Biodiversity research and conservation: careers
- Authors: Rosenberg, Eureta
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391079 , vital:68615 , xlink:href="https://hdl.handle.net/10520/EJC89811"
- Description: It is the International Year of Biodiversity, and if you are interested in a career in biodiversity, there are many options from which to choose. This article introduces the dynamic and growing field of biodiversity management, research and conservation. It gives a taste of the varied careers that would suit different interests and talents and invites you to look with fresh eyes at the field and its possibilities.
- Full Text: false
- Date Issued: 2010
- Authors: Rosenberg, Eureta
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391079 , vital:68615 , xlink:href="https://hdl.handle.net/10520/EJC89811"
- Description: It is the International Year of Biodiversity, and if you are interested in a career in biodiversity, there are many options from which to choose. This article introduces the dynamic and growing field of biodiversity management, research and conservation. It gives a taste of the varied careers that would suit different interests and talents and invites you to look with fresh eyes at the field and its possibilities.
- Full Text: false
- Date Issued: 2010
Environment and sustainability education research as policy engagement: (re-) invigorating ‘politics as potentia’ in South Africa
- Lotz-Sisitka, Heila, Rosenberg, Eureta, Ramsarup, Presha
- Authors: Lotz-Sisitka, Heila , Rosenberg, Eureta , Ramsarup, Presha
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158230 , vital:40164 , https://0-doi.org.wam.seals.ac.za/10.1080/13504622.2020.1759511
- Description: Using a meta-review approach organized historically in relation to critical policy incidents, this paper critically reviews the process of developing and (re) invigorating Environment and Sustainability Education (ESE) (policy) research as ESE policy engagement over a 30+ year period in a rapidly transforming society, South Africa. It offers an example of long term policy-research meta-review in a context of policy flux. It adds to a body of international ESE policy studies that are seeking to understand and develop the ESE research/policy interface as this relation emerges under more complex conditions. In particular, we respond to the finding in the systematic review of ESE policy research undertaken by Aikens, McKenzie and Vaughter (2016) which reports a geographic under-representation of Africa (amongst other places) in ESE policy studies, and González-Gaudiano (2016, 118)’s insight that ESE policy research in current neo-liberally dominated political conditions and as political process, is essentially an “open, unsteady, incomplete, and relational process”.
- Full Text:
- Date Issued: 2020
- Authors: Lotz-Sisitka, Heila , Rosenberg, Eureta , Ramsarup, Presha
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158230 , vital:40164 , https://0-doi.org.wam.seals.ac.za/10.1080/13504622.2020.1759511
- Description: Using a meta-review approach organized historically in relation to critical policy incidents, this paper critically reviews the process of developing and (re) invigorating Environment and Sustainability Education (ESE) (policy) research as ESE policy engagement over a 30+ year period in a rapidly transforming society, South Africa. It offers an example of long term policy-research meta-review in a context of policy flux. It adds to a body of international ESE policy studies that are seeking to understand and develop the ESE research/policy interface as this relation emerges under more complex conditions. In particular, we respond to the finding in the systematic review of ESE policy research undertaken by Aikens, McKenzie and Vaughter (2016) which reports a geographic under-representation of Africa (amongst other places) in ESE policy studies, and González-Gaudiano (2016, 118)’s insight that ESE policy research in current neo-liberally dominated political conditions and as political process, is essentially an “open, unsteady, incomplete, and relational process”.
- Full Text:
- Date Issued: 2020
Building capacity for green, just and sustainable futures – a new knowledge field requiring transformative research methodology
- Rosenberg, Eureta, Ramsarup, Presha, Gumede, Sibusisiwe, Lotz-Sisitka, Heila
- Authors: Rosenberg, Eureta , Ramsarup, Presha , Gumede, Sibusisiwe , Lotz-Sisitka, Heila
- Date: 2016
- Subjects: Sustainable development -- South Africa , Renewable energy sources , Climatic changes , Clean energy
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59613 , vital:27631 , http://joe.ukzn.ac.za/Libraries/No_65_2016/JoE_complete.sflb.ashx
- Description: Education has contributed to a society-wide awareness of environmental issues, and we are increasingly confronted with the need for new ways to generate energy, save water and reduce pollution. Thus new forms of work are emerging and government, employers and educators need to know what ‘green’ skills South Africa needs and has. This creates a new demand for ‘green skills’ research. We propose that this new knowledge field – like some other educational fields – requires a transformative approach to research methodology. In conducting reviews of existing research, we found that a transformative approach requires a reframing of key concepts commonly used in researching work and learning; multi-layered, mixed method studies; researching within and across diverse knowledge fields including non-traditional fields; and both newly configured national platforms and new conceptual frameworks to help us integrate coherently across these. Critical realism is presented as a helpful underpinning for such conceptual frameworks, and implications for how universities prepare educational researchers are flagged.
