Transformative Learning for Teacher Educators: Making sense of Education for Sustainable Development (ESD) policy emphasis on transformative education
- Lotz-Sisitka, Heila, Schudel, Ingrid J, Wilmot, Diana P, O’Donoghue, Rob B, Chikunda, Charles
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J , Wilmot, Diana P , O’Donoghue, Rob B , Chikunda, Charles
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435765 , vital:73199 , ISBN Report , https://www.researchgate.net/profile/Ingrid-Schudel/publication/364399424_Transformative_Learning_for_Teach-er_Educators_Making_sense_of_Education_for_Sustainable_Develop-ment_ESD_policy_emphasis_on_transformative_education/links/638c38c3658cec2104ab7227/Transformative-Learning-for-Teacher-Educators-Making-sense-of-Education-for-Sustainable-Development-ESD-policy-emphasis-on-transformative-education.pdf
- Description: This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.
- Full Text:
- Date Issued: 2022
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J , Wilmot, Diana P , O’Donoghue, Rob B , Chikunda, Charles
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435765 , vital:73199 , ISBN Report , https://www.researchgate.net/profile/Ingrid-Schudel/publication/364399424_Transformative_Learning_for_Teach-er_Educators_Making_sense_of_Education_for_Sustainable_Develop-ment_ESD_policy_emphasis_on_transformative_education/links/638c38c3658cec2104ab7227/Transformative-Learning-for-Teacher-Educators-Making-sense-of-Education-for-Sustainable-Development-ESD-policy-emphasis-on-transformative-education.pdf
- Description: This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.
- Full Text:
- Date Issued: 2022
Engaging Education for Sustainable Development as Quality Education in the Fundisa for Change Programme
- Schudel, Ingrid J, Lotz-Sisitka, Heila, Songqwaru, Zintle, Tshiningayamwe, Sirkka
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila , Songqwaru, Zintle , Tshiningayamwe, Sirkka
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435031 , vital:73125 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Since the Industrial Revolution began in the late 18th century, development has provided humankind with numerous benefits, such as modern medicine, housing, transport and communication systems. However, progress and the contemporary model of development has also brought its problems, as non-renewable resources have been overextracted, and large volumes of waste created, resulting in pollution that has impacted on the health of people and the environment. Most people are now aware that human actions are changing the climate in unpredictable ways. Massive over-consumption of resources and continued environmental degradation are undermining the natural systems we depend on, impacting most severely on the poor and marginalised people in our society. Societies around the world must adapt and change their practices for a low-carbon, more sustainable future.
- Full Text:
- Date Issued: 2021
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila , Songqwaru, Zintle , Tshiningayamwe, Sirkka
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435031 , vital:73125 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Since the Industrial Revolution began in the late 18th century, development has provided humankind with numerous benefits, such as modern medicine, housing, transport and communication systems. However, progress and the contemporary model of development has also brought its problems, as non-renewable resources have been overextracted, and large volumes of waste created, resulting in pollution that has impacted on the health of people and the environment. Most people are now aware that human actions are changing the climate in unpredictable ways. Massive over-consumption of resources and continued environmental degradation are undermining the natural systems we depend on, impacting most severely on the poor and marginalised people in our society. Societies around the world must adapt and change their practices for a low-carbon, more sustainable future.
- Full Text:
- Date Issued: 2021
Environmental ethics: A sourcebook for educators
- Jickling, Bob, Lotz-Sisitka, Heila, Olvitt, Lausanne L, O’Donoghue, Rob B, Schudel, Ingrid J, McGarry, Dylan K, Niblett, Blair
- Authors: Jickling, Bob , Lotz-Sisitka, Heila , Olvitt, Lausanne L , O’Donoghue, Rob B , Schudel, Ingrid J , McGarry, Dylan K , Niblett, Blair
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435834 , vital:73205 , ISBN 978-1991201287 , https://www.amazon.com/Environmental-Ethics-Sourcebook-Bob-Jickling/dp/1991201281
- Description: This well-constructed, and highly original, sourcebook inte-grates educational materials for teaching environmental eth-ics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy de-partments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not some-thing left to experts and specialists. Context-based activities are presented in almost every chapter. While it acknowledg-es foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, pro-cess-oriented, and place-based approaches to ethical reflec-tion, deliberation, and action. It walks on the ground and isn’t afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradi-tion by framing “ethics in a storied world”, thus making room to move beyond Euro-American perspectives in environmen-tal issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other profes-sionals who wish to bring environmental ethics to the fore-front of their pedagogical practices.
