence of participatory education as both a central feature and a terrain of ambivalence within the develop-ing landscape of environmental education in South Africa. From its roots in nature experience activities through to more socially critical forms of environmental education, participatory imperatives in this area have yet to address sufficiently the conceptual and practical challenges inherent in pedagogies of participation. We argue that more recent de-velopments reveal similar anomalies, such that participatory education in South Africa has now become an idealised and techniqued logic of practice.
- Full Text:
- Date Issued: 2008
Promoting sustainable development through whole school approaches: an international, intercultural teacher education research and development project
- Shallcross, Tony, Loubser, Callie, Le Roux, Cheryl, O'Donoghue, Rob B, Lupele, Justin
- Authors: Shallcross, Tony , Loubser, Callie , Le Roux, Cheryl , O'Donoghue, Rob B , Lupele, Justin
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/433066 , vital:72929 , xlink:href="https://doi.org/10.1080/02607470600782427"
- Description: This paper focuses on a British Council funded Higher Education Link project involving three institutions—Manchester Metropolitan University (MMU) in the UK and two South African institutions, the University of South Africa (UNISA) and Rhodes University. The link is a research and development project that has three main research strands: contextual profiling that will establish the applicability of a European teacher education project to the South African context, evaluative materials development and piloting predicated on a respect for indigenous and contextual knowledge, and impact analysis that will examine the role of multidirectional intergenerational mentoring in disseminating messages about sustainable lifestyles. The project is strongly influenced by the South African Revised National Curriculum statements pertaining to environment and an analysis of the impact that these materials have had on promoting whole school approaches to environmental education in South Africa. The link's initial purpose is to develop advanced certificate in education (ACE) course materials that will promote whole school approaches to environmental education, based on developing concepts of collaboration, pupil participation, educational process and action in schools in South Africa. Materials from the MMU‐based, European Commission funded Sustainability Education in European Primary Schools (SEEPS) Project will be adapted for use in South Africa by UNISA and Rhodes.
- Full Text:
- Date Issued: 2006
- Authors: Shallcross, Tony , Loubser, Callie , Le Roux, Cheryl , O'Donoghue, Rob B , Lupele, Justin
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/433066 , vital:72929 , xlink:href="https://doi.org/10.1080/02607470600782427"
- Description: This paper focuses on a British Council funded Higher Education Link project involving three institutions—Manchester Metropolitan University (MMU) in the UK and two South African institutions, the University of South Africa (UNISA) and Rhodes University. The link is a research and development project that has three main research strands: contextual profiling that will establish the applicability of a European teacher education project to the South African context, evaluative materials development and piloting predicated on a respect for indigenous and contextual knowledge, and impact analysis that will examine the role of multidirectional intergenerational mentoring in disseminating messages about sustainable lifestyles. The project is strongly influenced by the South African Revised National Curriculum statements pertaining to environment and an analysis of the impact that these materials have had on promoting whole school approaches to environmental education in South Africa. The link's initial purpose is to develop advanced certificate in education (ACE) course materials that will promote whole school approaches to environmental education, based on developing concepts of collaboration, pupil participation, educational process and action in schools in South Africa. Materials from the MMU‐based, European Commission funded Sustainability Education in European Primary Schools (SEEPS) Project will be adapted for use in South Africa by UNISA and Rhodes.
- Full Text:
- Date Issued: 2006
Situated environmental learning in Southern Africa at the start of the UN decade of education for sustainable development
- O'Donoghue, Rob B, Lotz-Sisitka, Heila
- Authors: O'Donoghue, Rob B , Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/183059 , vital:43908 , xlink:href="https://doi.org/10.1017/S0814062600001737"
- Description: Within the globalising trajectory of modernism, conservation, then environmental (EE) and now sustainability education (ESD) have each emerged as developing responses to risk produced by and in the modern state. Through adopting a long term process perspective, this paper narrates the emergence of situated learning perspectives and a developing re-orientation of EE at the start of the United Nations Decade of Education for Sustainable Development (UNDESD). We identified the need to examine ESD practice in responses to recent ESD consultations in 14 southern African countries, where a rhetorical marking was noted in discussions on ESD practices, particularly with regard to changing teaching and learning processes. The paper narrates how an interplay of review, research and practical engagement activities have all contributed to an extended critical review of learning interactions in environmental education in an attempt to provide useful perspective for educational activities within the UNDESD. We found that EE and ESD initiatives only acquired more substantive meaning and coherent orientation when examined within ongoing inquiries into situated learning, agency and risk reduction in contexts of poverty, vulnerability and risk, the key concern to us in this paper and the primary focus of the WEHAB (Water, Energy, Health, Agriculture and Biodiversity) sustainable development agenda in the region.