- Full Text:
- Date Issued: 2016
- Authors: Rosenberg, Eureta , Ramsarup, Presha , Gumede, Sibusisiwe , Lotz-Sisitka, Heila
- Date: 2016
- Subjects: Sustainable development -- South Africa , Renewable energy sources , Climatic changes , Clean energy
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59613 , vital:27631 , http://joe.ukzn.ac.za/Libraries/No_65_2016/JoE_complete.sflb.ashx
- Description: Education has contributed to a society-wide awareness of environmental issues, and we are increasingly confronted with the need for new ways to generate energy, save water and reduce pollution. Thus new forms of work are emerging and government, employers and educators need to know what ‘green’ skills South Africa needs and has. This creates a new demand for ‘green skills’ research. We propose that this new knowledge field – like some other educational fields – requires a transformative approach to research methodology. In conducting reviews of existing research, we found that a transformative approach requires a reframing of key concepts commonly used in researching work and learning; multi-layered, mixed method studies; researching within and across diverse knowledge fields including non-traditional fields; and both newly configured national platforms and new conceptual frameworks to help us integrate coherently across these. Critical realism is presented as a helpful underpinning for such conceptual frameworks, and implications for how universities prepare educational researchers are flagged.
- Full Text:
- Date Issued: 2016
The green economy learning assessment South Africa: Lessons for higher education, skills and work-based learning
- Rosenberg, Eureta, Lotz-Sisitka, Heila, Ramsarup, Presha
- Authors: Rosenberg, Eureta , Lotz-Sisitka, Heila , Ramsarup, Presha
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182765 , vital:43872 , xlink:href="https://doi.org/10.1108/HESWBL-03-2018-0041"
- Description: The purpose of this paper is to share and analyse the methodology and findings of the 2016 Green Economy Learning Assessment South Africa, including learning needs identified with reference to the competency framings of Scharmer (2009) and Wiek et al. (2011); and implications for university and work-based sustainability education, broadly conceptualised in a just transitions framework. The assessment was conducted using desktop policy reviews and an audit of sustainability education providers, online questionnaires to sector experts, focus groups and interviews with practitioners driving green economy initiatives. Policy monitoring and evaluation, and education for sustainable development, emerged as key change levers across nine priority areas including agriculture, energy, natural resources, water, transport and infrastructure. The competencies required to drive sustainability in these areas were clustered as technical, relational and transformational competencies for: making the case; integrated sustainable development planning; strategic adaptive management and expansive learning; working across organisational units; working across knowledge fields; capacity and organisational development; and principle-based leadership. Practitioners develop such competencies through formal higher education and short courses plus course-activated networks and “on the job” learning. The paper adds to the literature on sustainability competencies and raises questions regarding forms of hybrid learning suitable for developing technical, relational and transformative competencies. A national learning needs assessment methodology and tools for customised organisational learning needs assessments are shared. The assessment methodology is novel in this context and the workplace-based tools, original.
- Full Text:
- Date Issued: 2018
- Authors: Rosenberg, Eureta , Lotz-Sisitka, Heila , Ramsarup, Presha
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182765 , vital:43872 , xlink:href="https://doi.org/10.1108/HESWBL-03-2018-0041"
- Description: The purpose of this paper is to share and analyse the methodology and findings of the 2016 Green Economy Learning Assessment South Africa, including learning needs identified with reference to the competency framings of Scharmer (2009) and Wiek et al. (2011); and implications for university and work-based sustainability education, broadly conceptualised in a just transitions framework. The assessment was conducted using desktop policy reviews and an audit of sustainability education providers, online questionnaires to sector experts, focus groups and interviews with practitioners driving green economy initiatives. Policy monitoring and evaluation, and education for sustainable development, emerged as key change levers across nine priority areas including agriculture, energy, natural resources, water, transport and infrastructure. The competencies required to drive sustainability in these areas were clustered as technical, relational and transformational competencies for: making the case; integrated sustainable development planning; strategic adaptive management and expansive learning; working across organisational units; working across knowledge fields; capacity and organisational development; and principle-based leadership. Practitioners develop such competencies through formal higher education and short courses plus course-activated networks and “on the job” learning. The paper adds to the literature on sustainability competencies and raises questions regarding forms of hybrid learning suitable for developing technical, relational and transformative competencies. A national learning needs assessment methodology and tools for customised organisational learning needs assessments are shared. The assessment methodology is novel in this context and the workplace-based tools, original.
- Full Text:
- Date Issued: 2018
Eco-Schools and the quality of education in South Africa: Realising the potential
- Authors: Rosenberg, Eureta
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/386487 , vital:68146 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122759"
- Description: Eco-Schools South Africa is increasingly being used by external partners as a framework for supporting environmental education in schools. This paper shares the findings of a recent evaluation of the programme in relation to the quality of education in South African schools. Do Eco-Schools activities help to improve the conditions of teaching and learning? Or do they take teachers and students away from their core focus? Evaluation of learner and teacher work in Eco-Schools found signs of the quality problems that currently plague the schools system, and there is evidence that the programme can add to the complexity to which many teachers struggle to respond. The evaluation also found, however, that the programme has significant potential to improve conditions for teaching and learning. The paper is an opportunity to reflect on how environmental education support for schools, in general, and Eco-Schools South Africa, in particular, can detract from and strengthen teaching and learning.
