Participatory data collection
- Authors: de Vos, Alta , Preiser, Rika , Masterson, Vanessa A
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433842 , vital:73004 , ISBN 9781000401516 , https://library.oapen.org/handle/20.500.12657/49560
- Description: Participatory mapping (direct-to-digital participatory mapping, 3D-participatory mapping, participatory GIS), photovoice, transect walks, ranking exercises, focus group discussions, Venn diagrams, matrix scoring, ecograms, timelines, Q-methodology, community mapping, participatory videography, photo elicitation, seasonal calendars, participatory action research, participatory rural appraisal, participant observation, arts-based methods.
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- Date Issued: 2021
Review of a Course-supported Design Research Intervention Process for the Inclusion of Education for Sustainable Development in School Subject Disciplines
- 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.
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- Date Issued: 2021
Scenario development
- Authors: Hichert, Tanya , Biggs, Reinette , de Vos, Alta , Peterson, Garry
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433857 , vital:73005 , ISBN 9781000401516 , https://library.oapen.org/handle/20.500.12657/49560
- Description: Scenario development connects to various other methods, but in particular to futures analysis (Chapter 10) as it is also regarded as a futures analysis method. It warrants a separate chapter in addition to the other futures analysis methods (described in Chapter 10) because of its importance and widespread use. Scenario development also connects to facilitated dialogues (Chapter 9), serious games (Chapter 12), participatory modelling and planning (Chapter 13), dynamical systems modelling (Chapter 26) and agent-based modelling (Chapter 28).
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- Date Issued: 2021
Strengthening Environment and Sustainability Subject Knowledge Curriculum Challenges and Opportunities
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435045 , vital:73126 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter serves as a positioning paper for the chapters that follow in which different environment and sustainability knowledge foci will be explored in the South African Curriculum Assessment Policy Statements (CAPS). As a series of interconnected and cross-cutting complexities, environment and sustainability content knowledge has relevance for, and is widely distributed across, different phases and subjects in the school curriculum (see discussion of environmental content knowledge in Schudel and Lotz-Sisitka, Chapter 1; Lotz-Sisitka et al., Chapter 6; Msezane, Chapter 7). Knowledge that makes its way into education curricula and teaching is produced within the wider scientific context. Bernstein (2000), in his theory of the pedagogical device, refers to this as the ‘Field of Production’. A significant knowledge-producing community for sustainability concerns is the global change research community (international and national)(South Africa DST 2010). Examining their research outputs and discourses can provide important insights for the development of knowledge in what Bernstein names ‘regions’, where singular disciplines such as Science (eg climate sciences/biodiversity sciences/water sciences/health sciences), come together with other singular disciplines such as education. Bernstein suggests that a first level of knowledge recontextualisation in the Field of Production occurs in these regions (eg where environmental educators or science educators recontextualise the knowledge of scientists).
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- 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.
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- Date Issued: 2021
Synthesis and emerging frontiers in social-ecological systems research methods
- Authors: Schluter, Maja , Biggs, Reinette , Clements, Hayley , de Vos, Alta , Maciejewski, Kristine , Preiser, Rika
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433887 , vital:73007 , ISBN 9781000401516 , https://library.oapen.org/handle/20.500.12657/49560
- Description: Social-ecological systems (SES) research is a rapidly emerging new research domain within the broader emerging area of sustainability science. It is largely a problem-driven and action-oriented field, motivated by the immense sustainability and equity-related challenges facing society (see Chapter 1). Social-ecological systems research is based on an understanding that SES are complex adaptive systems (CAS), where social and ecological dynamics are deeply intertwined, and give rise to features and problems that cannot be understood or addressed by studying these dimensions in isolation (see Chapter 2). The field draws on and combines methods from both natural and social sciences, and combines quantitative and qualitative approaches. As such, SES research is characterised by epistemological and methodological pluralism, which is challenging for those entering the field and has complex implications for the research process, methods and ethical considerations to be taken into account in SES research (see Chapter 3). This book aims to clarify and synthesise this plurality by providing an introduction to SES research (Part 1), and the diversity of methods currently used in the field (Part 2). The aim of this final chapter (Part 3) is to provide a synthesis of the current landscape of SES methods, critically reflect on the methods with respect to their ability to address systemic features of SES and discuss some of the most common methodological challenges associated with the complex adaptive and intertwined nature of SES. Based on this synthesis, we identify methodological gaps and discuss novel methods and method combinations that may help to address these gaps and move the field forward.
