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
Enhancing Life Sciences Teachers’ Biodiversity Knowledge
- Authors: Tshiningayamwe, Sirkka A N
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387991 , vital:68296 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/152733"
- Description: In the last two decades, South Africa has made efforts to integrate biodiversity content in its Life Sciences curriculum; however its implementation lacks systemic coherence. This is due to ineffective professional development approaches. This paper provides insights into how Life Sciences teachers in the Eastern Cape can be supported through professional learning communities (PLCs) as a potential approach to enhancing their biodiversity knowledge. PLCs are communities that provide the setting and necessary support for groups of classroom teachers to participate collectively in determining their own developmental trajectories, and to set up activities that will drive their development. The case study presented in this paper is part of a broader qualitative PhD study which explored the functionings and conversion factors in biodiversity teacher PLCs in South Africa. Drawing on teachers’ and facilitators’ experiences and the observation of the PLC approaches, the capability approach was used to analyse the functionings and conversion factors that enhance teachers’ biodiversity knowledge. The paper highlights that for PLCs to be effective approaches for professional development, they need to be aligned to teachers’ valued functionings. It also reveals that different conversion factors enable teachers’ achievements of valued functionings in the PLC. The paper aims to contribute to wider policies on capacity building for teachers.
- Full Text:
- Date Issued: 2016
- Authors: Tshiningayamwe, Sirkka A N
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387991 , vital:68296 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/152733"
- Description: In the last two decades, South Africa has made efforts to integrate biodiversity content in its Life Sciences curriculum; however its implementation lacks systemic coherence. This is due to ineffective professional development approaches. This paper provides insights into how Life Sciences teachers in the Eastern Cape can be supported through professional learning communities (PLCs) as a potential approach to enhancing their biodiversity knowledge. PLCs are communities that provide the setting and necessary support for groups of classroom teachers to participate collectively in determining their own developmental trajectories, and to set up activities that will drive their development. The case study presented in this paper is part of a broader qualitative PhD study which explored the functionings and conversion factors in biodiversity teacher PLCs in South Africa. Drawing on teachers’ and facilitators’ experiences and the observation of the PLC approaches, the capability approach was used to analyse the functionings and conversion factors that enhance teachers’ biodiversity knowledge. The paper highlights that for PLCs to be effective approaches for professional development, they need to be aligned to teachers’ valued functionings. It also reveals that different conversion factors enable teachers’ achievements of valued functionings in the PLC. The paper aims to contribute to wider policies on capacity building for teachers.
- Full Text:
- Date Issued: 2016
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