- Full Text:
- Date Issued: 2008
- Authors: Rosenberg, Eureta
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/386487 , vital:68146 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122759"
- Description: Eco-Schools South Africa is increasingly being used by external partners as a framework for supporting environmental education in schools. This paper shares the findings of a recent evaluation of the programme in relation to the quality of education in South African schools. Do Eco-Schools activities help to improve the conditions of teaching and learning? Or do they take teachers and students away from their core focus? Evaluation of learner and teacher work in Eco-Schools found signs of the quality problems that currently plague the schools system, and there is evidence that the programme can add to the complexity to which many teachers struggle to respond. The evaluation also found, however, that the programme has significant potential to improve conditions for teaching and learning. The paper is an opportunity to reflect on how environmental education support for schools, in general, and Eco-Schools South Africa, in particular, can detract from and strengthen teaching and learning.
- Full Text:
- Date Issued: 2008
Eco-Schools and the quality of education in South Africa: Realising the potential
- Authors: Rosenberg, Eureta
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370511 , vital:66349 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122759"
- Description: Eco-Schools South Africa is increasingly being used by external partners as a framework for supporting environmental education in schools. This paper shares the findings of a recent evaluation of the programme in relation to the quality of education in South African schools. Do Eco-Schools activities help to improve the conditions of teaching and learning? Or do they take teachers and students away from their core focus? Evaluation of learner and teacher work in Eco-Schools found signs of the quality problems that currently plague the schools system, and there is evidence that the programme can add to the complexity to which many teachers struggle to respond. The evaluation also found, however, that the programme has significant potential to improve conditions for teaching and learning. The paper is an opportunity to reflect on how environmental education support for schools, in general, and Eco-Schools South Africa, in particular, can detract from and strengthen teaching and learning.
- Full Text:
- Date Issued: 2008
- Authors: Rosenberg, Eureta
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370511 , vital:66349 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122759"
- Description: Eco-Schools South Africa is increasingly being used by external partners as a framework for supporting environmental education in schools. This paper shares the findings of a recent evaluation of the programme in relation to the quality of education in South African schools. Do Eco-Schools activities help to improve the conditions of teaching and learning? Or do they take teachers and students away from their core focus? Evaluation of learner and teacher work in Eco-Schools found signs of the quality problems that currently plague the schools system, and there is evidence that the programme can add to the complexity to which many teachers struggle to respond. The evaluation also found, however, that the programme has significant potential to improve conditions for teaching and learning. The paper is an opportunity to reflect on how environmental education support for schools, in general, and Eco-Schools South Africa, in particular, can detract from and strengthen teaching and learning.
- Full Text:
- Date Issued: 2008
Rhodos, Vol. 9, No. 2
- Date: 1997-02-21
- Subjects: Rhodes University -- Rhodos , Grahamstown -- Newspapers
- Language: English
- Type: Text
- Identifier: vital:14918 , http://hdl.handle.net/10962/d1019157
- Description: The Rhodos newsletter carries news and information about events, awards, projects and developments both on and off campus. Ten editions of Rhodos are printed throughout the academic year for distribution among staff members of the University
- Full Text:
- Date Issued: 1997-02-21
- Date: 1997-02-21
- Subjects: Rhodes University -- Rhodos , Grahamstown -- Newspapers
- Language: English
- Type: Text
- Identifier: vital:14918 , http://hdl.handle.net/10962/d1019157
- Description: The Rhodos newsletter carries news and information about events, awards, projects and developments both on and off campus. Ten editions of Rhodos are printed throughout the academic year for distribution among staff members of the University
- Full Text:
- Date Issued: 1997-02-21
Evaluating and reflecting on coproduction of protected area management plans
- Roux, Dirk J, Nel, Jeanne L, Freitag, Stefanie, Novellie, Peter, Rosenberg, Eureta
- Authors: Roux, Dirk J , Nel, Jeanne L , Freitag, Stefanie , Novellie, Peter , Rosenberg, Eureta
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370550 , vital:66353 , xlink:href="https://doi.org/10.1111/csp2.542"
- Description: Protected areas are complex social-ecological systems, hence their management should be guided by engagement and co-learning with diverse stakeholders. The challenge of effective stakeholder participation has generated a body of literature on the design and facilitation of coproduction processes. In this study, we used this literature to develop a principle-based framework for assessing coproduction. We then applied this framework to evaluate how well “adaptive planning” (a sub-process of adaptive management used for visioning and objective setting with stakeholders), as applied to the Garden Route National Park in South Africa, aligned with the ideals of coproduction. Our analysis revealed shortcomings in the adaptive planning process, which could be improved through broadening the agenda beyond the mandate and control of national parks, empowering collective agency among a wider stakeholder network, and embedding co-learning with stakeholders as an ongoing journey. A significant finding was that adaptive management does not align well with the ideals of coproduction, which may be better supported by an adaptive comanagement approach. The latter is particularly necessary in complex national parks that are diverse in terms of both ecosystems and stakeholders, and where governance may be contested.