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- Date Issued: 2021
Teacher Contexts as Amplifiers and Filters to Environmental Pedagogical Content Knowledge within a Professional Development System
- Authors: Brundit, Susan , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435141 , vital:73133 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The chapter draws on the contextual work underpinning a broader study that aimed to understand how environmental pedagogical content knowledge is supported and constructed in the Fundisa for Change teacher professional development (TPD) courses (Brundrit 2018). Necessary to this was an understanding of the contextual realities (amplifiers and filters) of the system in which the course occurs, leading to the question: How do school and classroom contexts act to amplify and filter the environmental pedagogical content knowledge learning of teachers in a teacher professional development programme?.
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- Date Issued: 2021
Teacher Professional Development in Environment and Sustainability Education
- Authors: Songqwaru, Zintle , Tshiningayamwe, Sirkka
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435248 , vital:73142 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: No education policy, no matter how well designed, can succeed without a teacher (Sanyal 2013). Additionally, a change in policy alone is not sufficient to improve an education system (Livingstone 2012), no matter how well meaning. The quality of teachers’ professional practices determines to some extent the quality of teaching and learning in the schooling sector. Teacher quality, and not only teacher supply, is important for learning; hence, teacher professional development should be a priority in all education and development strategies (Unesco 2015a).
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- Date Issued: 2021
The need for an urban ecology of the Global South
- Authors: Shackleton, Charlie M , Cilliers, Sarel S , du Toit, Marie J , Davoren, Elandre
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433744 , vital:72998 , ISBN 978-3-030-67650-6 , https://doi.org/10.1007/978-3-030-67650-6_1
- Description: Urban ecology is a key discipline in guiding urban development, sustainability and consequently human wellbeing. However, most urban ecological research has, and continues to be, undertaken in the Global North, and thus urban ecological methods, principles and frameworks are dominated by contributions and understandings from the Global North. However, there are a multitude of local- and national-scale contextual differences between the Global North and the Global South that limit or question the universal application of Global North perspectives and knowledge. This chapter lays the foundation for the rest of the book in two ways. First, it explores the development and definitions of the terms ‘urban ecology’ and ‘Global South’. Second, it presents the major biophysical and socio-economic contextual characteristics of Global South towns and cities that differentiate them from those in the Global North. These contextual differences need to be accounted for in urban ecological research, theory and application towards the development of an urban ecology that is more relevant for the Global South, and when conjoined with understandings from the Global North allow for the exploration and development of truly universal urban ecology principles and frameworks.
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- Date Issued: 2021
The politics of postgraduate education: supervising in a troubled world
- Authors: McKenna, Sioux
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434502 , vital:73069 , ISBN 9781991201225 , https://www.google.co.za/books/edition/The_Global_Scholar/KvQ3EAAAQBAJ?hl=enandgbpv=0
- Description: In our rapidly globalising world, "the global scholar" is a key concept for reimagining the roles of academics at the nexus of the global and the local. This book critically explores the implications of the concept for understanding postgraduate studies and supervision. It uses three conceptual lenses - "horizon", "currency" and "trajec-tory" - to organise the thirteen chapters, concluding with a reflection on the implica-tions of Covid-19 for postgraduate studies and supervision. Authors bring their perspectives on the global scholar from a variety of contexts, including South Afri-ca, Australia, the United States, the United Kingdom, Chile, Germany, Cyprus, Kenya and Israel. They explore issues around policy, research and practice, sharing a con-cern with the relation between the local and the global, and a passion for advancing postgraduate studies and supervision.
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- Date Issued: 2021
The practice and design of social-ecological systems research
- Authors: de Vos, Alta , Maciejewski, Kristine , Bodin, Orjan , Norstrom, Albert , Schluter, Maja , Tengo, Maria
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433826 , vital:73003 , ISBN 9781000401516 , https://library.oapen.org/handle/20.500.12657/49560
- Description: Studying social-ecological systems (SES) can be a challenging task, as explained in Chapter 2. Phenomena of interest and characteristics of SES research result from both social and ecological processes, and complicated feedback dynamics blur the distinction between cause and effect (Young et al. 2006). Furthermore, multiple causal processes may be operating simultaneously, outcomes are strongly influenced by the system’s context and it is difficult to determine system boundaries (Bodin and Prell 2011).