- Full Text:
- Date Issued: 2021
- Authors: Jickling, Bob , Lotz-Sisitka, Heila , Olvitt, Lausanne L , O’Donoghue, Rob B , Schudel, Ingrid J , McGarry, Dylan K , Niblett, Blair
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435834 , vital:73205 , ISBN 978-1991201287 , https://www.amazon.com/Environmental-Ethics-Sourcebook-Bob-Jickling/dp/1991201281
- Description: This well-constructed, and highly original, sourcebook inte-grates educational materials for teaching environmental eth-ics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy de-partments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not some-thing left to experts and specialists. Context-based activities are presented in almost every chapter. While it acknowledg-es foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, pro-cess-oriented, and place-based approaches to ethical reflec-tion, deliberation, and action. It walks on the ground and isn’t afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradi-tion by framing “ethics in a storied world”, thus making room to move beyond Euro-American perspectives in environmen-tal issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other profes-sionals who wish to bring environmental ethics to the fore-front of their pedagogical practices.
- Full Text:
- Date Issued: 2021
Strengthening Environment and Sustainability Subject Knowledge Curriculum Challenges and Opportunities
- Schudel, Ingrid J, Lotz-Sisitka, Heila
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435045 , vital:73126 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter serves as a positioning paper for the chapters that follow in which different environment and sustainability knowledge foci will be explored in the South African Curriculum Assessment Policy Statements (CAPS). As a series of interconnected and cross-cutting complexities, environment and sustainability content knowledge has relevance for, and is widely distributed across, different phases and subjects in the school curriculum (see discussion of environmental content knowledge in Schudel and Lotz-Sisitka, Chapter 1; Lotz-Sisitka et al., Chapter 6; Msezane, Chapter 7). Knowledge that makes its way into education curricula and teaching is produced within the wider scientific context. Bernstein (2000), in his theory of the pedagogical device, refers to this as the ‘Field of Production’. A significant knowledge-producing community for sustainability concerns is the global change research community (international and national)(South Africa DST 2010). Examining their research outputs and discourses can provide important insights for the development of knowledge in what Bernstein names ‘regions’, where singular disciplines such as Science (eg climate sciences/biodiversity sciences/water sciences/health sciences), come together with other singular disciplines such as education. Bernstein suggests that a first level of knowledge recontextualisation in the Field of Production occurs in these regions (eg where environmental educators or science educators recontextualise the knowledge of scientists).
- Full Text:
- Date Issued: 2021
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435045 , vital:73126 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter serves as a positioning paper for the chapters that follow in which different environment and sustainability knowledge foci will be explored in the South African Curriculum Assessment Policy Statements (CAPS). As a series of interconnected and cross-cutting complexities, environment and sustainability content knowledge has relevance for, and is widely distributed across, different phases and subjects in the school curriculum (see discussion of environmental content knowledge in Schudel and Lotz-Sisitka, Chapter 1; Lotz-Sisitka et al., Chapter 6; Msezane, Chapter 7). Knowledge that makes its way into education curricula and teaching is produced within the wider scientific context. Bernstein (2000), in his theory of the pedagogical device, refers to this as the ‘Field of Production’. A significant knowledge-producing community for sustainability concerns is the global change research community (international and national)(South Africa DST 2010). Examining their research outputs and discourses can provide important insights for the development of knowledge in what Bernstein names ‘regions’, where singular disciplines such as Science (eg climate sciences/biodiversity sciences/water sciences/health sciences), come together with other singular disciplines such as education. Bernstein suggests that a first level of knowledge recontextualisation in the Field of Production occurs in these regions (eg where environmental educators or science educators recontextualise the knowledge of scientists).
