- Title
- Theorising Active Learning–A Historical Analysis
- Creator
- Schudel, Ingrid J
- Subject
- To be catalogued
- Date
- 2021
- Type
- text
- Type
- book chapter
- Identifier
- http://hdl.handle.net/10962/435072
- Identifier
- vital:73128
- Identifier
- ISBN 9781928502241
- Identifier
- https://library.oapen.org/handle/20.500.12657/64082
- Description
- There is no definitive or consensual Education for Sustainable Development (ESD) pedagogy but there is a suite of techniques which, if examined, will reveal similar features and principles. For example, in its ESD sourcebook, Unesco (2012) highlights pedagogies featuring question-orientated, analytical, critical and decisive skills, as well as relational pedagogies with features such as learner-centredness and participation. In its later Roadmap for Implementing the Global Action Programme for Education for Sustainable Development, Unesco calls for pedagogies that support the designing of ‘teaching and learning in an interactive, learner-centred way that enables exploratory, action-oriented and transformative learning’ (Unesco 2014: 12). An international collaborative group–ESD Expert-Net–highlighted the ‘active’ element of ESD arguing that ‘action’ or ‘doing’ elements of learning have traditionally been neglected, and that if ESD practice is to address local and global challenges ‘a strong action component’ is needed (Hoffmann and Rajeswari nd: 9). The notion of ‘active learning’has been of central interest in the Fundisa for Change project. This chapter describes its trajectory of development and use in South African ESD by outlining core features and principles for active learning. This is with a view to positioning the further chapters in this section of the book in relation to national and international research that has influenced the approach of Fundisa for Change. The chapter also serves to inform international interests in active learning.
- Format
- 20 pages, pdf
- Publisher
- African Minds
- Language
- English
- Relation
- Schudel, I., 2021. Theorising Active Learning–A Historical Analysis. Teaching and learning for change, p.127
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the OAPEN Statement (https://library.oapen.org/handle/20.500.12657/23440)
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Collections
Schudel, Ingrid Joan(Assoc Prof)
RU Books and Book Chapters
RU Department of Education
RU DST/NRF SARChI for Global Change Social Learning Systems Development: Transformative Learning and Green Skills Learning (ELRC)
SDG 17. Partnerships for the Goals
SDG 04. Quality Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Theorising Active Learning – A Historical Analysis.pdf | 3 MB | Adobe Acrobat PDF | View Details Download |