Integrating Afrocentric approaches for meaningful learning of science concepts
- Chikunda, Charles, Ngcoza, Kenneth M
- Authors: Chikunda, Charles , Ngcoza, Kenneth M
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436248 , vital:73252 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_
- Description: Economic and social development in any modern country re-lies heavily on a sound scientific and technological base. Es-sentially, science constitutes an area of any nation’s education system where many of the skills that are needed to stimulate development are learned, such as securing good health, fighting diseases, protecting the environment, farming and de-veloping agriculture and developing new industries and tech-nologies and even building resilience to climate change. There is a need therefore for a country to harness the intellectual and scientific capacity of its young people. Ironically, however, sci-ence (especially physical sciences) is one of the least popular areas within the educational system of most developing countries. Research shows that students’ and especially girls’ low interest in science and their relatively negative attitudes are at least partially attributed to the way science is taught at school.
- Full Text:
- Date Issued: 2017
- Authors: Chikunda, Charles , Ngcoza, Kenneth M
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436248 , vital:73252 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_
- Description: Economic and social development in any modern country re-lies heavily on a sound scientific and technological base. Es-sentially, science constitutes an area of any nation’s education system where many of the skills that are needed to stimulate development are learned, such as securing good health, fighting diseases, protecting the environment, farming and de-veloping agriculture and developing new industries and tech-nologies and even building resilience to climate change. There is a need therefore for a country to harness the intellectual and scientific capacity of its young people. Ironically, however, sci-ence (especially physical sciences) is one of the least popular areas within the educational system of most developing countries. Research shows that students’ and especially girls’ low interest in science and their relatively negative attitudes are at least partially attributed to the way science is taught at school.
- Full Text:
- Date Issued: 2017
Transgressing the norm: Transformative agency in community-based learning for sustainability in southern African contexts
- Lotz-Sisitka, Heila, Mukute, Mutizwa, Chikunda, Charles, Baloi, Aristides, Pesanayi, Tichaona V
- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Chikunda, Charles , Baloi, Aristides , Pesanayi, Tichaona V
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127204 , vital:35977 , https://10.1007/s11159-017-9689-3
- Description: Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms – viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge.
- Full Text:
- Date Issued: 2017
- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Chikunda, Charles , Baloi, Aristides , Pesanayi, Tichaona V
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127204 , vital:35977 , https://10.1007/s11159-017-9689-3
- Description: Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms – viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge.
- Full Text:
- Date Issued: 2017
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