Climate responsive innovation within the agricultural curriculum and learning system
- Authors: Van Staden, Wilma
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389744 , vital:68479 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/186598"
- Description: The purpose of this paper is to outline the climate responsive innovation process within the agricultural innovation system of the North West Province, South Africa. The focus was on the embedded curriculum and learning activity system and its responses to social-ecological and earth system changes influenced by climate change. It outlines the barriers and processes hampering curriculum and learning innovations towards climate-smart responsiveness, and also examines the processes required to initiate micro and macro innovations. This paper focusses on how actors within the system can initiate curriculum innovation and climate responsiveness through micro innovations when supported and how this can lead to macro innovations. The system experienced various barriers during the innovation process and overcame many challenges during the journey towards climate-smart responsiveness through the identification of contradictions within the system, developing tools to assist in the transitioning process and expansion in the social-spatial dimension by establishing a learning network within the surrounding communities. The research indicated that the catalysing of the curriculum and learning system required specific tools, time and the understanding of the importance of micro-level innovation.
- Full Text:
- Date Issued: 2020
- Authors: Van Staden, Wilma
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389744 , vital:68479 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/186598"
- Description: The purpose of this paper is to outline the climate responsive innovation process within the agricultural innovation system of the North West Province, South Africa. The focus was on the embedded curriculum and learning activity system and its responses to social-ecological and earth system changes influenced by climate change. It outlines the barriers and processes hampering curriculum and learning innovations towards climate-smart responsiveness, and also examines the processes required to initiate micro and macro innovations. This paper focusses on how actors within the system can initiate curriculum innovation and climate responsiveness through micro innovations when supported and how this can lead to macro innovations. The system experienced various barriers during the innovation process and overcame many challenges during the journey towards climate-smart responsiveness through the identification of contradictions within the system, developing tools to assist in the transitioning process and expansion in the social-spatial dimension by establishing a learning network within the surrounding communities. The research indicated that the catalysing of the curriculum and learning system required specific tools, time and the understanding of the importance of micro-level innovation.
- Full Text:
- Date Issued: 2020
From academic to political rigour: Insights from the ‘Tarot’ of transgressive research
- Temper, Leah, McGarry, Dylan K, Weber, Lena
- Authors: Temper, Leah , McGarry, Dylan K , Weber, Lena
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/390629 , vital:68570 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/186598"
- Description: The role of science and knowledge production is at a crossroads, as societal transformation calls for challenging dominant forms of knowledge production that have contributed to marginalizing other ways of knowing. This presents a challenge to mainstream science and invites a deeper reflection on our roles as scientists and exploration of alternative engaged, post-normal and activist approaches to research. This paper examines the diverse ways researchers are meeting this challenge. Employing the device of the Tarot deck we describe seven “characters” to illustrate the variety of roles and approaches that trans-disciplinary, transformative, transgressive and activist researchers are engaging in. These characters are used to introduce and develop the concept of political rigour as a means of expanded academic rigour in new emancipatory scientific paradigms. We demonstrate how these Tarot characters can be used as an activity for collective and personal reflexivity and propose ten principles that frequently emerge in a ‘political’ peer review process. We argue that the insights emerging from these strands of radical, critical, engaged and applied forms of scholarship, can significantly improve the understanding of what a “transformative knowledge paradigm” may look like in practice and how it can be mobilized for social change and environmental justice.
- Full Text:
- Date Issued: 2019
- Authors: Temper, Leah , McGarry, Dylan K , Weber, Lena
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/390629 , vital:68570 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/186598"
- Description: The role of science and knowledge production is at a crossroads, as societal transformation calls for challenging dominant forms of knowledge production that have contributed to marginalizing other ways of knowing. This presents a challenge to mainstream science and invites a deeper reflection on our roles as scientists and exploration of alternative engaged, post-normal and activist approaches to research. This paper examines the diverse ways researchers are meeting this challenge. Employing the device of the Tarot deck we describe seven “characters” to illustrate the variety of roles and approaches that trans-disciplinary, transformative, transgressive and activist researchers are engaging in. These characters are used to introduce and develop the concept of political rigour as a means of expanded academic rigour in new emancipatory scientific paradigms. We demonstrate how these Tarot characters can be used as an activity for collective and personal reflexivity and propose ten principles that frequently emerge in a ‘political’ peer review process. We argue that the insights emerging from these strands of radical, critical, engaged and applied forms of scholarship, can significantly improve the understanding of what a “transformative knowledge paradigm” may look like in practice and how it can be mobilized for social change and environmental justice.
- Full Text:
- Date Issued: 2019
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