- Full Text:
- Date Issued: 2021
Teaching and learning for change: Education and sustainability in South Africa
- Schudel, Ingrid J, Songqwaru, Zintle, Tshiningayamwe, Sirkka, Lotz-Sisitka, Heila
- Authors: Schudel, Ingrid J , Songqwaru, Zintle , Tshiningayamwe, Sirkka , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/434971 , vital:73120 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Like many national curricula around the world, South Africa’s curriculum is rich in environment and sustainability content. Despite this, environmental teaching and learning can be challenging for educators. This comes at a time when Sustainable Development Goal 4 via Target 4.7 requires governments to integrate Education for Sustainable Development into national education systems. Teaching and Learning for Change is an exploration of how teachers and teacher educators engage environment and sustainability content knowledge, methods, and assessment practices – an exposition of quality education processes in support of ecological and social justice and sustainability. The chapters evolve from a ten-year research programme led out of the DSI/NRF SARChI Chair in Global Change and Social Learning Systems working with national partners in the Fundisa for Change programme and the UNESCO Sustainability Starts with Teachers programme. They show the integration of education for sustainable development in teacher professional development and curricula in schools in South Africa. They reveal how university-based researchers, teachers and teacher educators have made theoretically and contextually reasoned choices about their lives and their teaching in response to calls for a more sustainable world in which education must play a role. Teaching and Learning for Change will be of interest to education policymakers in government, advisors and educators in educational and environmental departments, NGOs and other institutions. It will also be of interest to teacher educators, teachers and researchers in education more generally, and environment and sustainability education specifically.
- Full Text:
- Date Issued: 2021
- Authors: Schudel, Ingrid J , Songqwaru, Zintle , Tshiningayamwe, Sirkka , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/434971 , vital:73120 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Like many national curricula around the world, South Africa’s curriculum is rich in environment and sustainability content. Despite this, environmental teaching and learning can be challenging for educators. This comes at a time when Sustainable Development Goal 4 via Target 4.7 requires governments to integrate Education for Sustainable Development into national education systems. Teaching and Learning for Change is an exploration of how teachers and teacher educators engage environment and sustainability content knowledge, methods, and assessment practices – an exposition of quality education processes in support of ecological and social justice and sustainability. The chapters evolve from a ten-year research programme led out of the DSI/NRF SARChI Chair in Global Change and Social Learning Systems working with national partners in the Fundisa for Change programme and the UNESCO Sustainability Starts with Teachers programme. They show the integration of education for sustainable development in teacher professional development and curricula in schools in South Africa. They reveal how university-based researchers, teachers and teacher educators have made theoretically and contextually reasoned choices about their lives and their teaching in response to calls for a more sustainable world in which education must play a role. Teaching and Learning for Change will be of interest to education policymakers in government, advisors and educators in educational and environmental departments, NGOs and other institutions. It will also be of interest to teacher educators, teachers and researchers in education more generally, and environment and sustainability education specifically.
- Full Text:
- Date Issued: 2021
Mapping epistemic cultures and learning potential of participants in citizen science projects
- Vallabh, Priya, Lotz-Sisitka, Heila, O'Donoghue, Rob B, Schudel, Ingrid J
- Authors: Vallabh, Priya , Lotz-Sisitka, Heila , O'Donoghue, Rob B , Schudel, Ingrid J
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/128939 , vital:36192 , https://doi.org/10.1111/cobi.12701
- Description: The ever-widening scope and range of global change and interconnected systemic risks arising from people–environment relationships (social‐ecological risks) appears to be increasing concern among, and involvement of, citizens in an increasingly diversified number of citizen science projects responding to these risks. We examined the relationship between epistemic cultures in citizen science projects and learning potential related to matters of concern. We then developed a typology of purposes and a citizen science epistemic‐cultures heuristic and mapped 56 projects in southern Africa using this framework. The purpose typology represents the range of knowledge‐production purposes, ranging from laboratory science to social learning, whereas the epistemic‐cultures typology is a relational representation of scientist and citizen participation and their approach to knowledge production. Results showed an iterative relationship between matters of fact and matters of concern across the projects; the nexus of citizens’ engagement in knowledge‐production activities varied. The knowledge‐production purposes informed and shaped the epistemic cultures of all the sampled citizen science projects, which in turn influenced the potential for learning within each project. Through a historical review of 3 phases in a long‐term river health‐monitoring project, we found that it is possible to evolve the learning curve of citizen science projects. This evolution involved the development of scientific water monitoring tools, the parallel development of pedagogic practices supporting monitoring activities, and situated engagement around matters of concern within social activism leading to learning‐led change. We conclude that such evolutionary processes serve to increase potential for learning and are necessary if citizen science is to contribute to wider restructuring of the epistemic culture of science under conditions of expanding social-ecological risk.