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- Date Issued: 2021
Theorising Active Learning–A Historical Analysis
- Authors: Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435072 , vital:73128 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: There is no definitive or consensual Education for Sustainable Development (ESD) pedagogy but there is a suite of techniques which, if examined, will reveal similar features and principles. For example, in its ESD sourcebook, Unesco (2012) highlights pedagogies featuring question-orientated, analytical, critical and decisive skills, as well as relational pedagogies with features such as learner-centredness and participation. In its later Roadmap for Implementing the Global Action Programme for Education for Sustainable Development, Unesco calls for pedagogies that support the designing of ‘teaching and learning in an interactive, learner-centred way that enables exploratory, action-oriented and transformative learning’ (Unesco 2014: 12). An international collaborative group–ESD Expert-Net–highlighted the ‘active’ element of ESD arguing that ‘action’ or ‘doing’ elements of learning have traditionally been neglected, and that if ESD practice is to address local and global challenges ‘a strong action component’ is needed (Hoffmann and Rajeswari nd: 9). The notion of ‘active learning’has been of central interest in the Fundisa for Change project. This chapter describes its trajectory of development and use in South African ESD by outlining core features and principles for active learning. This is with a view to positioning the further chapters in this section of the book in relation to national and international research that has influenced the approach of Fundisa for Change. The chapter also serves to inform international interests in active learning.
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- Date Issued: 2021
Urban ecosystem disservices in the Global South
- Authors: Davoren, Elandre , Shackleton, Charlie M
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433780 , vital:73000 , ISBN 978-3-030-67650-6 , https://doi.org/10.1007/978-3-030-67650-6_11
- Description: As much as people benefit from the ecosystem services provided by nature, ecosystem disservices also impact daily lives. This is especially true for many urban communities in the Global South due to (1) the often greater diversity of ecosystem disservices and (2) higher vulnerabilities, which together can lead to greater impacts of ecosystem disservices in many Global South settings. This chapter provides an overview of the current understandings of urban ecosystem disservices and their assessment and management with an emphasis on the Global South, albeit with reference to the Global North where useful. This overview reveals a lack of detailed and systematic empirical research on urban ecosystem disservices generally, but even more so in the Global South, despite the greater diversity and vulnerability in Global South settings. This needs to be acknowledged in urban ecology framings of urban dynamics in the Global South and translated into better integration of both ecosystem services and disservices within common research, policy or management frameworks. It is only through such integration that appropriate context-relevant policy directions and management options can be identified, thereby promoting the wellbeing of urban citizens in the Global South.
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- Date Issued: 2021
What are social-ecological systems and social-ecological systems research
- Authors: Biggs, Reinette , Clements, Hayley , de Vos, Alta , Folke, Carl , Manyani, Amanda , Maciejewski, Kristine , Martin-Lopez, Berta , Preiser, Rika , Selomane, Odirilwe , Schluter, Maja
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433900 , vital:73008 , ISBN 9781000401516 , https://library.oapen.org/handle/20.500.12657/49560
- Description: The period since the Second World War has been marked by rapid and accelerating changes to many aspects of human society and the environment (Clark, Crutzen, and Schellnhuber 2004; Steffen et al. 2011; Steffen et al. 2015a). There is accumulating evidence and rising concern about the potential consequences these changes hold for key Earth system processes at a global scale, and human well-being and prosperity into the future (Krausmann et al. 2013; Steffen et al. 2015b). The Anthropocene, as this new era of extensive human impact on the Earth has come to be known (Crutzen 2006), manifests in a closely intertwined set of social and ecological changes. Technological advances, increasing human population, rising levels of wealth and consumption, and the institutional arrangements we have developed to govern our economies and societies interplay with one another, and drastically affect the Earth’s climate, biological diversity, fresh-water and biogeochemical flows, and levels of novel pollutants in the environment (Steffen et al. 2015a). These environmental changes, in turn, contribute to increasingly frequent and severe droughts (Dai 2013; Trenberth et al. 2014), floods (Milly et al. 2002; Nicholls 2004), heatwaves (Guo et al. 2018; Oliver et al. 2018) and the emergence of novel pathogens such as SARS-CoV-2 (Everard et al. 2020; O ’Callaghan-Gordo and Antò 2020; Schmeller, Courchamp, and Killeen 2020) that can lead to massive societal disruption and hardship, especially among the poor (Wheeler and Von Braun 2013; Barbier and Hochard 2018).
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- Date Issued: 2021