- Full Text:
- Date Issued: 2006
- Authors: O'Donoghue, Rob B , Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/183059 , vital:43908 , xlink:href="https://doi.org/10.1017/S0814062600001737"
- Description: Within the globalising trajectory of modernism, conservation, then environmental (EE) and now sustainability education (ESD) have each emerged as developing responses to risk produced by and in the modern state. Through adopting a long term process perspective, this paper narrates the emergence of situated learning perspectives and a developing re-orientation of EE at the start of the United Nations Decade of Education for Sustainable Development (UNDESD). We identified the need to examine ESD practice in responses to recent ESD consultations in 14 southern African countries, where a rhetorical marking was noted in discussions on ESD practices, particularly with regard to changing teaching and learning processes. The paper narrates how an interplay of review, research and practical engagement activities have all contributed to an extended critical review of learning interactions in environmental education in an attempt to provide useful perspective for educational activities within the UNDESD. We found that EE and ESD initiatives only acquired more substantive meaning and coherent orientation when examined within ongoing inquiries into situated learning, agency and risk reduction in contexts of poverty, vulnerability and risk, the key concern to us in this paper and the primary focus of the WEHAB (Water, Energy, Health, Agriculture and Biodiversity) sustainable development agenda in the region.
- Full Text:
- Date Issued: 2006
Situated learning in relation to human conduct and social-ecological change
- Authors: O'Donoghue, Rob B
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437513 , vital:73390 , ISBN 978-3-319-45989 , https://doi.org/10.1007/978-3-319-45989-9_2
- Description: This chapter traces how education has developed to provide orientation in a modern world that is characterised by emerging risk. It examines how ESD initially developed as a modernist process to enable social reorientation and has been centred on problem-solving engagement in relation to issues and risk. The intractable complexity of most social-ecological problems has meant that change-orientated and transformative imagi-naries arising in learning are not easily realised in tangible change to resolve the problems at hand. The chapter thus poses the question, “Is ESD as situated learning with trans-gressive social-ecological reorientation possible?” To address this question, the study reviews ESD as a reflexive social pro-cess in modernity and tracks some of the expansive trajecto-ries in the developing field over the last 10 years of the UN Decade of Education for Sustainable Development in South-ern Africa.
- Full Text:
- Date Issued: 2017
- Authors: O'Donoghue, Rob B
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437513 , vital:73390 , ISBN 978-3-319-45989 , https://doi.org/10.1007/978-3-319-45989-9_2
- Description: This chapter traces how education has developed to provide orientation in a modern world that is characterised by emerging risk. It examines how ESD initially developed as a modernist process to enable social reorientation and has been centred on problem-solving engagement in relation to issues and risk. The intractable complexity of most social-ecological problems has meant that change-orientated and transformative imagi-naries arising in learning are not easily realised in tangible change to resolve the problems at hand. The chapter thus poses the question, “Is ESD as situated learning with trans-gressive social-ecological reorientation possible?” To address this question, the study reviews ESD as a reflexive social pro-cess in modernity and tracks some of the expansive trajecto-ries in the developing field over the last 10 years of the UN Decade of Education for Sustainable Development in South-ern Africa.
- Full Text:
- Date Issued: 2017
Some insights on the gap
- O'Donoghue, Rob B, Lotz-Sisitka, Heila
- Authors: O'Donoghue, Rob B , Lotz-Sisitka, Heila
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182720 , vital:43856 , xlink:href="https://doi.org/10.1080/13504620220145410"
- Description: In our response to 'Mind the gap' by Kollmuss and Agyeman (2002) we review contemporary pro-environmental behaviour research and perspectives. We apply a social processes vantage point to reveal a blindness to the historical origins of these perspectives. Through drawing on a case in an African context, we illuminate the way in which experts in institutional contexts come to etch instrumental perspectives, and thus we probe the limitations of instrumentalist assumptions associated with pro-environmental behaviour research and perspectives. We also point to ideological blind spots and blockages that persist in disallowing social politics and history to illuminate the complexities of human social habitus, and we reveal some of the complexities that have been set aside in the Kollmuss and Agyeman article.
- Full Text:
- Date Issued: 2002
- Authors: O'Donoghue, Rob B , Lotz-Sisitka, Heila
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182720 , vital:43856 , xlink:href="https://doi.org/10.1080/13504620220145410"
- Description: In our response to 'Mind the gap' by Kollmuss and Agyeman (2002) we review contemporary pro-environmental behaviour research and perspectives. We apply a social processes vantage point to reveal a blindness to the historical origins of these perspectives. Through drawing on a case in an African context, we illuminate the way in which experts in institutional contexts come to etch instrumental perspectives, and thus we probe the limitations of instrumentalist assumptions associated with pro-environmental behaviour research and perspectives. We also point to ideological blind spots and blockages that persist in disallowing social politics and history to illuminate the complexities of human social habitus, and we reveal some of the complexities that have been set aside in the Kollmuss and Agyeman article.
- Full Text:
- Date Issued: 2002