Transformative Learning for Teacher Educators: Making sense of Education for Sustainable Development (ESD) policy emphasis on transformative education
- Lotz-Sisitka, Heila, Schudel, Ingrid J, Wilmot, Diana P, O’Donoghue, Rob B, Chikunda, Charles
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J , Wilmot, Diana P , O’Donoghue, Rob B , Chikunda, Charles
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435765 , vital:73199 , ISBN Report , https://www.researchgate.net/profile/Ingrid-Schudel/publication/364399424_Transformative_Learning_for_Teach-er_Educators_Making_sense_of_Education_for_Sustainable_Develop-ment_ESD_policy_emphasis_on_transformative_education/links/638c38c3658cec2104ab7227/Transformative-Learning-for-Teacher-Educators-Making-sense-of-Education-for-Sustainable-Development-ESD-policy-emphasis-on-transformative-education.pdf
- Description: This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.
- Full Text:
- Date Issued: 2022
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J , Wilmot, Diana P , O’Donoghue, Rob B , Chikunda, Charles
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435765 , vital:73199 , ISBN Report , https://www.researchgate.net/profile/Ingrid-Schudel/publication/364399424_Transformative_Learning_for_Teach-er_Educators_Making_sense_of_Education_for_Sustainable_Develop-ment_ESD_policy_emphasis_on_transformative_education/links/638c38c3658cec2104ab7227/Transformative-Learning-for-Teacher-Educators-Making-sense-of-Education-for-Sustainable-Development-ESD-policy-emphasis-on-transformative-education.pdf
- Description: This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.
- Full Text:
- Date Issued: 2022
Assisting Learners to Take Up Agency in Problem-Solving Activities
- Lambrechts, Therese, O’Donoghue, Rob B, Schudel, Ingrid J
- Authors: Lambrechts, Therese , O’Donoghue, Rob B , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435099 , vital:73130 , 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: Lambrechts, Therese , O’Donoghue, Rob B , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435099 , vital:73130 , 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
Environmental ethics: A sourcebook for educators
- Jickling, Bob, Lotz-Sisitka, Heila, Olvitt, Lausanne L, O’Donoghue, Rob B, Schudel, Ingrid J, McGarry, Dylan K, Niblett, Blair
- Authors: Jickling, Bob , Lotz-Sisitka, Heila , Olvitt, Lausanne L , O’Donoghue, Rob B , Schudel, Ingrid J , McGarry, Dylan K , Niblett, Blair
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435834 , vital:73205 , ISBN 978-1991201287 , https://www.amazon.com/Environmental-Ethics-Sourcebook-Bob-Jickling/dp/1991201281
- Description: This well-constructed, and highly original, sourcebook inte-grates educational materials for teaching environmental eth-ics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy de-partments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not some-thing left to experts and specialists. Context-based activities are presented in almost every chapter. While it acknowledg-es foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, pro-cess-oriented, and place-based approaches to ethical reflec-tion, deliberation, and action. It walks on the ground and isn’t afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradi-tion by framing “ethics in a storied world”, thus making room to move beyond Euro-American perspectives in environmen-tal issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other profes-sionals who wish to bring environmental ethics to the fore-front of their pedagogical practices.
- Full Text:
- Date Issued: 2021
- Authors: Jickling, Bob , Lotz-Sisitka, Heila , Olvitt, Lausanne L , O’Donoghue, Rob B , Schudel, Ingrid J , McGarry, Dylan K , Niblett, Blair
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435834 , vital:73205 , ISBN 978-1991201287 , https://www.amazon.com/Environmental-Ethics-Sourcebook-Bob-Jickling/dp/1991201281
- Description: This well-constructed, and highly original, sourcebook inte-grates educational materials for teaching environmental eth-ics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy de-partments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not some-thing left to experts and specialists. Context-based activities are presented in almost every chapter. While it acknowledg-es foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, pro-cess-oriented, and place-based approaches to ethical reflec-tion, deliberation, and action. It walks on the ground and isn’t afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradi-tion by framing “ethics in a storied world”, thus making room to move beyond Euro-American perspectives in environmen-tal issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other profes-sionals who wish to bring environmental ethics to the fore-front of their pedagogical practices.
- Full Text:
- Date Issued: 2021
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