Transformative Learning for Teacher Educators: Making sense of Education for Sustainable Development (ESD) policy emphasis on transformative education
- 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
Assessing the impact of the expanded Global Gag Rule in South Africa
- Authors: du Plessis, Ulandi , Sofika, Dumisa , Macleod, Catriona I , Mthethwa, Thobile
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/434306 , vital:73047 , ISBN Report , https://www.ru.ac.za/media/rhodesuniversity/content/criticalstudiesinsexualitiesandreproduction/documents/IWHC_Report.pdf
- Description: South Africa has one of the most progressive abortion laws in the world and as the constitution states, South Africans also have “the right to make deci-sions concerning reproduction”(Constitution of the Republic of South Africa, 1996). Alongside being a free service, this should seemingly translate into accessible country-wide abortion services. However, less than one in ten public clinics actually perform abortions (Amnesty International, 2017). One of the main reasons for this has been the failure, on the part of the Depart-ment of Health, to regulate conscientious objection, ie the right of a healthcare worker to refuse to provide a service against which they are mor-ally opposed. Another reason is a lack of resources, in terms of both health professionals and finances, which manifest particularly in rural areas. As a result, women who are considering abortion either turn to illegal providers whose advertisements are scattered around towns, or towards private ser-vice providers such as Marie Stopes. Both options are usually costly, espe-cially to poor women. And illegal backstreet abortions often result in sepsis and infection. Recent data on abortion services in South Africa indicate that between 2016 and 2017, 20% of all abortions performed on women aged between 15-44 years were provided by the public health sector, while 26% and 54% of abortions were performed by illegal providers and the private health sector respectively (Lince-Deroche et al., 2018).
- Full Text:
- Date Issued: 2019