Review of a Course-supported Design Research Intervention Process for the Inclusion of Education for Sustainable Development in School Subject Disciplines
- O’Donoghue, R, Misser, Shanu, Snow-Macleod, Janet
- Authors: O’Donoghue, R , Misser, Shanu , Snow-Macleod, Janet
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435180 , vital:73136 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
- Full Text:
- Date Issued: 2021
- Authors: O’Donoghue, R , Misser, Shanu , Snow-Macleod, Janet
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435180 , vital:73136 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
- Full Text:
- Date Issued: 2021
Supporting Student Teachers to Teach Catchment and River Management in Geography
- Authors: Heath, Gavin , O’Donoghue, R
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435167 , vital:73135 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The inclusion of new environmental knowledge in the South African Geography Curriculum and Assessment Policy Statement (CAPS) has meant that many student teachers are unprepared to teach a systemic process like catchment and river management, which concerns the management of water catchment basins and the rivers within. New environ-mental knowledge, by definition, involves systems thinking towards a grasp of social-ecological systems, notably cause and effect processes, and circularity within a system. A so-cial-ecological system is the complex relationship between the social and ecological processes on a parcel of land. The need for such systems thinking is implicit in the catchment and river management component of the CAPS (South Africa DBE 2011). The teaching of a case study of a catchment management system (which is the management system that governs a water catchment basin) has never been included in any previous curriculum. Water management has devel-oped on a widening scale into the 21st century in South Afri-ca, but there was little comprehensive data on catchment management systems until 2017. It was only in July 2017 that a draft catchment management strategy was published. Hence it is not surprising that no curriculum case studies ex-ist since there was no data to base them on (Meissner et al. 2017). An internet search in June 2020 uncovered no trace of any catchment management strategy for the more densely populated and, arguably, more significant eastern catch-ments of the country.
- Full Text:
- Date Issued: 2021
- Authors: Heath, Gavin , O’Donoghue, R
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435167 , vital:73135 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The inclusion of new environmental knowledge in the South African Geography Curriculum and Assessment Policy Statement (CAPS) has meant that many student teachers are unprepared to teach a systemic process like catchment and river management, which concerns the management of water catchment basins and the rivers within. New environ-mental knowledge, by definition, involves systems thinking towards a grasp of social-ecological systems, notably cause and effect processes, and circularity within a system. A so-cial-ecological system is the complex relationship between the social and ecological processes on a parcel of land. The need for such systems thinking is implicit in the catchment and river management component of the CAPS (South Africa DBE 2011). The teaching of a case study of a catchment management system (which is the management system that governs a water catchment basin) has never been included in any previous curriculum. Water management has devel-oped on a widening scale into the 21st century in South Afri-ca, but there was little comprehensive data on catchment management systems until 2017. It was only in July 2017 that a draft catchment management strategy was published. Hence it is not surprising that no curriculum case studies ex-ist since there was no data to base them on (Meissner et al. 2017). An internet search in June 2020 uncovered no trace of any catchment management strategy for the more densely populated and, arguably, more significant eastern catch-ments of the country.
- Full Text:
- Date Issued: 2021
How are learning and training environments transforming with ESD
- O’Donoghue, R, Taylor, Jim, Venter, V
- Authors: O’Donoghue, R , Taylor, Jim , Venter, V
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436718 , vital:73295 , ISBN 978-92-3-100244-1 , https://unesdoc.unesco.org/ark:/48223/pf0000261445
- Description: Action Area 2 of the Global Action Programme (GAP) on Edu-cation for Sustainable Development calls for the transformation of education and training environments1. This transformation can be interpreted in terms of changes in learning environ-ments brought about by the inclusion of ESD in education and training initiatives. This includes the integration of learning-led change found in whole-school approaches that emphasize in-clusive school governance, pedagogy and sustainable cam-pus management, as well as cooperation with partners and broader communities. These approaches are changing learn-ing environments in significant ways.
- Full Text:
- Date Issued: 2018
- Authors: O’Donoghue, R , Taylor, Jim , Venter, V
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436718 , vital:73295 , ISBN 978-92-3-100244-1 , https://unesdoc.unesco.org/ark:/48223/pf0000261445
- Description: Action Area 2 of the Global Action Programme (GAP) on Edu-cation for Sustainable Development calls for the transformation of education and training environments1. This transformation can be interpreted in terms of changes in learning environ-ments brought about by the inclusion of ESD in education and training initiatives. This includes the integration of learning-led change found in whole-school approaches that emphasize in-clusive school governance, pedagogy and sustainable cam-pus management, as well as cooperation with partners and broader communities. These approaches are changing learn-ing environments in significant ways.
- Full Text:
- Date Issued: 2018
Situated learning in relation to human conduct and social-ecological change
- Authors: O’Donoghue, R
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436278 , vital:73254 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_2
- Description: This chapter traces how education has developed to provide orientation in a modern world that is characterised by emerging risk. It examines how ESD initially developed as a modernist process to enable social reorientation and has been centred on problem-solving engagement in relation to issues and risk. The intractable complexity of most social-ecological problems has meant that change-orientated and transformative imagi-naries arising in learning are not easily realised in tangible change to resolve the problems at hand. The chapter thus poses the question, “Is ESD as situated learning with trans-gressive social-ecological reorientation possible?” To address this question, the study reviews ESD as a reflexive social process in modernity and tracks some of the expansive trajectories in the developing field over the last 10 years of the UN Decade of Education for Sustainable Development in Southern Africa.
- Full Text:
- Date Issued: 2017
- Authors: O’Donoghue, R
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436278 , vital:73254 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_2
- Description: This chapter traces how education has developed to provide orientation in a modern world that is characterised by emerging risk. It examines how ESD initially developed as a modernist process to enable social reorientation and has been centred on problem-solving engagement in relation to issues and risk. The intractable complexity of most social-ecological problems has meant that change-orientated and transformative imagi-naries arising in learning are not easily realised in tangible change to resolve the problems at hand. The chapter thus poses the question, “Is ESD as situated learning with trans-gressive social-ecological reorientation possible?” To address this question, the study reviews ESD as a reflexive social process in modernity and tracks some of the expansive trajectories in the developing field over the last 10 years of the UN Decade of Education for Sustainable Development in Southern Africa.
- Full Text:
- Date Issued: 2017
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