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
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
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
Think Piece. Situating Education for Sustainable Development in southern African philosophy and contexts of social-ecological change to enhance curriculum relevance and the common good
- Pesanayi, Tichaona V, O'Donoghue, Rob B, Shava, Soul
- Authors: Pesanayi, Tichaona V , O'Donoghue, Rob B , Shava, Soul
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388105 , vital:68307 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/187217"
- Description: The study opens with a brief review of how education in colonial southern Africa was steered by a succession of externally framed abstractions that have been implemented within the prevailing hegemony of western modernisation that dominated and marginalised indigenous cultures. It probes how, within an expanding functionalist framework, Education for Sustainable Development (ESD) has been similarly constituted as a proposition for implementation. Here the supposition is that implementing ESD as an intervention will transform education into an inclusive and collaborative pedagogy that will shape competences for participants to transform society towards a sustainable future. In an effort to explore the possibility of making a break from a succession of education imperatives functioning as ‘salvation narratives’ to put things right in Africa, the study explores ESD from a more situated and emergent vantage point within African landscapes, philosophy and cultural practices. This requires a shift from a view of ESD as a perspective to be brought in and enacted to foster change, to ESD as a situated engagement in education as a process where relevance is deliberated and brought out in quality education with high order skills. This perspective exemplifies working with a more fully situated framing of deliberative social learning for the common good. It is explored here to contemplate how socio-cultural processes of deliberative ethics and co-engaged reflexive processes of learning-led change might emerge. Here, also, using a capabilities approach might provide useful starting points for ESD as an expansive process of transformative social learning.
- Full Text:
- Date Issued: 2019
- Authors: Pesanayi, Tichaona V , O'Donoghue, Rob B , Shava, Soul
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388105 , vital:68307 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/187217"
- Description: The study opens with a brief review of how education in colonial southern Africa was steered by a succession of externally framed abstractions that have been implemented within the prevailing hegemony of western modernisation that dominated and marginalised indigenous cultures. It probes how, within an expanding functionalist framework, Education for Sustainable Development (ESD) has been similarly constituted as a proposition for implementation. Here the supposition is that implementing ESD as an intervention will transform education into an inclusive and collaborative pedagogy that will shape competences for participants to transform society towards a sustainable future. In an effort to explore the possibility of making a break from a succession of education imperatives functioning as ‘salvation narratives’ to put things right in Africa, the study explores ESD from a more situated and emergent vantage point within African landscapes, philosophy and cultural practices. This requires a shift from a view of ESD as a perspective to be brought in and enacted to foster change, to ESD as a situated engagement in education as a process where relevance is deliberated and brought out in quality education with high order skills. This perspective exemplifies working with a more fully situated framing of deliberative social learning for the common good. It is explored here to contemplate how socio-cultural processes of deliberative ethics and co-engaged reflexive processes of learning-led change might emerge. Here, also, using a capabilities approach might provide useful starting points for ESD as an expansive process of transformative social learning.
- Full Text:
- Date Issued: 2019
Think Piece on Amanzi for Food. Working with Critical Realism to Inform a Situated Learning Framework for Climate Change Education
- Authors: O'Donoghue, Rob B
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388136 , vital:68309 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/172215"
- Description: This study is developed as a think piece which deliberates the problem of transformative human agency in a curriculum setting. Using a critical realism perspective and schematic tools it examines the deliberative framing of an Amanzi for Food teaching garden as an education process for mediating the learning of rainwater harvesting. Working with Bhaskar’s Transformational Model of Social Activity and using expansions of his ‘four-planar social being’ schema and its resolution in his ‘social cube’ model, the study contemplates the framing for a curriculum for the mediation of co-engaged social learning in the contexts of practical work in an agricultural college curriculum setting. In this way the research process is developed as an under-labouring review of the emerging curriculum in search of theory to inform pedagogy for mediating situated processes of transformative social learning.
- Full Text:
- Date Issued: 2018
- Authors: O'Donoghue, Rob B
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388136 , vital:68309 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/172215"
- Description: This study is developed as a think piece which deliberates the problem of transformative human agency in a curriculum setting. Using a critical realism perspective and schematic tools it examines the deliberative framing of an Amanzi for Food teaching garden as an education process for mediating the learning of rainwater harvesting. Working with Bhaskar’s Transformational Model of Social Activity and using expansions of his ‘four-planar social being’ schema and its resolution in his ‘social cube’ model, the study contemplates the framing for a curriculum for the mediation of co-engaged social learning in the contexts of practical work in an agricultural college curriculum setting. In this way the research process is developed as an under-labouring review of the emerging curriculum in search of theory to inform pedagogy for mediating situated processes of transformative social learning.
- Full Text:
- Date Issued: 2018
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
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
Transformative processes in environmental education: A case study
- Fox, Helen E, Palmer, Carolyn G, O'Donoghue, Rob B
- Authors: Fox, Helen E , Palmer, Carolyn G , O'Donoghue, Rob B
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387323 , vital:68225 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137680"
- Description: This paper presents a case study on the severely degraded Boksburg Lake’s (Gauteng, South Africa) social–ecological system, and on an environmental-education initiative that aimed to support the lake’s transformation with a view to its improved social and ecological well-being. In this case study, three key characteristics of the initiative which appeared to support the transformative process are discussed, namely: 1. Learning was aligned with the local social–ecological context; 2. Human-to-human and human-to-ecological connections were encouraged; and 3. The youth played a key role in initiating and effecting transformation.
