Showing items 1 - 20 of 155

Your selections:

Mainstreaming education for sustainable development: Elaborating the role of position-practice systems using seven laminations of scale

- Agbedahin, Adesuwa V, Lotz-Sisitka, Heila

  • Authors: Agbedahin, Adesuwa V , Lotz-Sisitka, Heila
  • Date: 2019
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/182428 , vital:43829 , xlink:href="https://doi.org/10.1080/14767430.2019.1602975"
  • Description: The United Nations Sustainable Development Goal 4.7 proposes that Education for Sustainable Development (ESD) should be included at all levels of education, known as ‘mainstreaming’. However, there is little guidance as to how to achieve this. ESD mainstreaming demands more than simply a technical policy transfer; it also requires attention to the position-practice systems of involved agents. This article critically assesses the mainstreaming of ESD in the case of university educators in Africa who have participated in the International Training Programme on ESD in higher education. It clarifies their position-practice systems in terms of Bhaskar’s seven laminations of scale. This article therefore provides a detailed description of the ways in which agents' position-practice systems enable and constrain ESD mainstreaming. It also demonstrates that a critical realist perspective can contribute towards the understanding and achievement of transformation towards sustainability and can help to ensure the flourishing of both current and future generations.
  • Full Text:
  • Date Issued: 2019

Riverhood: political ecologies of socionature commoning and translocal struggles for water justice

- Boelens, Rutgerd, Escobar, Arturo, Bakker, Karen, Hommes, Lena, Swyngedouw, Erik, Hogenboom, Barbara, Huijbens, Edward H, Jackson, Sue, Vos, Jeroen, Harris, Leila M, Joy, K J, De Castro, Fabio, Duarte-Abadía, Bibiana, Daniele Tubino de Souza, Daniele, Lotz-Sisitka, Heila, Hernández-Mora, Nuria, Martínez-Alier, Joan, Roca-Servat, Denisse, Perreault, Tom, Sanchis-Ibor, Carles, Suhardiman, Diana, Ulloa, Astrid, Wals, Arjen, Hoogesteger, Jaime, Hidalgo-Bastidas. Juan P, Roa-Avendaño, Tatiana, Jan Veldwisch, Gert, Woodhouse, Phil, Wantzen, Karl M

The role of knowledge in a democratic society: investigations into mediation and change-oriented learning in water management practices

- Burt, Jane C, Lotz-Sisitka, Heila, Rivers, Nina, Berold, Robert, Ntshudu, Monde, Wigley, Tim, Stanford, Mindy, Jenkin, Treve, Buzani, Mangalisa, Kruger, Ewald

  • Authors: Burt, Jane C , Lotz-Sisitka, Heila , Rivers, Nina , Berold, Robert , Ntshudu, Monde , Wigley, Tim , Stanford, Mindy , Jenkin, Treve , Buzani, Mangalisa , Kruger, Ewald
  • Date: 2014
  • Subjects: To be catalogued
  • Language: English
  • Type: text , report
  • Identifier: http://hdl.handle.net/10962/436770 , vital:73300 , ISBN 978-1-4312-0519-6 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2074-1-13.pdf
  • Description: This project emerged from two previous Water Research Commission (WRC) research projects. In 2006 Heila Lotz-Sisitka and Jane Burt (Lotz-Sisitka, 2006) undertook research on participation in the establishment of integrated water resources management (IWRM) structures. They found that while much emphasis had gone into the establishment of water re-sources management structures, very little attention was being given to building people’s capacity to participate effectively in these structures. Access to and the ability to make use of knowledge resources about wa-ter resources management is a key aspect of such capacity building.
  • Full Text:
  • Date Issued: 2014

Report containing learning, reflection and evaluation based on social learning:

- Burt, Jane C, Wilson, Jessica, Copteros, Athina, Lotz-Sisitka, Heila, Pereira, Taryn, Mokoena, Samson, Munnik, Victor, Ngcozela, Thabang, Lusithi, Thabo