- Full Text:
- Date Issued: 2016
- Authors: Vallabh, Priya , Lotz-Sisitka, Heila , O'Donoghue, Rob B , Schudel, Ingrid J
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/128939 , vital:36192 , https://doi.org/10.1111/cobi.12701
- Description: The ever-widening scope and range of global change and interconnected systemic risks arising from people–environment relationships (social‐ecological risks) appears to be increasing concern among, and involvement of, citizens in an increasingly diversified number of citizen science projects responding to these risks. We examined the relationship between epistemic cultures in citizen science projects and learning potential related to matters of concern. We then developed a typology of purposes and a citizen science epistemic‐cultures heuristic and mapped 56 projects in southern Africa using this framework. The purpose typology represents the range of knowledge‐production purposes, ranging from laboratory science to social learning, whereas the epistemic‐cultures typology is a relational representation of scientist and citizen participation and their approach to knowledge production. Results showed an iterative relationship between matters of fact and matters of concern across the projects; the nexus of citizens’ engagement in knowledge‐production activities varied. The knowledge‐production purposes informed and shaped the epistemic cultures of all the sampled citizen science projects, which in turn influenced the potential for learning within each project. Through a historical review of 3 phases in a long‐term river health‐monitoring project, we found that it is possible to evolve the learning curve of citizen science projects. This evolution involved the development of scientific water monitoring tools, the parallel development of pedagogic practices supporting monitoring activities, and situated engagement around matters of concern within social activism leading to learning‐led change. We conclude that such evolutionary processes serve to increase potential for learning and are necessary if citizen science is to contribute to wider restructuring of the epistemic culture of science under conditions of expanding social-ecological risk.
- Full Text:
- Date Issued: 2016
Cultivating a scholarly community of practice
- Lotz-Sisitka, Heila, Ellery, Karen, Olvitt, Lausanne L, Schudel, Ingrid J, O'Donoghue, Rob B
- Authors: Lotz-Sisitka, Heila , Ellery, Karen , Olvitt, Lausanne L , Schudel, Ingrid J , O'Donoghue, Rob B
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69777 , vital:29579 , https://hdl.handle.net/10520/EJC15102
- Description: In the field of Environment and Sustainability Education we are seeking ways of developing our teaching and supervision practices to enable social changes in a rapidly transforming field of practice where global issues of truth, judgement, justice and sustainability define our engagements with the public good. This article explores the process of cultivating a scholarly community of practice as a model of supervision that not only engages scholars in an intellectual community oriented towards socio-ecological transformation, but also extends and enhances dialogue with individuals on the technical and theoretical aspects of their postgraduate studies.
- Full Text: false
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila , Ellery, Karen , Olvitt, Lausanne L , Schudel, Ingrid J , O'Donoghue, Rob B
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69777 , vital:29579 , https://hdl.handle.net/10520/EJC15102
- Description: In the field of Environment and Sustainability Education we are seeking ways of developing our teaching and supervision practices to enable social changes in a rapidly transforming field of practice where global issues of truth, judgement, justice and sustainability define our engagements with the public good. This article explores the process of cultivating a scholarly community of practice as a model of supervision that not only engages scholars in an intellectual community oriented towards socio-ecological transformation, but also extends and enhances dialogue with individuals on the technical and theoretical aspects of their postgraduate studies.
- Full Text: false
- Date Issued: 2010
Contextualising learning in Advanced Certificate in Education (Environmental Education) courses : synthesising contexts and experiences
- Lotz-Sisitka, Heila, Le Roux, Cheryl, Loubser, Callie, Schudel, Ingrid J, O'Donoghue, Rob B, Shallcross, Tony
- Authors: Lotz-Sisitka, Heila , Le Roux, Cheryl , Loubser, Callie , Schudel, Ingrid J , O'Donoghue, Rob B , Shallcross, Tony
- Date: 2008
- Language: English
- Type: Article
- Identifier: vital:21224 , http://hdl.handle.net/10962/7167 , http://0-hdl.handle.net.wam.seals.ac.za/10520/EJC32180
- Description: We report on experiences in the Advanced Certificate in Education (Environmental Education) courses of two South African universities, namely, Rhodes University and the University of South Africa. We focus specifically on the whole school approaches which were influenced by a project between these two universities and Manchester Metropolitan University. We illustrate how contextual profiling influenced the perspective or entry point from which the whole school message was approached in the ACE (EE) courses. Through illustrative examples from these two courses, we report on two different approaches to contextual profiling, starting by problematising an approach that relies solely on a priori contextual profiling. We then illustrate how this approach can be complemented by contextual profiling within courses and within context through situated learning processes.
