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
Underlying mechanisms affecting institutionalisation of environmental education courses in Southern Africa
- Authors: Lupele, Justin
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/386926 , vital:68188 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122773"
- Description: This paper discusses the underlying causal mechanisms that enabled or constrained institutionalisation of environmental education in 12 institutions in eight countries in southern Africa. The study was carried out in the context of the Southern Africa Development Community Regional Environmental Education Support Programme’s Course Development Network (CDN). This paper reports on part of the author's doctoral study and draws on critical realism as the ontological lens. Data analysis was done by means of a retroductive mode of inference, as articulated by Danermark, Ekström, Jakosben and Karlsson (2002). The paper demonstrates that there are a number of underlying causal mechanisms, which may enable or constrain institutionalisation of environmental education. They include factors at play at both national and institutional level; namely, responsiveness to national and institutional needs, recognition and ownership, accreditation and certification, institutional culture and politics, short course support structure and support from colleagues. As part of the discussions of the results of the study, I have advanced some retroductive theories that suggest causal mechanisms beyond the empirical data based on the participants’ experiences and events in the CDN.
- Full Text:
- Date Issued: 2008
- Authors: Lupele, Justin
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/386926 , vital:68188 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122773"
- Description: This paper discusses the underlying causal mechanisms that enabled or constrained institutionalisation of environmental education in 12 institutions in eight countries in southern Africa. The study was carried out in the context of the Southern Africa Development Community Regional Environmental Education Support Programme’s Course Development Network (CDN). This paper reports on part of the author's doctoral study and draws on critical realism as the ontological lens. Data analysis was done by means of a retroductive mode of inference, as articulated by Danermark, Ekström, Jakosben and Karlsson (2002). The paper demonstrates that there are a number of underlying causal mechanisms, which may enable or constrain institutionalisation of environmental education. They include factors at play at both national and institutional level; namely, responsiveness to national and institutional needs, recognition and ownership, accreditation and certification, institutional culture and politics, short course support structure and support from colleagues. As part of the discussions of the results of the study, I have advanced some retroductive theories that suggest causal mechanisms beyond the empirical data based on the participants’ experiences and events in the CDN.
- Full Text:
- Date Issued: 2008
Methodological Decisions in Context: The dilemmas and challenges of novice African scholars
- Lupele, Justin, Mwingi, Mweru P, Kinyanjui, Felistus, Kimani, Joyce, Kisamba, Christine
- Authors: Lupele, Justin , Mwingi, Mweru P , Kinyanjui, Felistus , Kimani, Joyce , Kisamba, Christine
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373734 , vital:66717 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122698"
- Description: This paper emerges out of a panel discussion during a PhD week and subsequent 8th International Environmental Education Invitation Seminar held at Rhodes University in 2004 and 2005 respectively. It illuminates some insights into our struggles (as novice African researchers) in trying to respond to contextual realities as we research education and social change in African contexts, seeking insight into what counts as legitimate research in this context. The paper considers our struggles at conceptual, methodological, analytical and data generation levels, and in a politics of research. This is done by means of examples drawn from five current doctoral research projects being undertaken in east and southern African regions, using a review framework that represents fairly common dimensions of PhD research. We conclude that research, when defined rigidly within research disciplines/paradigms (as have been defined in some – primarily Western – research trajectories) may fail to take into account African social and contextual realities when applied uncritically. We argue that there is need for researchers in Africa to consider a multiplicity of approaches if research is to be meaningful in, and responsive to, social and contextual realities. In particular, we argue for taking account of socio historical and socio-cultural contexts in creating African epistemology in and through research.