  • Authors: Burt, Jane C , Wilson, Jessica , Copteros, Athina , Lotz-Sisitka, Heila , Pereira, Taryn , Mokoena, Samson , Munnik, Victor , Ngcozela, Thabang , Lusithi, Thabo
  • Date: 2016
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/142005 , vital:38023 , ISBN WRC Report no K5/2313 Deliverable 7
  • Description: This report forms the seventh deliverable in the NWRS2 citizen monitoring project and builds on the previous 6 deliverables, which include methodology for the project (Del 1), an assessment of civil society involvement in water policy (Del 2), an overview of the social learning approach and introduction to the case studies (Del 3), draft citizen monitoring guidelines (Del 4), an update on social learning to-date, including action plans (Del 5) and a report on a description and assessment of the case studies (Del 6). This report describes the last social learning module of the ‘Changing Practice’ course and highlights preliminary reflections on the learning that has taken place during this course. The report also describes the plans that were taken at the follow up research meeting. Finally we present the approach towards evaluating the role of social learning in the project as a whole.
  • Full Text:
  • Date Issued: 2016

A reflection on the use of case studies as a methodology for social learning research in sub Saharan Africa

- Cundill, Georgina, Lotz-Sisitka, Heila, Mukute, Mutizwa, Belay, Million, Shackleton, Sheona E, Kulundu, Iinjairu

  • Authors: Cundill, Georgina , Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million , Shackleton, Sheona E , Kulundu, Iinjairu
  • Date: 2014
  • Subjects: To be catalogued
  • Language: English
  • Type: text , book chapter
  • Identifier: http://hdl.handle.net/10962/436636 , vital:73288 , ISBN 1573-5214 , https://doi.org/10.1016/j.njas.2013.04.001
  • Description: A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sci-ences from sub-Saharan Africa to reflect on possible reasons behind the preponderance of case study research in this field, and to identify common elements that may be significant for social learning research more generally. We find that a com-mon interest in change oriented social learning, and therefore processes of change, makes case studies a necessary ap-proach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reflected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reflecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is significant scope for exploratory research that compares case studies of social learning research to generate a deeper un-derstanding of social learning processes, and their relationship to human agency and societal change.
  • Full Text:
  • Date Issued: 2014

Agentive learning for sustainability and equity: Communities, cooperatives and social movements as emerging foci of the learning sciences

- Engeström, Yrjö, Sannino, Annalisa, Bal, Aydin, Lotz-Sisitka, Heila, Pesanayi, Tichaona, Chikunda, Charles, Lesama, Manoel F, Picinatto, Antonio C, Querol, Marco P, Lee, Yew J

  • Authors: Engeström, Yrjö , Sannino, Annalisa , Bal, Aydin , Lotz-Sisitka, Heila , Pesanayi, Tichaona , Chikunda, Charles , Lesama, Manoel F , Picinatto, Antonio C , Querol, Marco P , Lee, Yew J
  • Date: 2016
  • Subjects: To be catalogued
  • Language: English
  • Type: text , symposium
  • Identifier: http://hdl.handle.net/10962/436670 , vital:73292 , ISBN 978-1-4312-0852-4 , https://repository.isls.org//handle/1/372
  • Description: This symposium expands the object and scope of the learning sciences by introducing communities, cooperatives and social movements as crucially important sites of learning. The sym-posium papers employ and critically interrogate cultural-historical activity theory, specifically the theory of expansive learning, and the emerging methodology of formative interven-tions as a potential framework for dealing with learning in communities, cooperatives and social movements. Expansive learning emerges as a process of revitalizing the commons, or commoning. The contributions of the symposium point toward the importance of analyzing and fostering transformative agency as a quality of learning.
  • Full Text:
  • Date Issued: 2016

Expansive Learning and Transformative Agency for Equity and Sustainability: Formative Interventions in Six Continents

- Engeström, Yrjö, Bal, Aydin, Sannino, Annalisa, Morgado, Luciana P, de Gouveia Vilela, R A, Querol, Marco P, Lotz-Sisitka, Heila, Wei, Ge, Chikunda, Charles, Hopwood, Nick, Virkkunen, Jaakko, Mukute, Mutizwa

  • Authors: Engeström, Yrjö , Bal, Aydin , Sannino, Annalisa , Morgado, Luciana P , de Gouveia Vilela, R A , Querol, Marco P , Lotz-Sisitka, Heila , Wei, Ge , Chikunda, Charles , Hopwood, Nick , Virkkunen, Jaakko , Mukute, Mutizwa
  • Date: 2022
  • Subjects: To be catalogued
  • Language: English
  • Type: text , symposium
  • Identifier: http://hdl.handle.net/10962/436688 , vital:73293 , ISBN 978-3-030-99347-4 , https://repository.isls.org//handle/1/8974
  • Description: This double symposium brings together activity-theoretical formative intervention research conducted in six continents. The aim is to illuminate and examine the common threads, important differences, and new challenges of formative inter-vention studies to address “wicked problems” in different cul-tural, political, and economic contexts. Formative interven-tions facilitate expansive learning and systemic transfor-mation led by local stakeholders in organizations and social movements. The formative intervention methodology is based on the principles of double stimulation and ascending from the abstract to the concrete. Its most well-known appli-cation is the Change Laboratory method. Formative interven-tions generate and support expansive learning and trans-formative agency. The current global crises of climate change, poverty and deepening inequalities are giving rise to what is called fourth generation activity theory for tackling fateful challenges by building heterogenous multiactivity coa-litions. The symposium will present the theoretical and peda-gogical challenges and possibilities in Change Laboratories and other formative interventions to develop just and sus-tainable solutions to global crises.
  • Full Text:
  • Date Issued: 2022