- Full Text:
- Date Issued: 2021
- Authors: Roux, Dirk J , Nel, Jeanne L , Freitag, Stefanie , Novellie, Peter , Rosenberg, Eureta
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370550 , vital:66353 , xlink:href="https://doi.org/10.1111/csp2.542"
- Description: Protected areas are complex social-ecological systems, hence their management should be guided by engagement and co-learning with diverse stakeholders. The challenge of effective stakeholder participation has generated a body of literature on the design and facilitation of coproduction processes. In this study, we used this literature to develop a principle-based framework for assessing coproduction. We then applied this framework to evaluate how well “adaptive planning” (a sub-process of adaptive management used for visioning and objective setting with stakeholders), as applied to the Garden Route National Park in South Africa, aligned with the ideals of coproduction. Our analysis revealed shortcomings in the adaptive planning process, which could be improved through broadening the agenda beyond the mandate and control of national parks, empowering collective agency among a wider stakeholder network, and embedding co-learning with stakeholders as an ongoing journey. A significant finding was that adaptive management does not align well with the ideals of coproduction, which may be better supported by an adaptive comanagement approach. The latter is particularly necessary in complex national parks that are diverse in terms of both ecosystems and stakeholders, and where governance may be contested.
- Full Text:
- Date Issued: 2021
Environmental education research and social change: Southern African perspectives
- Authors: Lotz-Sisitka, Heila
- Date: 2004
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182709 , vital:43855 , xlink:href="https://doi.org/10.1080/1350462042000258143"
- Description: Environmental issues and risks in southern Africa have, like elsewhere in the world, their roots in the structures and orientations of modern societies. In modernist fashion, we draw on education and research to address socio-ecological concerns. In 1995 Eureta Janse van Rensburg, then Murray and Roberts Chair of Environmental Education at Rhodes University,1 undertook a study to identify environmental education research priorities, and through her study she provided a description of research in environmental education as a ‘landscape of shifting priorites’ (Janse van Rensburg, 1995). The papers in this journal offer a contemporary ‘snapshot’ of the landscape of environmental education research in southern Africa, illustrating a fresh range of ‘shifting priorities’.
- Full Text:
- Date Issued: 2004
- Authors: Lotz-Sisitka, Heila
- Date: 2004
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182709 , vital:43855 , xlink:href="https://doi.org/10.1080/1350462042000258143"
- Description: Environmental issues and risks in southern Africa have, like elsewhere in the world, their roots in the structures and orientations of modern societies. In modernist fashion, we draw on education and research to address socio-ecological concerns. In 1995 Eureta Janse van Rensburg, then Murray and Roberts Chair of Environmental Education at Rhodes University,1 undertook a study to identify environmental education research priorities, and through her study she provided a description of research in environmental education as a ‘landscape of shifting priorites’ (Janse van Rensburg, 1995). The papers in this journal offer a contemporary ‘snapshot’ of the landscape of environmental education research in southern Africa, illustrating a fresh range of ‘shifting priorities’.
- Full Text:
- Date Issued: 2004
Editorial
- Authors: Rosenberg, Eureta
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389759 , vital:68481 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/216901"
- Description: This issue of the Southern African Journal of Environmental Education coincides with the start of the 26th United Nations Conference on Climate Change. COP26 in Glasgow is, like its predecessors, a Conference of Parties who will deliberate how to lower global greenhouse emissions and build adaptive capacity so as to reduce the risk and impacts of climate change.
- Full Text:
- Date Issued: 2021
- Authors: Rosenberg, Eureta
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389759 , vital:68481 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/216901"
- Description: This issue of the Southern African Journal of Environmental Education coincides with the start of the 26th United Nations Conference on Climate Change. COP26 in Glasgow is, like its predecessors, a Conference of Parties who will deliberate how to lower global greenhouse emissions and build adaptive capacity so as to reduce the risk and impacts of climate change.
