Case Studies for UNECCC, UNESCO and CEE The COPART Climate Train
- Authors: McGarry, Dylan K
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391120 , vital:68622 , xlink:href="https://eeasa.org.za/wp-content/uploads/2017/05/EEASA-Bullitin-2016_18-July-issue-42.pdf"
- Description: To create a listening and educational platform that used various disciplines to understand the impact of Climate Change across South Africa. The objective was to create a multigenre educational space for citizens of South Africa as a means to participate in Climate discussions as an alternative to the COP17 negotiations held in South Africa at the time.
- Full Text:
- Date Issued: 2016
- Authors: McGarry, Dylan K
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391120 , vital:68622 , xlink:href="https://eeasa.org.za/wp-content/uploads/2017/05/EEASA-Bullitin-2016_18-July-issue-42.pdf"
- Description: To create a listening and educational platform that used various disciplines to understand the impact of Climate Change across South Africa. The objective was to create a multigenre educational space for citizens of South Africa as a means to participate in Climate discussions as an alternative to the COP17 negotiations held in South Africa at the time.
- Full Text:
- Date Issued: 2016
Co-designing research on transgressive learning in times of climate change
- Lotz-Sisitka, Heila, Ali, Million B, Mphepho, Gibson, Chaves, Martha, Macintyre, Thomas, Pesanayi, Tichaona V, Wals, Arjen E, Mukute, Mutizwa, Kronlid, David O, Tran, Duc, Joon, Deepika, McGarry, Dylan K
- Authors: Lotz-Sisitka, Heila , Ali, Million B , Mphepho, Gibson , Chaves, Martha , Macintyre, Thomas , Pesanayi, Tichaona V , Wals, Arjen E , Mukute, Mutizwa , Kronlid, David O , Tran, Duc , Joon, Deepika , McGarry, Dylan K
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182472 , vital:43833 , xlink:href="https://doi.org/10.1016/j.cosust.2016.04.004"
- Description: This paper reflects on the epistemological context for the co-design of a research programme on transformative, transgressive learning emerging at the nexus of climate change, water and food security, energy and social justice. It outlines a sequence of learning actions that we, as a group of collaborating partners in a Transformative Knowledge Network (TKN) undertook to co-design a research programme, firstly in situ in various case study contexts, and secondly together across case study contexts. Finally, it provides some reflections and learning points.
- Full Text:
- Date Issued: 2016
- Authors: Lotz-Sisitka, Heila , Ali, Million B , Mphepho, Gibson , Chaves, Martha , Macintyre, Thomas , Pesanayi, Tichaona V , Wals, Arjen E , Mukute, Mutizwa , Kronlid, David O , Tran, Duc , Joon, Deepika , McGarry, Dylan K
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182472 , vital:43833 , xlink:href="https://doi.org/10.1016/j.cosust.2016.04.004"
- Description: This paper reflects on the epistemological context for the co-design of a research programme on transformative, transgressive learning emerging at the nexus of climate change, water and food security, energy and social justice. It outlines a sequence of learning actions that we, as a group of collaborating partners in a Transformative Knowledge Network (TKN) undertook to co-design a research programme, firstly in situ in various case study contexts, and secondly together across case study contexts. Finally, it provides some reflections and learning points.
- Full Text:
- Date Issued: 2016
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