Landscape, memory and learning to change in changing worlds: Contemplating intergenerational learning and traditional knowledge practices within social-ecological landscapes of change
- O'Donoghue, Rob B, Sandoval-Rivera, Juan Carlos, Payyappallimana, Unnikrishnan
- Authors: O'Donoghue, Rob B , Sandoval-Rivera, Juan Carlos , Payyappallimana, Unnikrishnan
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388061 , vital:68304 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/187218"
- Description: The core paper and collection of short papers from Mexico, Africa, India and Sweden that make up this study on social-ecological landscapes developed as a South–South collaboration that was extended to include a case in the North. Our concern was to explore how situated, intergenerational knowledge commonly takes a back seat to the conceptual propositions that the environmental sciences have developed around matters of concern like biodiversity loss. In this way, scientific propositions have become the conceptual capital for informing future sustainability through Education for Sustainable Development (ESD). In response to this, a more situated turn has developed to engage both intergenerational practices and the institutional sciences, but the playing fields are seldom level and deliberations are often rife with misunderstandings.
- Full Text:
- Date Issued: 2019
- Authors: O'Donoghue, Rob B , Sandoval-Rivera, Juan Carlos , Payyappallimana, Unnikrishnan
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388061 , vital:68304 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/187218"
- Description: The core paper and collection of short papers from Mexico, Africa, India and Sweden that make up this study on social-ecological landscapes developed as a South–South collaboration that was extended to include a case in the North. Our concern was to explore how situated, intergenerational knowledge commonly takes a back seat to the conceptual propositions that the environmental sciences have developed around matters of concern like biodiversity loss. In this way, scientific propositions have become the conceptual capital for informing future sustainability through Education for Sustainable Development (ESD). In response to this, a more situated turn has developed to engage both intergenerational practices and the institutional sciences, but the playing fields are seldom level and deliberations are often rife with misunderstandings.
- Full Text:
- Date Issued: 2019
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
Think Piece. Situating Education for Sustainable Development in southern African philosophy and contexts of social-ecological change to enhance curriculum relevance and the common good
- Pesanayi, Tichaona V, O'Donoghue, Rob B, Shava, Soul
- Authors: Pesanayi, Tichaona V , O'Donoghue, Rob B , Shava, Soul
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388105 , vital:68307 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/187217"
- Description: The study opens with a brief review of how education in colonial southern Africa was steered by a succession of externally framed abstractions that have been implemented within the prevailing hegemony of western modernisation that dominated and marginalised indigenous cultures. It probes how, within an expanding functionalist framework, Education for Sustainable Development (ESD) has been similarly constituted as a proposition for implementation. Here the supposition is that implementing ESD as an intervention will transform education into an inclusive and collaborative pedagogy that will shape competences for participants to transform society towards a sustainable future. In an effort to explore the possibility of making a break from a succession of education imperatives functioning as ‘salvation narratives’ to put things right in Africa, the study explores ESD from a more situated and emergent vantage point within African landscapes, philosophy and cultural practices. This requires a shift from a view of ESD as a perspective to be brought in and enacted to foster change, to ESD as a situated engagement in education as a process where relevance is deliberated and brought out in quality education with high order skills. This perspective exemplifies working with a more fully situated framing of deliberative social learning for the common good. It is explored here to contemplate how socio-cultural processes of deliberative ethics and co-engaged reflexive processes of learning-led change might emerge. Here, also, using a capabilities approach might provide useful starting points for ESD as an expansive process of transformative social learning.
- Full Text:
- Date Issued: 2019
- Authors: Pesanayi, Tichaona V , O'Donoghue, Rob B , Shava, Soul
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388105 , vital:68307 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/187217"
- Description: The study opens with a brief review of how education in colonial southern Africa was steered by a succession of externally framed abstractions that have been implemented within the prevailing hegemony of western modernisation that dominated and marginalised indigenous cultures. It probes how, within an expanding functionalist framework, Education for Sustainable Development (ESD) has been similarly constituted as a proposition for implementation. Here the supposition is that implementing ESD as an intervention will transform education into an inclusive and collaborative pedagogy that will shape competences for participants to transform society towards a sustainable future. In an effort to explore the possibility of making a break from a succession of education imperatives functioning as ‘salvation narratives’ to put things right in Africa, the study explores ESD from a more situated and emergent vantage point within African landscapes, philosophy and cultural practices. This requires a shift from a view of ESD as a perspective to be brought in and enacted to foster change, to ESD as a situated engagement in education as a process where relevance is deliberated and brought out in quality education with high order skills. This perspective exemplifies working with a more fully situated framing of deliberative social learning for the common good. It is explored here to contemplate how socio-cultural processes of deliberative ethics and co-engaged reflexive processes of learning-led change might emerge. Here, also, using a capabilities approach might provide useful starting points for ESD as an expansive process of transformative social learning.
