A reflection on the use of case studies as a methodology for social learning research in sub Saharan Africa
- Cundill, Georgina, Lotz-Sisitka, Heila, Mukute, Mutizwa, Belay, Million, Shackleton, Sheona, Kulundu, Iinjairu
- Authors: Cundill, Georgina , Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million , Shackleton, Sheona , Kulundu, Iinjairu
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436636 , vital:73288 , ISBN 1573-5214 , https://doi.org/10.1016/j.njas.2013.04.001
- Description: A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sci-ences from sub-Saharan Africa to reflect on possible reasons behind the preponderance of case study research in this field, and to identify common elements that may be significant for social learning research more generally. We find that a com-mon interest in change oriented social learning, and therefore processes of change, makes case studies a necessary ap-proach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reflected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reflecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is significant scope for exploratory research that compares case studies of social learning research to generate a deeper un-derstanding of social learning processes, and their relationship to human agency and societal change.
- Full Text:
- Authors: Cundill, Georgina , Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million , Shackleton, Sheona , Kulundu, Iinjairu
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436636 , vital:73288 , ISBN 1573-5214 , https://doi.org/10.1016/j.njas.2013.04.001
- Description: A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sci-ences from sub-Saharan Africa to reflect on possible reasons behind the preponderance of case study research in this field, and to identify common elements that may be significant for social learning research more generally. We find that a com-mon interest in change oriented social learning, and therefore processes of change, makes case studies a necessary ap-proach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reflected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reflecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is significant scope for exploratory research that compares case studies of social learning research to generate a deeper un-derstanding of social learning processes, and their relationship to human agency and societal change.
- Full Text:
A reflection on the use of case studies as a methodology for social learning research in sub Saharan Africa
- Cundill, Georgina, Lotz-Sisitka, Heila, 1965-, Mukute, Mutizwa, Ali, Million Belay, Shackleton, Sheona E, Kulundu-Bolus, Injairu M
- Authors: Cundill, Georgina , Lotz-Sisitka, Heila, 1965- , Mukute, Mutizwa , Ali, Million Belay , Shackleton, Sheona E , Kulundu-Bolus, Injairu M
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182832 , vital:43884 , xlink:href="https://doi.org/10.1016/j.njas.2013.04.001"
- Description: A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sciences from sub-Saharan Africa to reflect on possible reasons behind the preponderance of case study research in this field, and to identify common elements that may be significant for social learning research more generally. We find that a common interest in change oriented social learning, and therefore processes of change, makes case studies a necessary approach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reflected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reflecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is significant scope for exploratory research that compares case studies of social learning research to generate a deeper understanding of social learning processes, and their relationship to human agency and societal change.
- Full Text:
- Authors: Cundill, Georgina , Lotz-Sisitka, Heila, 1965- , Mukute, Mutizwa , Ali, Million Belay , Shackleton, Sheona E , Kulundu-Bolus, Injairu M
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182832 , vital:43884 , xlink:href="https://doi.org/10.1016/j.njas.2013.04.001"
- Description: A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sciences from sub-Saharan Africa to reflect on possible reasons behind the preponderance of case study research in this field, and to identify common elements that may be significant for social learning research more generally. We find that a common interest in change oriented social learning, and therefore processes of change, makes case studies a necessary approach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reflected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reflecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is significant scope for exploratory research that compares case studies of social learning research to generate a deeper understanding of social learning processes, and their relationship to human agency and societal change.
- Full Text:
Contextualising Curriculum Design and Recontextualising Its Implementation: The Case of Climate Change Education for Southern African Transfrontier Conservation Area Practitioners
- Mukute, Mutizwa, Pesanayi, Tichaona V
- Authors: Mukute, Mutizwa , Pesanayi, Tichaona V
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387173 , vital:68212 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/121965"
- Description: This paper discusses how the climate change education needs of park managers, ecologists, and community development officers in Southern African Development Community (SADC) Transfrontier Conservation Areas (TFCAs) were established through contextual profiling. It subsequently analyses how a curriculum that was designed in response to a contextual profiling process was recontextualised during implementation by the SADC Regional Environmental Education Programme (REEP), with support from German Federal Enterprise for International Cooperation (GIZ). The paper’s purpose is to trace the trajectory of contextualised curriculum development and implementation with a view to identifying how the twin concepts of contextual profiling and recontextualisation were utilised and lessons were learnt. The paper has potential value for educators/trainers interested in increasing the relevance of protected area workplace learning and its congruence to learners’ realities.
- Full Text:
- Authors: Mukute, Mutizwa , Pesanayi, Tichaona V
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387173 , vital:68212 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/121965"
- Description: This paper discusses how the climate change education needs of park managers, ecologists, and community development officers in Southern African Development Community (SADC) Transfrontier Conservation Areas (TFCAs) were established through contextual profiling. It subsequently analyses how a curriculum that was designed in response to a contextual profiling process was recontextualised during implementation by the SADC Regional Environmental Education Programme (REEP), with support from German Federal Enterprise for International Cooperation (GIZ). The paper’s purpose is to trace the trajectory of contextualised curriculum development and implementation with a view to identifying how the twin concepts of contextual profiling and recontextualisation were utilised and lessons were learnt. The paper has potential value for educators/trainers interested in increasing the relevance of protected area workplace learning and its congruence to learners’ realities.
- Full Text:
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