- Full Text:
- Date Issued: 2021
Dramatic learning : a case study of theatre for development and environmental education
- Authors: Burt, Jane Caroline
- Date: 1999
- Subjects: Drama in education -- South Africa Environmental education -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1501 , http://hdl.handle.net/10962/d1003383
- Description: The aim of my research was to introduce drama, in the form of theatre for development processes, to local Grahamstown Primary School teachers, and to work closely with one teacher to explore theatre for development in the classroom, as a means of introducing both environmental education and learner-centred, constructivist teaching methodologies. I started my research by interviewing Primary School principals as well as sending out questionnaires to teachers, to survey their understanding and practice of drama and environmental education in the school curriculum and to invite them to participate in the research project. In collaboration with Educational Drama and Theatre students, I developed two workshops to introduce theatre for development processes such as image theatre and role-play to the teachers. Nine teachers attended this workshop which was video-taped. After the workshop I gave two lessons at a local school, in partnership with a teacher. Throughout this process I kept a research journal. All action components of the research were followed up with individual interviews, group discussions and a focus group. Although the study gave rise to multiple themes, I chose to highlight two: Firstly, Curriculum 2005 advocates a move towards more learner-centred,constructivist and process-orientated pedagogies. All of the participants in this study, including myself, had intentions of adopting a new approach tq education and teaching but found that we often reverted back to earlier learnt roles of product-orientated, text-based, authoritarian approaches to education which we originally had rejected. Secondly, I reflect on how we set out viewing environmental education, education, drama and research as a process and yet all the participants, including myself, continually tried to 'put on' the perfect performance in the form of a drama, a learning experience and research. This project was a participatory research project. The textwork of the research reflects a post-structural orientation. It has been written in the form of a drama to represent the many voices of the participants, but also to question the role of research in society and make research more accessible to non-academic readers. I also intend to perform the research process at a later stage.
- Full Text:
- Date Issued: 1999
- Authors: Burt, Jane Caroline
- Date: 1999
- Subjects: Drama in education -- South Africa Environmental education -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1501 , http://hdl.handle.net/10962/d1003383
- Description: The aim of my research was to introduce drama, in the form of theatre for development processes, to local Grahamstown Primary School teachers, and to work closely with one teacher to explore theatre for development in the classroom, as a means of introducing both environmental education and learner-centred, constructivist teaching methodologies. I started my research by interviewing Primary School principals as well as sending out questionnaires to teachers, to survey their understanding and practice of drama and environmental education in the school curriculum and to invite them to participate in the research project. In collaboration with Educational Drama and Theatre students, I developed two workshops to introduce theatre for development processes such as image theatre and role-play to the teachers. Nine teachers attended this workshop which was video-taped. After the workshop I gave two lessons at a local school, in partnership with a teacher. Throughout this process I kept a research journal. All action components of the research were followed up with individual interviews, group discussions and a focus group. Although the study gave rise to multiple themes, I chose to highlight two: Firstly, Curriculum 2005 advocates a move towards more learner-centred,constructivist and process-orientated pedagogies. All of the participants in this study, including myself, had intentions of adopting a new approach tq education and teaching but found that we often reverted back to earlier learnt roles of product-orientated, text-based, authoritarian approaches to education which we originally had rejected. Secondly, I reflect on how we set out viewing environmental education, education, drama and research as a process and yet all the participants, including myself, continually tried to 'put on' the perfect performance in the form of a drama, a learning experience and research. This project was a participatory research project. The textwork of the research reflects a post-structural orientation. It has been written in the form of a drama to represent the many voices of the participants, but also to question the role of research in society and make research more accessible to non-academic readers. I also intend to perform the research process at a later stage.
- Full Text:
- Date Issued: 1999
Research Projects Portfolio.
- Authors: Schudel, Ingrid Joan
- Date: 2000
- Subjects: Environmental education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2015 , http://hdl.handle.net/10962/d1016368
- Description: This collection of research projects tells a story of the time I have spent with members of the Albany Working for Water team; including preparations made, lessons learned and insights gained. My first project was to analyse the methodology of a research paper. I chose the paper by Arjen Wals because I intended, like him, to examine people's perceptions of environmental issues. From this paper I gained ideas for a qualitative research process and learnt the importance of theoretical and methodological consistency. My next project was to present a report on my research into the perceptions of workrelated environmental issues among the Albany Working for Water workers. From this research I gained insight into the knowledge of the workers and also some of the misconceptions that they have about social and ecological issues. I made educational recommendations based on these insights. This experience inspired me to initiate a play with a group of the workers about alien plant eradication. The process of developing this play formed the basis for a research paper that I have submitted as another research project. Concurrent with the development of the play, I conducted a fourth research project that was a situational analysis of the Albany Workingfor Water Project. I hoped that this analysis would provide useful insight into the context of the above two projects. Overall, I hope the story reflects how I have grown through the learning experiences I shared with the Albany Working for Water team. I would like to extend to my thanks to all those who assisted and shared my journey with me.