- Full Text:
- Date Issued: 2019
Think Piece on Amanzi for Food. Working with Critical Realism to Inform a Situated Learning Framework for Climate Change Education
- Authors: O'Donoghue, Rob B
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388136 , vital:68309 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/172215"
- Description: This study is developed as a think piece which deliberates the problem of transformative human agency in a curriculum setting. Using a critical realism perspective and schematic tools it examines the deliberative framing of an Amanzi for Food teaching garden as an education process for mediating the learning of rainwater harvesting. Working with Bhaskar’s Transformational Model of Social Activity and using expansions of his ‘four-planar social being’ schema and its resolution in his ‘social cube’ model, the study contemplates the framing for a curriculum for the mediation of co-engaged social learning in the contexts of practical work in an agricultural college curriculum setting. In this way the research process is developed as an under-labouring review of the emerging curriculum in search of theory to inform pedagogy for mediating situated processes of transformative social learning.
- Full Text:
- Date Issued: 2018
- Authors: O'Donoghue, Rob B
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388136 , vital:68309 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/172215"
- Description: This study is developed as a think piece which deliberates the problem of transformative human agency in a curriculum setting. Using a critical realism perspective and schematic tools it examines the deliberative framing of an Amanzi for Food teaching garden as an education process for mediating the learning of rainwater harvesting. Working with Bhaskar’s Transformational Model of Social Activity and using expansions of his ‘four-planar social being’ schema and its resolution in his ‘social cube’ model, the study contemplates the framing for a curriculum for the mediation of co-engaged social learning in the contexts of practical work in an agricultural college curriculum setting. In this way the research process is developed as an under-labouring review of the emerging curriculum in search of theory to inform pedagogy for mediating situated processes of transformative social learning.
- Full Text:
- Date Issued: 2018
Environment and sustainability education in a changing South Africa: A critical historical analysis of outline schemes for defining and guiding learning interactions
- Authors: O'Donoghue, Rob B
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373634 , vital:66708 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122749"
- Description: This paper examines how, in response to emerging risk, methodological narratives for conservation (CE), environmental (EE) and now sustainability education (ESD) were constituted in diverse settings within a changing South African state. After documenting an awareness creation perspective underpinning early extension and experiential activities, the study examines shaping social processes and changing outline schemes for defining and guiding planned learning interactions (methodology) within the broadening field into the present day. The critical historical analysis developed in the study reflects a well-documented shift from early topdown (intervention/extension) to more participatory approaches (collaborative engagement/stewardship). A situated process-mapping of changing orientations also reveals characterising methodological features across the contours of an increasingly diverse field of conservation, environment and sustainability education.
- Full Text:
- Date Issued: 2007
- Authors: O'Donoghue, Rob B
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373634 , vital:66708 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122749"
- Description: This paper examines how, in response to emerging risk, methodological narratives for conservation (CE), environmental (EE) and now sustainability education (ESD) were constituted in diverse settings within a changing South African state. After documenting an awareness creation perspective underpinning early extension and experiential activities, the study examines shaping social processes and changing outline schemes for defining and guiding planned learning interactions (methodology) within the broadening field into the present day. The critical historical analysis developed in the study reflects a well-documented shift from early topdown (intervention/extension) to more participatory approaches (collaborative engagement/stewardship). A situated process-mapping of changing orientations also reveals characterising methodological features across the contours of an increasingly diverse field of conservation, environment and sustainability education.
