- Title
- Transformative Learning for Teacher Educators: Making sense of Education for Sustainable Development (ESD) policy emphasis on transformative education
- Creator
- Lotz-Sisitka, Heila, Schudel, Ingrid J, Wilmot, Diana P, O’Donoghue, Rob B, Chikunda, Charles
- Subject
- To be catalogued
- Date
- 2022
- Type
- text
- Type
- report
- Identifier
- http://hdl.handle.net/10962/435765
- Identifier
- vital:73199
- Identifier
- ISBN Report
- Identifier
- 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.
- Format
- 29 pages, pdf
- Publisher
- Rhodes University
- Language
- English
- Relation
- Lotz-Sisitka, H., Schudel, I., Di Wilmot, Z.S., O’Donoghue, R. and Chikunda, C., 2022. Transformative Learning for Teacher Educators: Making sense of Education for Sustainable Development (ESD) policy emphasis on transformative education
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the authors
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Collections
Wilmot, Di (Prof)
Schudel, Ingrid Joan(Assoc Prof)
O'Donoghue, Rob B (Prof)
Lotz-Sisitka, Heila (Distinguished Professor)
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | Transformative Learning for Teacher Educators.pdf | 969 KB | Adobe Acrobat PDF | View Details |