- Full Text:
- Date Issued: 2000
- Authors: Schudel, Ingrid Joan
- Date: 2000
- Subjects: Environmental education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2015 , http://hdl.handle.net/10962/d1016368
- Description: This collection of research projects tells a story of the time I have spent with members of the Albany Working for Water team; including preparations made, lessons learned and insights gained. My first project was to analyse the methodology of a research paper. I chose the paper by Arjen Wals because I intended, like him, to examine people's perceptions of environmental issues. From this paper I gained ideas for a qualitative research process and learnt the importance of theoretical and methodological consistency. My next project was to present a report on my research into the perceptions of workrelated environmental issues among the Albany Working for Water workers. From this research I gained insight into the knowledge of the workers and also some of the misconceptions that they have about social and ecological issues. I made educational recommendations based on these insights. This experience inspired me to initiate a play with a group of the workers about alien plant eradication. The process of developing this play formed the basis for a research paper that I have submitted as another research project. Concurrent with the development of the play, I conducted a fourth research project that was a situational analysis of the Albany Workingfor Water Project. I hoped that this analysis would provide useful insight into the context of the above two projects. Overall, I hope the story reflects how I have grown through the learning experiences I shared with the Albany Working for Water team. I would like to extend to my thanks to all those who assisted and shared my journey with me.
- Full Text:
- Date Issued: 2000
Monitoring and evaluation in a changing world: A Southern African perspective on the skills needed for a new approach
- Rosenberg, Eureta, Kotschy, Karen
- Authors: Rosenberg, Eureta , Kotschy, Karen
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370711 , vital:66369 , xlink:href="https://doi.org/ 10.4102/aej.v8i1.472"
- Description: Background: As science and modern technology have brought many advances, we have also come to overshoot planetary boundaries, while still falling short of development goals to eradicate poverty and inequality. A growing recognition of the complexity of development problems and contexts calls for new framings, including a new approach to monitoring and evaluation (M and E) as one of the mechanisms by which modern societies aim to steer towards a more sustainable future. New approaches to M and E mean new skills for the M and E practitioner. Objectives: This article proposed a framing for M and E skills, comprising of technical, relational and transformational (T-R-T) competences. Method: Adapted from the literature, this competence framework was tested in a broader learning needs assessment and then applied retrospectively to author’s experience in developmental evaluations in complex social–ecological contexts in southern Africa. Results: The emerging insights were that not only technical competence is needed, but also relational competence that goes beyond interpersonal skills, to enable the production and uptake of evaluation findings. In addition, the limitations of mainstream M and E methods in the face of complexity seemed to create a need for ‘transformational’ competence, which included evaluators’ ability to develop credible M and E alternatives. Conclusion: The T-R-T framework helped to advance the notions of ‘hard’ and ‘soft’ skills and expanded on existing M and E competence frameworks. Recommendations included a call for innovative educational and professional development approaches to develop relational and transformational competencies, in addition to training for technical competence.
- Full Text:
- Date Issued: 2020
- Authors: Rosenberg, Eureta , Kotschy, Karen
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370711 , vital:66369 , xlink:href="https://doi.org/ 10.4102/aej.v8i1.472"
- Description: Background: As science and modern technology have brought many advances, we have also come to overshoot planetary boundaries, while still falling short of development goals to eradicate poverty and inequality. A growing recognition of the complexity of development problems and contexts calls for new framings, including a new approach to monitoring and evaluation (M and E) as one of the mechanisms by which modern societies aim to steer towards a more sustainable future. New approaches to M and E mean new skills for the M and E practitioner. Objectives: This article proposed a framing for M and E skills, comprising of technical, relational and transformational (T-R-T) competences. Method: Adapted from the literature, this competence framework was tested in a broader learning needs assessment and then applied retrospectively to author’s experience in developmental evaluations in complex social–ecological contexts in southern Africa. Results: The emerging insights were that not only technical competence is needed, but also relational competence that goes beyond interpersonal skills, to enable the production and uptake of evaluation findings. In addition, the limitations of mainstream M and E methods in the face of complexity seemed to create a need for ‘transformational’ competence, which included evaluators’ ability to develop credible M and E alternatives. Conclusion: The T-R-T framework helped to advance the notions of ‘hard’ and ‘soft’ skills and expanded on existing M and E competence frameworks. Recommendations included a call for innovative educational and professional development approaches to develop relational and transformational competencies, in addition to training for technical competence.
- Full Text:
- Date Issued: 2020
Being Brave: Writing Environmental Education Research
- Lotz-Sisitka, Heila, Burt, Jane C
- Authors: Lotz-Sisitka, Heila , Burt, Jane C
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/184734 , vital:44267 , xlink:href="https://eric.ed.gov/?id=EJ654591"
- Description: The heroine came back from her very important quest and sat down to write a thesis . . . While mythical journeys do not always end this way, the stories have to be told. The work of telling the story in the hero’s journey is often left untold. This paper explores some of the headwork that goes into textwork (Van Manen, 1995) in environmental education research. We argue that writing is an integral part of the research process, and should not be viewed as an “add on” or a silent, untold part of the adventure. We reflect on some of the institutional and epistemological issues associated with writing social science (in our case environmental education) research texts. Writing research is never an easy enterprise, it is bound by history and tradition, convention, institutional habit, and regulation. It is also constrained by the uncertainty of the process of writing itself, by problems of power relations in research, and the difficulty of writing to represent experience rigorously and authentically while recognizing that all writing is a constructed symbolic representation of experience. The paper reflexively reviews our attempts at “being brave” in the construction of our research texts.