When does a nation-level analysis make sense? ESD and educational governance in Brazil, South Africa, and the USA

- Feinstein, Noah W, Jacobi, Pedro R, Lotz-Sisitka, Heila

  • Authors: Feinstein, Noah W , Jacobi, Pedro R , Lotz-Sisitka, Heila
  • Date: 2013
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/131645 , vital:36707 , http://dx.doi.org/10.1080/13504622.2013.767321
  • Description: International policy analysis tends to simplify the nation state, portraying countries as coherent units that can be described by one statistic or placed into one category. As scholars from Brazil, South Africa, and the USA, we find the nation-centric research perspective particularly challenging. In each of our home countries, the effective influence of the national government on education is quite limited, particularly in fringe and emerging areas of education such as Education for Sustainable Development (ESD) and Climate Change Education (CCE). This essay explores how nation-level comparisons are and are not useful for international research on ESD and CCE. We consider several layers of decentralized governance, but ultimately come to the conclusion that ESD governance in our respective countries is polycentric rather than decentralized. We discuss the implications of this idea for cross-national policy research on ESD and CCE.
  • Full Text:
  • Date Issued: 2013

CSR, Corporate Heritage Identity and Social Learning

- Ijabadeniyi, Abosede, Lotz-Sisitka, Heila

  • Authors: Ijabadeniyi, Abosede , Lotz-Sisitka, Heila
  • Date: 2020
  • Subjects: To be catalogued
  • Language: English
  • Type: text , book chapter
  • Identifier: http://hdl.handle.net/10962/436841 , vital:73309 , ISBN 978-981-15-6370-6 , https://doi.org/10.1007/978-981-15-6370-6_8
  • Description: Prevailing approaches to the structural challenges of Corporate Social Responsibility (CSR) tend to be monolithic and skewed towards CSR at the organisational level. Albeit, mirroring CSR at the organisational level with activities of practitioners at the social level can offer new reflexive approaches for identifying capabilities for and understanding thresholds of social learning. This chapter maps out how identity perspectives to CSR can offer new approaches for surfacing emergent properties inherent in the uptake of CSR institutionally and in practice. The chapter also presents an overview of the interplay be-tween structure and agency (prescribed and actual CSR practices) and its underlying in-strumental role for illuminating systemic factors which perpetuate such capabilities and thresholds. Using a morphogenetic theo-ry of change, the chapter offers a framework for approaching CSR-based corporate identity. Empirical evidence from the applied framework is thereafter presented, in the context of the agro-processing industry based on a content analysis of an-nual reports, in-depth-interview data generated from four sus-tainability managers and corporate communication officers and the practices of extension and Local Economic Development (LED) officers. The framework demonstrates that companies with a disintegrated CSR identity inherently have more capaci-ty to be change agents. Similarly, a strong corporate heritage identity is not indicative of a reciprocal link between espoused values and activity. Conversely, an enduring corporate herit-age identity may not necessarily be improvisatory for social learning. In conclusion, the chapter gives an overview of a tax-onomy of agential capabilities and associated cognitive re-sources inherent in the interaction between structural-cultural and personal emergent properties, which can initiate the posi-tioning of social learning at the forefront of organisational de-liberations.
  • Full Text:
  • Date Issued: 2020