- Full Text:
- Date Issued: 2005
- Authors: Lupele, Justin , Mwingi, Mweru P , Kinyanjui, Felistus , Kimani, Joyce , Kisamba, Christine
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373734 , vital:66717 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122698"
- Description: This paper emerges out of a panel discussion during a PhD week and subsequent 8th International Environmental Education Invitation Seminar held at Rhodes University in 2004 and 2005 respectively. It illuminates some insights into our struggles (as novice African researchers) in trying to respond to contextual realities as we research education and social change in African contexts, seeking insight into what counts as legitimate research in this context. The paper considers our struggles at conceptual, methodological, analytical and data generation levels, and in a politics of research. This is done by means of examples drawn from five current doctoral research projects being undertaken in east and southern African regions, using a review framework that represents fairly common dimensions of PhD research. We conclude that research, when defined rigidly within research disciplines/paradigms (as have been defined in some – primarily Western – research trajectories) may fail to take into account African social and contextual realities when applied uncritically. We argue that there is need for researchers in Africa to consider a multiplicity of approaches if research is to be meaningful in, and responsive to, social and contextual realities. In particular, we argue for taking account of socio historical and socio-cultural contexts in creating African epistemology in and through research.
- Full Text:
- Date Issued: 2005
Translation processes in the design of an education for sustainable development innovations course for universities in Africa
- Lotz-Sisitka, Heila, Lupele, Justin, Ogbuigwe, Akpezi
- Authors: Lotz-Sisitka, Heila , Lupele, Justin , Ogbuigwe, Akpezi
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127213 , vital:35978 , https://10.1080/02607470701259440
- Description: This paper traces the translation processes associated with the mobilization of resources and human agency in the development of a United Nations Environment Programme (UNEP) Education for Sustainable Development (ESD) Innovations Course for universities in Africa. University teachers are often neglected in teacher education initiatives. There are few formal professional development opportunities available for university teachers given the traditionally established hierarchy in the higher education sector as university teachers are normally the ones offering professional development to others. The paper explores how a participatory, deliberative translation process has served to provide professional development and professional exchange opportunities for university teachers which are non‐traditional and responsive to diversity, history, context and risk. The emergence of the modern African university is essentially a post‐independence (post‐1960s) phenomenon, with a few earlier African universities being colonially structured, controlled and inspired. Through a short historical overview, we introduce the African university landscape and some of its contemporary contextual and educational challenges. We then describe the process of deliberation that took place amongst university teachers from 23 African countries to initiate and establish the ESD Innovations Course. The paper concludes by arguing for open and participatory approaches in ESD teacher education course design, if we are to support university teachers (including teacher educators) to engage in mainstreaming environment and sustainability questions in higher education. The paper draws on the translation model provided by Latour in his actor network theory to describe and explain the deliberative translation process in the UNEP ESD Innovations Course. In doing this, it illuminates the possibilities of such a deliberative translation process for university teacher education. It also points to limitations encountered in applying this framework to this analysis, opening new vantage points for research of this nature in teacher education.
- Full Text:
- Date Issued: 2007
- Authors: Lotz-Sisitka, Heila , Lupele, Justin , Ogbuigwe, Akpezi
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127213 , vital:35978 , https://10.1080/02607470701259440
- Description: This paper traces the translation processes associated with the mobilization of resources and human agency in the development of a United Nations Environment Programme (UNEP) Education for Sustainable Development (ESD) Innovations Course for universities in Africa. University teachers are often neglected in teacher education initiatives. There are few formal professional development opportunities available for university teachers given the traditionally established hierarchy in the higher education sector as university teachers are normally the ones offering professional development to others. The paper explores how a participatory, deliberative translation process has served to provide professional development and professional exchange opportunities for university teachers which are non‐traditional and responsive to diversity, history, context and risk. The emergence of the modern African university is essentially a post‐independence (post‐1960s) phenomenon, with a few earlier African universities being colonially structured, controlled and inspired. Through a short historical overview, we introduce the African university landscape and some of its contemporary contextual and educational challenges. We then describe the process of deliberation that took place amongst university teachers from 23 African countries to initiate and establish the ESD Innovations Course. The paper concludes by arguing for open and participatory approaches in ESD teacher education course design, if we are to support university teachers (including teacher educators) to engage in mainstreaming environment and sustainability questions in higher education. The paper draws on the translation model provided by Latour in his actor network theory to describe and explain the deliberative translation process in the UNEP ESD Innovations Course. In doing this, it illuminates the possibilities of such a deliberative translation process for university teacher education. It also points to limitations encountered in applying this framework to this analysis, opening new vantage points for research of this nature in teacher education.
- Full Text:
- Date Issued: 2007
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