- Full Text:
- Date Issued: 2002
- Authors: Lotz-Sisitka, Heila , Burt, Jane C
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/184734 , vital:44267 , xlink:href="https://eric.ed.gov/?id=EJ654591"
- Description: The heroine came back from her very important quest and sat down to write a thesis . . . While mythical journeys do not always end this way, the stories have to be told. The work of telling the story in the hero’s journey is often left untold. This paper explores some of the headwork that goes into textwork (Van Manen, 1995) in environmental education research. We argue that writing is an integral part of the research process, and should not be viewed as an “add on” or a silent, untold part of the adventure. We reflect on some of the institutional and epistemological issues associated with writing social science (in our case environmental education) research texts. Writing research is never an easy enterprise, it is bound by history and tradition, convention, institutional habit, and regulation. It is also constrained by the uncertainty of the process of writing itself, by problems of power relations in research, and the difficulty of writing to represent experience rigorously and authentically while recognizing that all writing is a constructed symbolic representation of experience. The paper reflexively reviews our attempts at “being brave” in the construction of our research texts.
- Full Text:
- Date Issued: 2002
Journal development, scholar development and quality
- Rosenberg, Eureta, Togo, Muchaiteyi
- Authors: Rosenberg, Eureta , Togo, Muchaiteyi
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67314 , vital:29072 , https://doi.org/10.4314/SAJEE.V.33I1.1
- Description: publisher version , In reflecting on the contributions to Volume 33, it is evident that a variety of theories about learning and social change inform the scholars in environmental education, ranging from behaviourist, to social behavioural, constructivist and social constructivist learning theories, social and critical realism, and more. What unites these papers is a shared concern about learning in relation to the future well-being of the planet and its people. New scholars entering the field of environmental and sustainability education have the task of mastering not only the social– ecological subject matter of the field, but also their chosen learning theories. In this regard, drawing on the back copies of the SAJEE can be of great value. Much research and writing has already been done on curriculum, education and learning inside and outside of formal institutions, yet many more questions remain. The field is best advanced by noting and building on, challenging and advancing past studies and existing scholarship. The fact that all 33 Volumes of the SAJEE are available online, just a ‘few clicks away’ from any student or supervisor with Internet access, is therefore an enormous boon. We encourage readers and future authors to draw on the work in this and other environmental education journals as they conceptualise, design and reflect on their own studies.
- Full Text:
- Date Issued: 2017
- Authors: Rosenberg, Eureta , Togo, Muchaiteyi
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67314 , vital:29072 , https://doi.org/10.4314/SAJEE.V.33I1.1
- Description: publisher version , In reflecting on the contributions to Volume 33, it is evident that a variety of theories about learning and social change inform the scholars in environmental education, ranging from behaviourist, to social behavioural, constructivist and social constructivist learning theories, social and critical realism, and more. What unites these papers is a shared concern about learning in relation to the future well-being of the planet and its people. New scholars entering the field of environmental and sustainability education have the task of mastering not only the social– ecological subject matter of the field, but also their chosen learning theories. In this regard, drawing on the back copies of the SAJEE can be of great value. Much research and writing has already been done on curriculum, education and learning inside and outside of formal institutions, yet many more questions remain. The field is best advanced by noting and building on, challenging and advancing past studies and existing scholarship. The fact that all 33 Volumes of the SAJEE are available online, just a ‘few clicks away’ from any student or supervisor with Internet access, is therefore an enormous boon. We encourage readers and future authors to draw on the work in this and other environmental education journals as they conceptualise, design and reflect on their own studies.
