Environment and sustainability education research as policy engagement: (re-) invigorating ‘politics as potentia’ in South Africa
- Lotz-Sisitka, Heila, Rosenberg, Eureta, Ramsarup, Presha
- Authors: Lotz-Sisitka, Heila , Rosenberg, Eureta , Ramsarup, Presha
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158230 , vital:40164 , https://0-doi.org.wam.seals.ac.za/10.1080/13504622.2020.1759511
- Description: Using a meta-review approach organized historically in relation to critical policy incidents, this paper critically reviews the process of developing and (re) invigorating Environment and Sustainability Education (ESE) (policy) research as ESE policy engagement over a 30+ year period in a rapidly transforming society, South Africa. It offers an example of long term policy-research meta-review in a context of policy flux. It adds to a body of international ESE policy studies that are seeking to understand and develop the ESE research/policy interface as this relation emerges under more complex conditions. In particular, we respond to the finding in the systematic review of ESE policy research undertaken by Aikens, McKenzie and Vaughter (2016) which reports a geographic under-representation of Africa (amongst other places) in ESE policy studies, and González-Gaudiano (2016, 118)’s insight that ESE policy research in current neo-liberally dominated political conditions and as political process, is essentially an “open, unsteady, incomplete, and relational process”.
- Full Text:
- Authors: Lotz-Sisitka, Heila , Rosenberg, Eureta , Ramsarup, Presha
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158230 , vital:40164 , https://0-doi.org.wam.seals.ac.za/10.1080/13504622.2020.1759511
- Description: Using a meta-review approach organized historically in relation to critical policy incidents, this paper critically reviews the process of developing and (re) invigorating Environment and Sustainability Education (ESE) (policy) research as ESE policy engagement over a 30+ year period in a rapidly transforming society, South Africa. It offers an example of long term policy-research meta-review in a context of policy flux. It adds to a body of international ESE policy studies that are seeking to understand and develop the ESE research/policy interface as this relation emerges under more complex conditions. In particular, we respond to the finding in the systematic review of ESE policy research undertaken by Aikens, McKenzie and Vaughter (2016) which reports a geographic under-representation of Africa (amongst other places) in ESE policy studies, and González-Gaudiano (2016, 118)’s insight that ESE policy research in current neo-liberally dominated political conditions and as political process, is essentially an “open, unsteady, incomplete, and relational process”.
- Full Text:
Transformative learning and individual adaptation
- Kronlid, David O, Lotz-Sisitka, Heila
- Authors: Kronlid, David O , Lotz-Sisitka, Heila
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437147 , vital:73347 , ISBN 978-1-137-42804-2 , https://doi.org/10.1057/9781137428042_4
- Description: The first part of this chapter explores learning as a Capability to transformatively engage with the world in a climate change context. It draws on previous work that shows that modern as well as indigenous knowledge systems are being affected by climate change. There is no doubt that for societies to adapt to climate change, there is a need for substantive transformative learning, as people everywhere will need to learn new values, practices, relations, and new ways of being and becoming. Such learning on a societal scale has occurred before—as humans adapted to the emergence of the Industrial Revolu-tion, for example. However, the transformation in the climate change adaptation context in many ways is in response to maladaptations that emerged from previous massive societal transformation processes, making this complex to navigate. It is also well known that climate change is leaving many people insecure and highly vulnerable to climate change impacts; it is affecting us all, but the impacts are uneven (Field et al. 2014), requiring different kinds of transformative learning processes in different places and contexts. In this chapter, we therefore propose that, under climate change conditions, we view learning as a key Capability in climate adaptation contexts.
- Full Text:
- Authors: Kronlid, David O , Lotz-Sisitka, Heila
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437147 , vital:73347 , ISBN 978-1-137-42804-2 , https://doi.org/10.1057/9781137428042_4
- Description: The first part of this chapter explores learning as a Capability to transformatively engage with the world in a climate change context. It draws on previous work that shows that modern as well as indigenous knowledge systems are being affected by climate change. There is no doubt that for societies to adapt to climate change, there is a need for substantive transformative learning, as people everywhere will need to learn new values, practices, relations, and new ways of being and becoming. Such learning on a societal scale has occurred before—as humans adapted to the emergence of the Industrial Revolu-tion, for example. However, the transformation in the climate change adaptation context in many ways is in response to maladaptations that emerged from previous massive societal transformation processes, making this complex to navigate. It is also well known that climate change is leaving many people insecure and highly vulnerable to climate change impacts; it is affecting us all, but the impacts are uneven (Field et al. 2014), requiring different kinds of transformative learning processes in different places and contexts. In this chapter, we therefore propose that, under climate change conditions, we view learning as a key Capability in climate adaptation contexts.
- Full Text:
- «
- ‹
- 1
- ›
- »