- Full Text:
- Date Issued: 2008
- Authors: Lotz-Sisitka, Heila , Le Roux, Cheryl , Loubser, Callie , Schudel, Ingrid J , O'Donoghue, Rob B , Shallcross, Tony
- Date: 2008
- Language: English
- Type: Article
- Identifier: vital:21224 , http://hdl.handle.net/10962/7167 , http://0-hdl.handle.net.wam.seals.ac.za/10520/EJC32180
- Description: We report on experiences in the Advanced Certificate in Education (Environmental Education) courses of two South African universities, namely, Rhodes University and the University of South Africa. We focus specifically on the whole school approaches which were influenced by a project between these two universities and Manchester Metropolitan University. We illustrate how contextual profiling influenced the perspective or entry point from which the whole school message was approached in the ACE (EE) courses. Through illustrative examples from these two courses, we report on two different approaches to contextual profiling, starting by problematising an approach that relies solely on a priori contextual profiling. We then illustrate how this approach can be complemented by contextual profiling within courses and within context through situated learning processes.
- Full Text:
- Date Issued: 2008
Exploring the practical adequacy of the normative framework guiding South Africa’s National Curriculum Statement
- Lotz-Sisitka, Heila, Schudel, Ingrid J
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294386 , vital:57217 , xlink:href="https://doi.org/10.1080/13504620701284860"
- Description: This article examines the practical adequacy of the recent defining of a normative framework for the South African National Curriculum Statement that focuses on the relationship between human rights, social justice and a healthy environment. This politically framed and socially critical normative framework has developed in response to socio‐political and socio‐ecological histories in post‐apartheid curriculum transformation processes. The article critically considers the process of working with a normative framework in the defining of environmental education teaching and learning interactions, and seeks not only to explore the policy discourse critically, but also to explore what it is about the world that makes it work in different ways. Drawing on Sayer’s perspectives on the possibilities of enabling ‘situated universalism’ as a form of normative theory, and case‐based data from a teacher professional development programme in the Makana District (where the authors live and work), the article probes the relationship between the establishment of a ‘universalising’ normative framework to guide national curriculum, and situated engagements with this framework in/as democratic process. In this process it questions whether educators should adopt the ‘norms’ as presented by society and simply universalize and implement them as prescribed by curriculum statements, or whether educators should adopt the strategies of postmodernists and reduce normative frameworks to relations of power situated in particular contexts.
- Full Text:
- Date Issued: 2007
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294386 , vital:57217 , xlink:href="https://doi.org/10.1080/13504620701284860"
- Description: This article examines the practical adequacy of the recent defining of a normative framework for the South African National Curriculum Statement that focuses on the relationship between human rights, social justice and a healthy environment. This politically framed and socially critical normative framework has developed in response to socio‐political and socio‐ecological histories in post‐apartheid curriculum transformation processes. The article critically considers the process of working with a normative framework in the defining of environmental education teaching and learning interactions, and seeks not only to explore the policy discourse critically, but also to explore what it is about the world that makes it work in different ways. Drawing on Sayer’s perspectives on the possibilities of enabling ‘situated universalism’ as a form of normative theory, and case‐based data from a teacher professional development programme in the Makana District (where the authors live and work), the article probes the relationship between the establishment of a ‘universalising’ normative framework to guide national curriculum, and situated engagements with this framework in/as democratic process. In this process it questions whether educators should adopt the ‘norms’ as presented by society and simply universalize and implement them as prescribed by curriculum statements, or whether educators should adopt the strategies of postmodernists and reduce normative frameworks to relations of power situated in particular contexts.