- Full Text:
- Date Issued: 2015
- Authors: Fox, Helen E , Palmer, Carolyn G , O'Donoghue, Rob B
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387323 , vital:68225 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137680"
- Description: This paper presents a case study on the severely degraded Boksburg Lake’s (Gauteng, South Africa) social–ecological system, and on an environmental-education initiative that aimed to support the lake’s transformation with a view to its improved social and ecological well-being. In this case study, three key characteristics of the initiative which appeared to support the transformative process are discussed, namely: 1. Learning was aligned with the local social–ecological context; 2. Human-to-human and human-to-ecological connections were encouraged; and 3. The youth played a key role in initiating and effecting transformation.
- Full Text:
- Date Issued: 2015
Working with critical realist perspective and tools at the interface of indigenous and scientific knowledge in a science curriculum setting
- Authors: O'Donoghue, Rob B
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437081 , vital:73329 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: This chapter uses basic and dialectical critical realism to exam-ine and review prevailing dispositions on indigenous and insti-tutional knowledge (Western science) in environmental educa-tion processes. It examines some of the macro social pro-cesses that have inscribed assumptions of incommensurable differences between the two kinds of knowledge. It notes that whereas a previous hegemony of positivism would have re-sulted in the dismissal of much indigenous knowledge as mere superstition, contemporary intellectual perspectives (poststruc-tural and hermeneutical) have shaped a proliferation of worldview modelling that has resulted in a macro-level exempli-fying of indigenous knowledge as different and opposing Western science. Here, the lack of adequate mediating tools has given rise to a problematic inscription of assumed differ-ence between the knowledge of indigenous peoples and that of scientific institutions. Furthermore, despite an overt emancipatory intention in worldview discourses, the marginalization of indigenous peoples and knowledge remains.
- Full Text:
- Date Issued: 2015
- Authors: O'Donoghue, Rob B
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437081 , vital:73329 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: This chapter uses basic and dialectical critical realism to exam-ine and review prevailing dispositions on indigenous and insti-tutional knowledge (Western science) in environmental educa-tion processes. It examines some of the macro social pro-cesses that have inscribed assumptions of incommensurable differences between the two kinds of knowledge. It notes that whereas a previous hegemony of positivism would have re-sulted in the dismissal of much indigenous knowledge as mere superstition, contemporary intellectual perspectives (poststruc-tural and hermeneutical) have shaped a proliferation of worldview modelling that has resulted in a macro-level exempli-fying of indigenous knowledge as different and opposing Western science. Here, the lack of adequate mediating tools has given rise to a problematic inscription of assumed differ-ence between the knowledge of indigenous peoples and that of scientific institutions. Furthermore, despite an overt emancipatory intention in worldview discourses, the marginalization of indigenous peoples and knowledge remains.
- Full Text:
- Date Issued: 2015
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
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
The Makana Regional Centre of expertise: Experiments in social learning
- Lotz-Sisitka, Heila, O'Donoghue, Rob B, Wilmot, P Dianne
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B , Wilmot, P Dianne
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182634 , vital:43849 , xlink:href="https://doi.org/10.1177/097340820900400114"
- Description: This article deliberates the possibilities for Regional Centres of Expertise (RCEs) to become ‘experiments’ in social learning. The purpose of the article is to advance the broader research agenda of RCEs through reflection on the empirical research agenda of one RCE, Makana RCE in South Africa. As such it opens questions on how we might see RCE’s as morphogenic social learning processes (i.e., processes of social change). It provides an oversight of the key issues, educational foci and developing areas of engagement in the Makana RCE. These provide an overview of the ‘starting points’ for social learning in the Makana RCE. A model of social learning is also provided which seeks to engage the ecocultural nature of sustainability practices in the Makana RCE.
- Full Text:
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B , Wilmot, P Dianne
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182634 , vital:43849 , xlink:href="https://doi.org/10.1177/097340820900400114"
- Description: This article deliberates the possibilities for Regional Centres of Expertise (RCEs) to become ‘experiments’ in social learning. The purpose of the article is to advance the broader research agenda of RCEs through reflection on the empirical research agenda of one RCE, Makana RCE in South Africa. As such it opens questions on how we might see RCE’s as morphogenic social learning processes (i.e., processes of social change). It provides an oversight of the key issues, educational foci and developing areas of engagement in the Makana RCE. These provide an overview of the ‘starting points’ for social learning in the Makana RCE. A model of social learning is also provided which seeks to engage the ecocultural nature of sustainability practices in the Makana RCE.
- Full Text:
- Date Issued: 2010
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
Traditional food crops as a source of community resilience in Zimbabwe
- Shava, Soul, O'Donoghue, Rob B, Krasny, Marianne E, Zazu, Clayton
- Authors: Shava, Soul , O'Donoghue, Rob B , Krasny, Marianne E , Zazu, Clayton
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/438804 , vital:73501 , xlink:href="https://doi.org/10.1080/18186870903101982"
- Description: This article draws on local narratives and observations of food sustenance practices in relocated farming communities in Sebakwe, Zimbabwe. Local knowledge on traditional food crops and related agricultural practices was proven to be a source of local community resilience, enabling residents to sustain their livelihoods. Local community agency in maintaining, cultivating and processing traditional food crops was found to sustain their culture and livelihoods, thereby providing community resilience in a changing environment.
- Full Text:
- Date Issued: 2009
- Authors: Shava, Soul , O'Donoghue, Rob B , Krasny, Marianne E , Zazu, Clayton
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/438804 , vital:73501 , xlink:href="https://doi.org/10.1080/18186870903101982"
- Description: This article draws on local narratives and observations of food sustenance practices in relocated farming communities in Sebakwe, Zimbabwe. Local knowledge on traditional food crops and related agricultural practices was proven to be a source of local community resilience, enabling residents to sustain their livelihoods. Local community agency in maintaining, cultivating and processing traditional food crops was found to sustain their culture and livelihoods, thereby providing community resilience in a changing environment.
- Full Text:
- Date Issued: 2009
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
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
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
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