- Full Text:
- Date Issued: 2007
Cholera in KwaZulu-Natal: Probing institutional governmentality and indigenous hand-washing practices
- Authors: O'Donoghue, Rob B
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373574 , vital:66704 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122699"
- Description: The paper reviews education activities in a successful anti-cholera campaign amongst rural communities in eastern southern Africa. It is centred on probing how a modern institutional governmentality was relatively blind to an historical legacy of Nguni hand-washing practices and came to exclude use of simple tests for coliform contamination in rural health education activities. The study examines institutional processes, probing discontinuities between the health education message and the complex social ecology of cholera. In so doing, it uncovers how a post-apartheid institutional rhetoric of participation, empowerment and social transformation is playing out in communicative interventions to instil healthier practices amongst the rural poor. Institutional perspectives such as this are rooted in an institutional legacy of appropriation and control. Despite the current rhetoric of participation, instrumental orientations are being sustained as the radical critique of struggle for freedom and change gives way, through comfortable submission and intellectual conformity, to an instrumental conservatism in many post-apartheid institutional settings today. The study notes and probes a surprising resonance between the ecology of the disease and an intergenerational social capital of indigenous hand-washing practices. The evidence suggests that these patterns of hand-washing practice would have served to contain the disease in earlier times and points to this social capital as a focus for co-engaged action on environment and health concerns. The findings suggest that an opposing of institutional and indigenous knowledge is not a simple matter and that moving beyond a legacy of cultural exclusion and marginalisation remains a challenge as the first decade of post-apartheid democratic governance comes to a close.
- Full Text:
- Date Issued: 2005
- Authors: O'Donoghue, Rob B
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373574 , vital:66704 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122699"
- Description: The paper reviews education activities in a successful anti-cholera campaign amongst rural communities in eastern southern Africa. It is centred on probing how a modern institutional governmentality was relatively blind to an historical legacy of Nguni hand-washing practices and came to exclude use of simple tests for coliform contamination in rural health education activities. The study examines institutional processes, probing discontinuities between the health education message and the complex social ecology of cholera. In so doing, it uncovers how a post-apartheid institutional rhetoric of participation, empowerment and social transformation is playing out in communicative interventions to instil healthier practices amongst the rural poor. Institutional perspectives such as this are rooted in an institutional legacy of appropriation and control. Despite the current rhetoric of participation, instrumental orientations are being sustained as the radical critique of struggle for freedom and change gives way, through comfortable submission and intellectual conformity, to an instrumental conservatism in many post-apartheid institutional settings today. The study notes and probes a surprising resonance between the ecology of the disease and an intergenerational social capital of indigenous hand-washing practices. The evidence suggests that these patterns of hand-washing practice would have served to contain the disease in earlier times and points to this social capital as a focus for co-engaged action on environment and health concerns. The findings suggest that an opposing of institutional and indigenous knowledge is not a simple matter and that moving beyond a legacy of cultural exclusion and marginalisation remains a challenge as the first decade of post-apartheid democratic governance comes to a close.
- Full Text:
- Date Issued: 2005
Emerging patterns of abstraction in environmental education: A review of materials, methods and professional development perspectives
- O'Donoghue, Rob B, Russo, Vladimir
- Authors: O'Donoghue, Rob B , Russo, Vladimir
- Date: 2004
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373610 , vital:66707 , xlink:href="https://doi.org/10.1080/1350462042000258170"
- Description: The epistemic unconscious is the history of the field. And it is clear that, to secure some chance of really knowing what one is doing, one has to unfold what is inscribed in the various relations of implication in which the thinker and his thoughts are caught up, that is, the presuppositions he engages and the inclusions and exclusions he unwittingly performs. (Bourdieu, 2000, p. 99).
- Full Text:
- Date Issued: 2004
- Authors: O'Donoghue, Rob B , Russo, Vladimir
- Date: 2004
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373610 , vital:66707 , xlink:href="https://doi.org/10.1080/1350462042000258170"
- Description: The epistemic unconscious is the history of the field. And it is clear that, to secure some chance of really knowing what one is doing, one has to unfold what is inscribed in the various relations of implication in which the thinker and his thoughts are caught up, that is, the presuppositions he engages and the inclusions and exclusions he unwittingly performs. (Bourdieu, 2000, p. 99).
- Full Text:
- Date Issued: 2004
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