A laminated, emergentist view of skills ecosystems
- Ramsarup, Presha, Lotz-Sisitka, Heila, McGrath, Simon
- Authors: Ramsarup, Presha , Lotz-Sisitka, Heila , McGrath, Simon
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370074 , vital:66295 , xlink:href="https://doi.org/10.1080/14767430.2022.2145768"
- Description: In this paper we present a model of vocational education and training (VET) that can be used to guide decisions relating to VET in Africa today. This model takes the critique of the neoclassical, neoliberal model of VET as its starting point. Guided by Bhaskar's Critical Naturalism, we use immanent critique to consider the adequacy of proposed alternatives to the neoclassical approach, such as: the heterodox approach, which foregrounds explanations based on human capital and political economy; and Hodgson and Spours' social ecosystem model, which addresses some of the limitations of the heterodox account by including, social and ecosystem elements. Finally, we offer a version of the social ecosystem model that, according to our analysis, explains more of the empirical evidence than previous models. Our version of the social ecosystem model differs from earlier versions in terms of its explicit reference to the critical realist ideas of position- practices and emergence.
- Full Text:
- Authors: Ramsarup, Presha , Lotz-Sisitka, Heila , McGrath, Simon
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370074 , vital:66295 , xlink:href="https://doi.org/10.1080/14767430.2022.2145768"
- Description: In this paper we present a model of vocational education and training (VET) that can be used to guide decisions relating to VET in Africa today. This model takes the critique of the neoclassical, neoliberal model of VET as its starting point. Guided by Bhaskar's Critical Naturalism, we use immanent critique to consider the adequacy of proposed alternatives to the neoclassical approach, such as: the heterodox approach, which foregrounds explanations based on human capital and political economy; and Hodgson and Spours' social ecosystem model, which addresses some of the limitations of the heterodox account by including, social and ecosystem elements. Finally, we offer a version of the social ecosystem model that, according to our analysis, explains more of the empirical evidence than previous models. Our version of the social ecosystem model differs from earlier versions in terms of its explicit reference to the critical realist ideas of position- practices and emergence.
- Full Text:
Transforming Education for Sustainable Futures: Intersecting dynamics of food, water, livelihoods and education in the COVID-19 pandemic
- Velempini, Kgosietsile, Lotz-Sisitka, Heila, Kulundu, Injairu, Maqwelane, Lwanda, James, Anna, Mphepo, Gibson Y, Dyantyi, Phila, Kunkwenza, Esthery
- Authors: Velempini, Kgosietsile , Lotz-Sisitka, Heila , Kulundu, Injairu , Maqwelane, Lwanda , James, Anna , Mphepo, Gibson Y , Dyantyi, Phila , Kunkwenza, Esthery
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389903 , vital:68494 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/211392"
- Description: Since 2019, the COVID-19 pandemic has posed challenges to but also highlighted the urgent need for transforming education for sustainable futures. The purpose of this article is to share insights gained from a southern African study on intersecting influences of water, food, livelihoods and education, and what they mean for Education for Sustainable Development going forward. The interest is to learn from this study in ways that can inform transformation of education for sustainable futures in southern Africa going forward. The study involved a number of early career researchers in SADC countries, and was conducted via an online approach during the early days of the pandemic. It followed a qualitative research design, employed document analysis, interviews and questionnaires, and drew on a systems perspective to inform analysis. The findings are as relevant today as they were in the pandemic, and point to the importance of giving attention to intersecting issues that affect education. The study highlights six transformative praxis pathways for transforming education for sustainable futures.
- Full Text:
- Authors: Velempini, Kgosietsile , Lotz-Sisitka, Heila , Kulundu, Injairu , Maqwelane, Lwanda , James, Anna , Mphepo, Gibson Y , Dyantyi, Phila , Kunkwenza, Esthery
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389903 , vital:68494 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/211392"
- Description: Since 2019, the COVID-19 pandemic has posed challenges to but also highlighted the urgent need for transforming education for sustainable futures. The purpose of this article is to share insights gained from a southern African study on intersecting influences of water, food, livelihoods and education, and what they mean for Education for Sustainable Development going forward. The interest is to learn from this study in ways that can inform transformation of education for sustainable futures in southern Africa going forward. The study involved a number of early career researchers in SADC countries, and was conducted via an online approach during the early days of the pandemic. It followed a qualitative research design, employed document analysis, interviews and questionnaires, and drew on a systems perspective to inform analysis. The findings are as relevant today as they were in the pandemic, and point to the importance of giving attention to intersecting issues that affect education. The study highlights six transformative praxis pathways for transforming education for sustainable futures.
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What’s in a conference theme?: Some reflections on critical realist research and its emergence in Africa over a period of 20+ years
- Authors: Lotz-Sisitka, Heila
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370739 , vital:66372 , xlink:href="https://doi.org/10.1080/14767430.2023.2146923"
- Description: In keeping with the 2021 IACR Conference theme (Re) Envisaging Emancipatory Research, Science and Practice, this paper reviews over fifty instances of critical realist research in Africa which have sought to establish emancipatory research praxis by using critical realism to underlabour a range of applied studies in a diversity of disciplines and countries. The initiators of this research have been drawn to critical realism for several reasons, most notably its return to ontology, its interest in transformed, transformative praxis, and its potential for addressing knowledge and experiences exclusions. The paper ends with a reflection on ‘What's in a Conference Theme', returning to the earlier 2012 IACR conference hosted in Africa, and the 2021 conference’s focus on emancipatory research. It argues both for the deepening of conversations between critical realism and Africana Critical Theory; and for the grounding of these conversations in the voices and power of the people in our communities
- Full Text:
- Authors: Lotz-Sisitka, Heila
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370739 , vital:66372 , xlink:href="https://doi.org/10.1080/14767430.2023.2146923"
- Description: In keeping with the 2021 IACR Conference theme (Re) Envisaging Emancipatory Research, Science and Practice, this paper reviews over fifty instances of critical realist research in Africa which have sought to establish emancipatory research praxis by using critical realism to underlabour a range of applied studies in a diversity of disciplines and countries. The initiators of this research have been drawn to critical realism for several reasons, most notably its return to ontology, its interest in transformed, transformative praxis, and its potential for addressing knowledge and experiences exclusions. The paper ends with a reflection on ‘What's in a Conference Theme', returning to the earlier 2012 IACR conference hosted in Africa, and the 2021 conference’s focus on emancipatory research. It argues both for the deepening of conversations between critical realism and Africana Critical Theory; and for the grounding of these conversations in the voices and power of the people in our communities
- Full Text:
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