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

Transformative learning and individual adaptation

- Kronlid, David O, Lotz-Sisitka, Heila

  • Authors: Kronlid, David O , Lotz-Sisitka, Heila
  • Date: 2014
  • Subjects: To be catalogued
  • Language: English
  • Type: text , book chapter
  • Identifier: http://hdl.handle.net/10962/437147 , vital:73347 , ISBN 978-1-137-42804-2 , https://doi.org/10.1057/9781137428042_4
  • Description: The first part of this chapter explores learning as a Capability to transformatively engage with the world in a climate change context. It draws on previous work that shows that modern as well as indigenous knowledge systems are being affected by climate change. There is no doubt that for societies to adapt to climate change, there is a need for substantive transformative learning, as people everywhere will need to learn new values, practices, relations, and new ways of being and becoming. Such learning on a societal scale has occurred before—as humans adapted to the emergence of the Industrial Revolu-tion, for example. However, the transformation in the climate change adaptation context in many ways is in response to maladaptations that emerged from previous massive societal transformation processes, making this complex to navigate. It is also well known that climate change is leaving many people insecure and highly vulnerable to climate change impacts; it is affecting us all, but the impacts are uneven (Field et al. 2014), requiring different kinds of transformative learning processes in different places and contexts. In this chapter, we therefore propose that, under climate change conditions, we view learning as a key Capability in climate adaptation contexts.
  • Full Text:
  • Date Issued: 2014

Think Piece: Learning, Living and Leading into Transgression–A reflection on decolonial praxis in a neoliberal world

- Kulundu-Bolus, Injairu M, McGarry, Dylan K, Lotz-Sisitka, Heila

  • Authors: Kulundu-Bolus, Injairu M , McGarry, Dylan K , Lotz-Sisitka, Heila
  • Date: 2020
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/182406 , vital:43827 , xlink:href="10.4314/sajee.v36i1.14"
  • Description: Three scholar activists from South Africa reflect on what it means to transgress the limits of a neoliberal world and its crisis times, particularly considering transgressions in the service of a decolonial future. The authors explore three questions: i) What kind of learning can help us transgress the status quo? ii) How do we extend this learning into a commitment to actively living in transgressive ways? iii) What does it mean to lead in ways that re-generate a transgressive ethic in a neoliberal world? In a dialogical conversation format, the authors outline nine different but interconnected perspectives on learning, living and leading into transgression, with the aim of concurrently revealing the multiple layers of work that a decolonial future depends on, while demonstrating the ambitions of a pluriversal decolonial future through their writing. The intertwined narrative is not conclusive, as the processes marked out in brief are experiences that still need to be fully practised in new relations in times to come within academia-in-society-and-the-world with human and more-than-human actors. However, they do offer a generative set of questions, concepts and metaphors to give courage to boundary-dwelling scholar activists attempting transgressive research. These reflections seek to regenerate the transgressive ‘decolonial gestures’ (decolonialfutures.net) that we can undertake in a neo-liberal world, as an important part of environment and sustainability education practices. It draws out what an embodied practice of transgressive learning can entail when we become discerning of hegemonic discourses that reproduce the status quo. We pay homage to those decolonial scholars in the field of environment and sustainability education as we traverse this terrain, recognising their imagination and the transgressive movement that has come before us, but importantly we seek to also open pathways for those yet to come.
  • Full Text:
  • Date Issued: 2020

Expansive Social Learning, Morphogenesis and Reflexive Action in an Organization Responding to Wetland Degradation

- Lindley, David S, Lotz-Sisitka, Heila

  • Authors: Lindley, David S , Lotz-Sisitka, Heila
  • Date: 2019
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/182450 , vital:43831 , xlink:href="https://doi.org/10.3390/su11154230"
  • Description: This study (conducted as PhD research at Rhodes University, South Africa) describes a formative interventionist research project conducted to explore factors inhibiting improved wetland management within a corporate plantation forestry context and determine if, and how, expansive social learning processes could strengthen organizational learning and development to overcome these factors. A series of formative interventionist workshops and feedback meetings took place over three years; developing new knowledge amongst staff of Company X, and improved wetland management practices. Through the expansive learning process, the tensions and contradictions that emerged became generative, supporting expansive learning that was reflectively engaged with throughout the research period. The study was== supported by an epistemological framework of cultural historical activity theory and expansive learning. Realist social theory, emerging from critical realism, with its methodological compliment the morphogenetic framework gave the research the depth of detail required to explain how the expansive learning, organizational social change, and boundary crossings that are necessary for assembling the collective were taking place. This provided ontological depth to the research. The research found that expansive learning processes, which are also social learning processes (hence we use the term ‘expansive social learning’, supported organizational learning and development for improved wetland management. Five types of changes emerged from the research: (1) Changes in structure, (2) changes in practice, (3) changes in approach, (4) changes in discourse, and (5) changes in knowledge, values, and thinking. The study was able to explain how these changes occurred via the interaction of structural emergent properties and powers; cultural emergent properties and powers; and personal emergent properties and powers of agents. It was concluded that expansive learning could provide an environmental education platform to proactively work with the sociological potential of morphogenesis to bring about future change via an open-ended participatory and reflexive expansive learning process.
  • Full Text:
  • Date Issued: 2019