- Full Text:
- Date Issued: 2007
Rhodes University EE and Sustainability Unit
- Lotz-Sisitka, Heila, Schudel, Ingrid J
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294423 , vital:57220 , xlink:href="https://doi.org/10.1177/097340820700100127"
- Description: In the early 1990s, in response to the emphasis laid on environment and development issues by the new South African Constitution, Rhodes University undertook several initiatives such as establishing the first Chair of Environmental Education (EE) in Africa. Another important initiative was the introduction of an open-entry participatory course for environmental educators. Owing to its flexible format and practice-based methodology, the course gained rapid popularity, necessitating the setting up of a Service Centre to help meet the increased demand. The Chair and the Service Centre have been providing a range of short courses in environment and sustainability education to professionals, and are today widely known as the Rhodes University Environmental Education and Sustainability Unit (RUEESU). The Unit offers PhD and Masters level programmes in EE, encourages meaningful research in key thematic areas, and is actively involved in publishing, and policy transformation. It also endeavours to define the role of Universities in enabling sustainability education.
- Full Text:
- Date Issued: 2007
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294423 , vital:57220 , xlink:href="https://doi.org/10.1177/097340820700100127"
- Description: In the early 1990s, in response to the emphasis laid on environment and development issues by the new South African Constitution, Rhodes University undertook several initiatives such as establishing the first Chair of Environmental Education (EE) in Africa. Another important initiative was the introduction of an open-entry participatory course for environmental educators. Owing to its flexible format and practice-based methodology, the course gained rapid popularity, necessitating the setting up of a Service Centre to help meet the increased demand. The Chair and the Service Centre have been providing a range of short courses in environment and sustainability education to professionals, and are today widely known as the Rhodes University Environmental Education and Sustainability Unit (RUEESU). The Unit offers PhD and Masters level programmes in EE, encourages meaningful research in key thematic areas, and is actively involved in publishing, and policy transformation. It also endeavours to define the role of Universities in enabling sustainability education.
- Full Text:
- Date Issued: 2007
‘Exploring the practical adequacy of the human rights, social justice, inclusivity and healthy environment policy discourse in South Africa’s National Curriculum Statement’
- Schudel, Ingrid J, Lotz-Sisitka, Heila
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391180 , vital:68629 , xlink:href="https://www.tandfonline.com/doi/full/10.1080/13504620701284860"
- Description: This article examines the practical adequacy of the recent defining of a normative framework for the South African National Curriculum Statement that focuses on the relationship between human rights, social justice and a healthy environment. This politically framed and socially critical normative framework has developed in response to socio-political and socio-ecological histories in postapartheid curriculum transformation processes. The article critically considers the process of working with a normative framework in the defining of environmental education teaching and learning interactions, and seeks not only to explore the policy discourse critically, but also to explore what it is about the world that makes it work in different ways. Drawing on Sayer’s perspectives on the possibilities of enabling ‘situated universalism’ as a form of normative theory, and case-based data from a teacher professional development programme in the Makana District (where the authors live and work), the article probes the relationship between the establishment of a ‘universalising’ normative framework to guide national curriculum, and situated engagements with this framework in/as democratic process. In this process it questions whether educators should adopt the ‘norms’ as presented by society and simply universalize and implement them as prescribed by curriculum statements, or whether educators should adopt the strategies of postmodernists and reduce normative frameworks to relations of power situated in particular contexts.
- Full Text:
- Date Issued: 2006
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391180 , vital:68629 , xlink:href="https://www.tandfonline.com/doi/full/10.1080/13504620701284860"
- Description: This article examines the practical adequacy of the recent defining of a normative framework for the South African National Curriculum Statement that focuses on the relationship between human rights, social justice and a healthy environment. This politically framed and socially critical normative framework has developed in response to socio-political and socio-ecological histories in postapartheid curriculum transformation processes. The article critically considers the process of working with a normative framework in the defining of environmental education teaching and learning interactions, and seeks not only to explore the policy discourse critically, but also to explore what it is about the world that makes it work in different ways. Drawing on Sayer’s perspectives on the possibilities of enabling ‘situated universalism’ as a form of normative theory, and case-based data from a teacher professional development programme in the Makana District (where the authors live and work), the article probes the relationship between the establishment of a ‘universalising’ normative framework to guide national curriculum, and situated engagements with this framework in/as democratic process. In this process it questions whether educators should adopt the ‘norms’ as presented by society and simply universalize and implement them as prescribed by curriculum statements, or whether educators should adopt the strategies of postmodernists and reduce normative frameworks to relations of power situated in particular contexts.
- Full Text:
- Date Issued: 2006
- «
- ‹
- 1
- ›
- »