- Full Text:
- Date Issued: 2017
Journal Development, Scholar Development and Quality
- Rosenberg, Eureta, Togo, Muchaiteyi
- Authors: Rosenberg, Eureta , Togo, Muchaiteyi
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127235 , vital:35980 , https://doi.org/10.4314/sajee.v.33i1.1
- Description: Recently, the 33-year journey of the Southern African Journal of Environmental Education (SAJEE) was the subject of reflection during an Open Access Publishing week convened by Rhodes University Library Services. Two former and current editors-in-chief shared the SAJEE’s story of publishing ‘from the margins into the centre’. In the early 1990s, the Journal was mailed to the Environmental Education Association of Southern Africa (EEASA) membership from the foyer of the Rhodes Education Department (which had the floor space for stuffing and stacking A4 envelopes). In the first decade of this century, the Journal arrived at a symbolic ‘centre’ with digital distribution, first on the EEASA website and then from the Open Access platform provided by African Journals Online (AJOL). The digital move was vital for sustained and increased distribution in a time of shrinking budgets and growing costs. The results, shared with the EEASA Council earlier this year, were nothing short of spectacular: In March 2017, the SAJEE received more than 1 250 article downloads (www.ajol.info/index.php/sajee), and the number of downloads have stayed above 500 each month subsequently (Figure 1). Views and downloads are recorded around the world including,
- Full Text:
- Date Issued: 2017
- Authors: Rosenberg, Eureta , Togo, Muchaiteyi
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127235 , vital:35980 , https://doi.org/10.4314/sajee.v.33i1.1
- Description: Recently, the 33-year journey of the Southern African Journal of Environmental Education (SAJEE) was the subject of reflection during an Open Access Publishing week convened by Rhodes University Library Services. Two former and current editors-in-chief shared the SAJEE’s story of publishing ‘from the margins into the centre’. In the early 1990s, the Journal was mailed to the Environmental Education Association of Southern Africa (EEASA) membership from the foyer of the Rhodes Education Department (which had the floor space for stuffing and stacking A4 envelopes). In the first decade of this century, the Journal arrived at a symbolic ‘centre’ with digital distribution, first on the EEASA website and then from the Open Access platform provided by African Journals Online (AJOL). The digital move was vital for sustained and increased distribution in a time of shrinking budgets and growing costs. The results, shared with the EEASA Council earlier this year, were nothing short of spectacular: In March 2017, the SAJEE received more than 1 250 article downloads (www.ajol.info/index.php/sajee), and the number of downloads have stayed above 500 each month subsequently (Figure 1). Views and downloads are recorded around the world including,
- Full Text:
- Date Issued: 2017
Research portfolio : environmental education
- Authors: Le Roux, Kim
- Date: 1999
- Subjects: Environmental education -- South Africa , Environmental education -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1738 , http://hdl.handle.net/10962/d1003622
- Full Text:
- Date Issued: 1999
- Authors: Le Roux, Kim
- Date: 1999
- Subjects: Environmental education -- South Africa , Environmental education -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1738 , http://hdl.handle.net/10962/d1003622
- Full Text:
- Date Issued: 1999
Rhodos, Vol. 9, No. 13
- Date: 1997-08-22
- Subjects: Rhodes University -- Rhodos , Grahamstown -- Newspapers
- Language: English
- Type: Text
- Identifier: vital:14929 , http://hdl.handle.net/10962/d1019168
- Description: The Rhodos newsletter carries news and information about events, awards, projects and developments both on and off campus. Ten editions of Rhodos are printed throughout the academic year for distribution among staff members of the University
- Full Text:
- Date Issued: 1997-08-22
- Date: 1997-08-22
- Subjects: Rhodes University -- Rhodos , Grahamstown -- Newspapers
- Language: English
- Type: Text
- Identifier: vital:14929 , http://hdl.handle.net/10962/d1019168
- Description: The Rhodos newsletter carries news and information about events, awards, projects and developments both on and off campus. Ten editions of Rhodos are printed throughout the academic year for distribution among staff members of the University
- Full Text:
- Date Issued: 1997-08-22
Rhodos, Vol. 8, No. 14
- Date: 1996-08-23
- Subjects: Rhodes University -- Rhodos , Grahamstown -- Newspapers
- Language: English
- Type: Text
- Identifier: vital:14909 , http://hdl.handle.net/10962/d1019148
- Description: The Rhodos newsletter carries news and information about events, awards, projects and developments both on and off campus. Ten editions of Rhodos are printed throughout the academic year for distribution among staff members of the University
- Full Text:
- Date Issued: 1996-08-23
- Date: 1996-08-23
- Subjects: Rhodes University -- Rhodos , Grahamstown -- Newspapers
- Language: English
- Type: Text
- Identifier: vital:14909 , http://hdl.handle.net/10962/d1019148
- Description: The Rhodos newsletter carries news and information about events, awards, projects and developments both on and off campus. Ten editions of Rhodos are printed throughout the academic year for distribution among staff members of the University
- Full Text:
- Date Issued: 1996-08-23
Rhodos, Vol. 9, No. 12
- Date: 1997-08-08
- Subjects: Rhodes University -- Rhodos , Grahamstown -- Newspapers
- Language: English
- Type: Text
- Identifier: vital:14928 , http://hdl.handle.net/10962/d1019167
- Description: The Rhodos newsletter carries news and information about events, awards, projects and developments both on and off campus. Ten editions of Rhodos are printed throughout the academic year for distribution among staff members of the University
- Full Text:
- Date Issued: 1997-08-08
- Date: 1997-08-08
- Subjects: Rhodes University -- Rhodos , Grahamstown -- Newspapers
- Language: English
- Type: Text
- Identifier: vital:14928 , http://hdl.handle.net/10962/d1019167
- Description: The Rhodos newsletter carries news and information about events, awards, projects and developments both on and off campus. Ten editions of Rhodos are printed throughout the academic year for distribution among staff members of the University
- Full Text:
- Date Issued: 1997-08-08