Reading Conference recommendations in a wider context of social change

- Lotz-Sisitka, Heila

  • Authors: Lotz-Sisitka, Heila
  • Date: 2008
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/373792 , vital:66723 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122783"
  • Description: This short Viewpoint paper considers the role and value of conference recommendations in shaping the field of environmental education. It explores the social politics, and often contested nature, of conference recommendations and their institutional histories, arguing that the act of producing conference recommendations forms part of the practices of new social movements. The paper recommends historicising conference recommendations and OEcross readings‚ to consider changing discourses and new developments in the field. Accompanying the short Viewpoint paper, are two sets of recently produced conference recommendations, one from the 4th International Environmental Education Conference held in Ahmedabad, India, and the other from the 1st International Conference on Mainstreaming Environment and Sustainability in African Universities held in Nairobi, Kenya.
  • Full Text:
  • Date Issued: 2008

Educational perspectives on social learning theory: antecedents and starting points for research

- Lotz-Sisitka, Heila, Mukute, Mutizwa, Belay, Million

  • Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million
  • Date: 2012
  • Subjects: To be catalogued
  • Language: English
  • Type: text , report
  • Identifier: http://hdl.handle.net/10962/436612 , vital:73286 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
  • Description: This paper contributes to the social learning literature. It argues that there is a need to give attention to the antecedent literatures that inform understandings of the social in social learning; and the learning in social learning. These antecedent literatures (drawn mainly from sociocultural psychology, learning theory and realist social theory in this paper) are necessary in social learning research, if we are to avoid the problem of ontological collapse in social learning research. The concept of ontologi-cal collapse (after Sfard, 2006) refers to a tendency in modern sciences to objectify social processes. It is used in this paper to draw attention to the need to understand the complex social processes involved in social learn-ing (and the antecedent literatures that may enable us to do so). As such, it warns against reification in social learning research; and also warns against turning social learning into an object, devoid of complex learning processes and agentive reflexions, decision making and practices. To clar-ify this concept, the paper shares examples of instances of ontological collapse, showing that at times, the social learning literature itself can fall victim to the problem of ontological collapse. Drawing on the literature review work in two cases studies of social learning research that work carefully with the antecedent literatures, the paper demonstrates the im-portance of engaging carefully with these literatures to avoid ontological collapse in social learning research in the fields of environmental education and natural resources management.
  • Full Text:
  • Date Issued: 2012

Introducing the monograph and the (re)views

- Lotz-Sisitka, Heila

  • Authors: Lotz-Sisitka, Heila
  • Date: 2012
  • Subjects: To be catalogued
  • Language: English
  • Type: text , report
  • Identifier: http://hdl.handle.net/10962/436623 , vital:73287 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
  • Description: This monograph, entitled (Re) Views on Social Learning Literature: A monograph for social learning researchers in natural resources manage-ment and environmental education provides four different reviews on the social learning literature. Rather than seeking to be comprehensive, the reviews seek to provide views on the social learning literature, from dif-ferent perspectives. The purpose of the monograph is to scope aspects of the social learning literature, providing access to a wide body of litera-ture(s) on social learning for emerging researchers interested in social learning in the fields of environmental education and natural resources management.
  • Full Text:
  • Date Issued: 2012

Learning pathways and articulation: Early conceptual explorations and implications for research design (s)

- Lotz-Sisitka, Heila, Ramsarup, Preesha

  • Authors: Lotz-Sisitka, Heila , Ramsarup, Preesha
  • Date: 2017
  • Subjects: To be catalogued
  • Language: English
  • Type: text , bulletin
  • Identifier: http://hdl.handle.net/10962/436388 , vital:73268 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
  • Description: This paper is an introductory, exploratory paper which opened up the ter-rain for a second phase of the South African Qualifications Authority (SAQA)-Rhodes University research partnership focusing on change-oriented workplace learning and sustainability practices, with an emphasis on learning pathways (the main period being 2011-2013, ongoing until 2016). The paper reviews early conceptual explorations of learning path-ways and articulation questions, as these relate to a transversal issue8 in the National Qualifications Framework (NQF), namely environment and sustainable development.
  • Full Text:
  • Date Issued: 2017

