Making sense of climate change in a national curriculum
- Lotz-Sisitka, Heila, Mandikonza, Caleb, Misser, Shanu, Thomas, Kgomotso
- Authors: Lotz-Sisitka, Heila , Mandikonza, Caleb , Misser, Shanu , Thomas, Kgomotso
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435193 , vital:73137 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter draws on three recent South African reviews of climate change education that have been undertaken by the authors: one in partnership with the United Nations Educational, Scientific and Cultural Organization (Unesco) and the South African National Biodiversity Institute (SANBI) in 2016 which produced a national case study on Climate Change Education in South Africa (Lotz-Sisitka and Mandikonza 2016); another that was undertaken for the Department of Environmental Affairs in 2018 for the Third National Communication on Climate Change for the United Nations Framework Convention for Climate Change (Lotz-Sisitka et al. 2018); 1 and a more recent review undertaken in the context of a research seminar series hosted by Rhodes University focusing on climate change education in South Africa (Lotz-Sisitka 2021). The chapter also draws on perspectives being developed in the Fundisa for Change Keep it Cool Project (VVOB/GreenMatter 2021) and from wider studies being undertaken for the international Monitoring and Evaluation of Climate Change Education programme (McKenzie 2020).
- Full Text:
- Date Issued: 2021
- Authors: Lotz-Sisitka, Heila , Mandikonza, Caleb , Misser, Shanu , Thomas, Kgomotso
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435193 , vital:73137 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter draws on three recent South African reviews of climate change education that have been undertaken by the authors: one in partnership with the United Nations Educational, Scientific and Cultural Organization (Unesco) and the South African National Biodiversity Institute (SANBI) in 2016 which produced a national case study on Climate Change Education in South Africa (Lotz-Sisitka and Mandikonza 2016); another that was undertaken for the Department of Environmental Affairs in 2018 for the Third National Communication on Climate Change for the United Nations Framework Convention for Climate Change (Lotz-Sisitka et al. 2018); 1 and a more recent review undertaken in the context of a research seminar series hosted by Rhodes University focusing on climate change education in South Africa (Lotz-Sisitka 2021). The chapter also draws on perspectives being developed in the Fundisa for Change Keep it Cool Project (VVOB/GreenMatter 2021) and from wider studies being undertaken for the international Monitoring and Evaluation of Climate Change Education programme (McKenzie 2020).
- Full Text:
- Date Issued: 2021
Review of a Course-supported Design Research Intervention Process for the Inclusion of Education for Sustainable Development in School Subject Disciplines
- O’Donoghue, R, Misser, Shanu, Snow-Macleod, Janet
- Authors: O’Donoghue, R , Misser, Shanu , Snow-Macleod, Janet
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435180 , vital:73136 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
- Full Text:
- Date Issued: 2021
- Authors: O’Donoghue, R , Misser, Shanu , Snow-Macleod, Janet
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435180 , vital:73136 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
- Full Text:
- Date Issued: 2021
Exploring the relationship between course pedagogy and learning in workplaces: the case of the National Diploma in Environmental Education Training and Development Practice
- Authors: Misser, Shanu
- Date: 2017
- Subjects: National Diploma in Environmental Education Training and Development Practice , Environmental education -- South Africa , Occupational training -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8104 , vital:21354
- Description: This case study research provides insights on course pedagogy in the National Diploma in Environmental Education Training and Development Practice as registered with the South African Qualifications Authority. The study draws its findings from interviews, observations, and document analysis of course materials and workshop processes. The two case studies of employees working in a municipal and a provincial context in South Africa provide rich insights into workplace practices and its implications for pedagogical approaches in work-integrated courses. The role of scaffolding, reflexivity and situated learning in creating learning experiences that learners have a reason to value emerge as significant approaches to be considered in pedagogy for work-integrated courses. Critical open-ended questions supported by course material design, dialogue, participation in cooperative learning situation underpinned by reading and the use of case studies and real situated experiences emerge as important pedagogical approaches enabling scaffolding and reflexivity to support a “critical mode of being”. The significant role of pedagogical approaches in maintaining relevance to workplace practices are seen as important in developing capabilities of participants to value what they do on courses. Linked to the insights gained from this study three important recommendations are made. The first recommendation suggests that a pedagogical approach, which involves learner-practitioners and workplace representatives in the curriculum design, would help to maintain relevance of the assignments to the workplace. The second recommendation suggests creative and innovative pedagogical approaches to capture workplace practices in real authentic and meaningful situations for assessment. The third recommendation suggests that pedagogies used in workplace courses need to consider social-ecological sustainability competencies that transgress job tasks across occupations which foster appreciation and imagination of new possibilities in the work learner-practitioners engage in.
- Full Text:
- Date Issued: 2017
- Authors: Misser, Shanu
- Date: 2017
- Subjects: National Diploma in Environmental Education Training and Development Practice , Environmental education -- South Africa , Occupational training -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8104 , vital:21354
- Description: This case study research provides insights on course pedagogy in the National Diploma in Environmental Education Training and Development Practice as registered with the South African Qualifications Authority. The study draws its findings from interviews, observations, and document analysis of course materials and workshop processes. The two case studies of employees working in a municipal and a provincial context in South Africa provide rich insights into workplace practices and its implications for pedagogical approaches in work-integrated courses. The role of scaffolding, reflexivity and situated learning in creating learning experiences that learners have a reason to value emerge as significant approaches to be considered in pedagogy for work-integrated courses. Critical open-ended questions supported by course material design, dialogue, participation in cooperative learning situation underpinned by reading and the use of case studies and real situated experiences emerge as important pedagogical approaches enabling scaffolding and reflexivity to support a “critical mode of being”. The significant role of pedagogical approaches in maintaining relevance to workplace practices are seen as important in developing capabilities of participants to value what they do on courses. Linked to the insights gained from this study three important recommendations are made. The first recommendation suggests that a pedagogical approach, which involves learner-practitioners and workplace representatives in the curriculum design, would help to maintain relevance of the assignments to the workplace. The second recommendation suggests creative and innovative pedagogical approaches to capture workplace practices in real authentic and meaningful situations for assessment. The third recommendation suggests that pedagogies used in workplace courses need to consider social-ecological sustainability competencies that transgress job tasks across occupations which foster appreciation and imagination of new possibilities in the work learner-practitioners engage in.
- Full Text:
- Date Issued: 2017
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