Educational perspectives on social learning theory: antecedents and starting points for research
- Lotz-Sisitka, Heila, Mukute, Mutizwa, Belay, Million
- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436612 , vital:73286 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This paper contributes to the social learning literature. It argues that there is a need to give attention to the antecedent literatures that inform understandings of the social in social learning; and the learning in social learning. These antecedent literatures (drawn mainly from sociocultural psychology, learning theory and realist social theory in this paper) are necessary in social learning research, if we are to avoid the problem of ontological collapse in social learning research. The concept of ontologi-cal collapse (after Sfard, 2006) refers to a tendency in modern sciences to objectify social processes. It is used in this paper to draw attention to the need to understand the complex social processes involved in social learn-ing (and the antecedent literatures that may enable us to do so). As such, it warns against reification in social learning research; and also warns against turning social learning into an object, devoid of complex learning processes and agentive reflexions, decision making and practices. To clar-ify this concept, the paper shares examples of instances of ontological collapse, showing that at times, the social learning literature itself can fall victim to the problem of ontological collapse. Drawing on the literature review work in two cases studies of social learning research that work carefully with the antecedent literatures, the paper demonstrates the im-portance of engaging carefully with these literatures to avoid ontological collapse in social learning research in the fields of environmental education and natural resources management.
- Full Text:
- Date Issued: 2012
- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436612 , vital:73286 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This paper contributes to the social learning literature. It argues that there is a need to give attention to the antecedent literatures that inform understandings of the social in social learning; and the learning in social learning. These antecedent literatures (drawn mainly from sociocultural psychology, learning theory and realist social theory in this paper) are necessary in social learning research, if we are to avoid the problem of ontological collapse in social learning research. The concept of ontologi-cal collapse (after Sfard, 2006) refers to a tendency in modern sciences to objectify social processes. It is used in this paper to draw attention to the need to understand the complex social processes involved in social learn-ing (and the antecedent literatures that may enable us to do so). As such, it warns against reification in social learning research; and also warns against turning social learning into an object, devoid of complex learning processes and agentive reflexions, decision making and practices. To clar-ify this concept, the paper shares examples of instances of ontological collapse, showing that at times, the social learning literature itself can fall victim to the problem of ontological collapse. Drawing on the literature review work in two cases studies of social learning research that work carefully with the antecedent literatures, the paper demonstrates the im-portance of engaging carefully with these literatures to avoid ontological collapse in social learning research in the fields of environmental education and natural resources management.
- Full Text:
- Date Issued: 2012
Introducing the monograph and the (re)views
- Authors: Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436623 , vital:73287 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This monograph, entitled (Re) Views on Social Learning Literature: A monograph for social learning researchers in natural resources manage-ment and environmental education provides four different reviews on the social learning literature. Rather than seeking to be comprehensive, the reviews seek to provide views on the social learning literature, from dif-ferent perspectives. The purpose of the monograph is to scope aspects of the social learning literature, providing access to a wide body of litera-ture(s) on social learning for emerging researchers interested in social learning in the fields of environmental education and natural resources management.
- Full Text:
- Date Issued: 2012
- Authors: Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436623 , vital:73287 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This monograph, entitled (Re) Views on Social Learning Literature: A monograph for social learning researchers in natural resources manage-ment and environmental education provides four different reviews on the social learning literature. Rather than seeking to be comprehensive, the reviews seek to provide views on the social learning literature, from dif-ferent perspectives. The purpose of the monograph is to scope aspects of the social learning literature, providing access to a wide body of litera-ture(s) on social learning for emerging researchers interested in social learning in the fields of environmental education and natural resources management.
- Full Text:
- Date Issued: 2012
Working with cultural-historical activity theory and critical realism to investigate and expand farmer learning in Southern Africa
- Mukute, Mutizwa, Lotz-Sisitka, Heila
- Authors: Mukute, Mutizwa , Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182494 , vital:43835 , xlink:href="https://doi.org/10.1080/10749039.2012.656173"
- Description: This article uses the theoretical and methodological tools of cultural historical activity theory and critical realism to examine three case studies of the introduction and expansion of sustainable agricultural practices in southern Africa. The article addresses relevant issues in the field of agricultural extension, which lacks a theoretical “bridge” between top-down knowledge transfer and bottom-up participatory approaches to learning. Further, the article considers the learning environments necessary for sustainable agriculture. Such environments provided research participants with encounters with “postnormal” scientific practices that recognise and engage plural ways of knowing. Our research explored why farmers learn and practise sustainable agriculture, how they learn and practise it, the contradictions they are facing, and how these contradictions can be overcome in a context of change-oriented learning.
- Full Text:
- Date Issued: 2012
- Authors: Mukute, Mutizwa , Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182494 , vital:43835 , xlink:href="https://doi.org/10.1080/10749039.2012.656173"
- Description: This article uses the theoretical and methodological tools of cultural historical activity theory and critical realism to examine three case studies of the introduction and expansion of sustainable agricultural practices in southern Africa. The article addresses relevant issues in the field of agricultural extension, which lacks a theoretical “bridge” between top-down knowledge transfer and bottom-up participatory approaches to learning. Further, the article considers the learning environments necessary for sustainable agriculture. Such environments provided research participants with encounters with “postnormal” scientific practices that recognise and engage plural ways of knowing. Our research explored why farmers learn and practise sustainable agriculture, how they learn and practise it, the contradictions they are facing, and how these contradictions can be overcome in a context of change-oriented learning.
- Full Text:
- Date Issued: 2012
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