Introduction: Researching sustainable development learning pathways towards progression in learning and work

- Lotz-Sisitka, Heila, Ramsarup, Preesha, Bolton, Heidi

  • Authors: Lotz-Sisitka, Heila , Ramsarup, Preesha , Bolton, Heidi
  • Date: 2017
  • Subjects: To be catalogued
  • Language: English
  • Type: text , bulletin
  • Identifier: http://hdl.handle.net/10962/436401 , vital:73269 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
  • Description: Environment and sustainable development issues are increasingly seen as complex, multi-faceted and integral to social and economic development, as can be seen from the recently proclaimed sustainable development goals (www.globalgoals.org1 ). As societies grapple with the rapid and catastrophic effects of environmental degradation, anthropogenic earth system change and a long history of unsustainable development, educa-tional systems have had to attempt to comprehend meaningfully, the im-plications. Within post-apartheid South Africa, these challenges are mark-edly more complex. In a country facing fundamental national transfor-mation on every front, the environment and sustainable development discourses are raising significant new challenges for work and learning systems.
  • Full Text:
  • Date Issued: 2017

Boundary making and boundary crossing in learning pathways access and progression: Voices from the workplace

- Lotz-Sisitka, Heila, Mohanoe, M Nthabiseng, Ramsarup, Preesha, Olvitt, Lausanne L

  • Authors: Lotz-Sisitka, Heila , Mohanoe, M Nthabiseng , Ramsarup, Preesha , Olvitt, Lausanne L
  • Date: 2017
  • Subjects: To be catalogued
  • Language: English
  • Type: text , bulletin
  • Identifier: http://hdl.handle.net/10962/436374 , vital:73265 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
  • Description: In the South African Qualifications Authority and Rhodes University (SAQA-Rhodes) partnership research it was found that ‘researching the boundary’is an important unit of analysis in learning pathways research (see Papers 1 and 2 in this Bulle-tin). The researchers have argued that this focus has rele-vance for discussions on articulation, as articulation is a boundary crossing practice39. However, to understand boundary crossing processes, it is important to understand what the boundaries are in learning pathways research and to understand how these boundaries were developed. Bounda-ries in learning pathways are both social and material and are constructed by people’s actions and practices, and can only be resolved through people’s actions and practices. This pa-per–Paper 5–considers the manner in which social-material factors are ‘boundary makers’ in learning pathways, affecting access, mobility, progression and articulation possibilities, with specific reference to articulation between workplace experi-ences and contexts on one hand, and education and training systems on the other. The paper argues for a perspective on the social-material that includes the Critical Realist concept of ‘absence’(Bhaskar, 1993) as an important shaping force in learning pathways research (see Paper 4, in this Bulletin). By identifying ‘boundary making’processes and factors, as articu-lated through ‘voices in the workplace’[one perspective on this issue], the paper identifies key areas for ‘boundary cross-ing’practices in the South African National Qualifications Framework (NQF) system and its associated sub-systems.
  • Full Text:
  • Date Issued: 2017

Using Dialectical Critical Realism in the Analysis of Career Stories in Learning Pathways Research

- Lotz-Sisitka, Heila, Ramsarup, Preesha

  • Authors: Lotz-Sisitka, Heila , Ramsarup, Preesha
  • Date: 2017
  • Subjects: To be catalogued
  • Language: English
  • Type: text , bulletin
  • Identifier: http://hdl.handle.net/10962/436416 , vital:73270 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
  • Description: In this paper we expand on our earlier methodological deliberations asso-ciated with differentiation within systems, boundaries and transition mechanisms (see Paper 2 in this Bulletin). We explore the potential for using a combination of two methodological tools for our learning path-ways research, in order to address the central methodological question raised through the literature review of learning pathways research, which highlighted a macro-micro dualism this area of study (see Paper 3 in this Bulletin). In Paper 4, we seek to explore whether Bhaskar’s (1993) dialec-tical approach may help with addressing this methodological dualism. We do this through applying the dialectical method, to career stories research approaches, which are one of the foundational approaches used in learn-ing pathways research (see Paper 3 in this Bulletin). Our analysis in this paper therefore uses (a) the development of ‘career stories’ and (b) Criti-cal Realist analysis of these career stories, using Bhaskar’s (1993) dialecti-cal method which foregrounds both absence and emergence.
  • Full Text:
  • Date Issued: 2017
  • Disclaimer
  • Privacy
  • Copyright
  • Contact