Exploring change-oriented learning, competencies and agency in a regional teacher professional development programme's change projects
- Authors: Mandikonza, Caleb
- Date: 2017
- Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern , International Certificate in Environmental Education , Environmental education -- Africa, Southern , Teachers, Training of -- Africa, Southern , Education -- Philosophy , Mediated learning experience , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4410 , vital:20660
- Description: This aim of this study was to explore the mediatory role of the Rhodes University (RU) / Southern African Development Community (SADC) International Certificate in Environmental Education course in developing capacity for reflexive mainstreaming of environment and sustainability education in teacher education in southern Africa. This course was a change-oriented intervention to support capacity and agency for mainstreaming environmental education across many sectors of education. The discourse of the course included environmental education and education for sustainable development and for this study this was referred to as environment and sustainability education (ESE). Environment and sustainability education is a developing notion in southern Africa and the SADC Regional Environmental Education Programme (REEP) was set up to support capacity for mainstreaming ESE. ESE was one of the responses taken by the SADC region to respond to prevalent environment and sustainability issues across the region. This study focused, in general, on establishing the mediatory roles of the reflexive mediatory tool, the change project in the course. More specifically, the research explores the mediatory role of course interventions and activities that were used to develop understanding of and to frame the change project in fostering agentially motivated changed practice in the teacher education sector. Drawing on realist social theory, which is a form of critical realism, especially the work of Margaret Archer, the study used the principle of emergence to interpret changes in the course participants' practices. The study was framed using the research question: How do mediated actions in a regional professional development programme and the workplace influence Environment and Sustainability (ESE) competencies, practice, learning and agency in Teacher Education for Sustainable Development (TESD) change projects? The following sub-questions refined the study: • What mediated actions on the course influence ESE competences, practice, learning and agency on the professional development programme? • How do these identified mediated actions influence ESE competences, practice and learning on the professional development programme? • What mediated actions in workplaces influence ESE competences, practice, learning and agency in the change projects in teacher education institutions? • How do these identified mediated actions in workplaces influence ESE competences, practices and mediated actions in the workplace? Notions of practice, agency, reflexivity, competences and capabilities were used to sensitise explanations of features emergent from course interactions; the process of analysis was under-laboured by the theoretical lens of critical realism and realist social theory. Mediation theory was used to explain the role of interventions across the course. The study used a case study approach with three cases of teacher educators from two institutions in two southern African countries. Data were generated through document analysis of course portfolios, semi-structured interviews with research participants, observations of participants during their teaching and through group discussions in a change management workshop to establish features that emerged from the course and change project interactions. The principle of emergence recognises that any interactions result in new features of characteristics that are different from the original. In this case, the study investigated those features shown by participants after being exposed to the course's mediatory tools. In order to describe the cases, a narrative approach was used. The study was conducted at the interface of the United Nations Decade of Education for Sustainable Development (UNDESD) and the Global Action Plan for Education for Sustainable Development, therefore the outcomes have implications for capacity development for ESE during and beyond the Global Action Plan for Education for Sustainable Development. The key finding is that capacity development for ESE needs to foreground reflexive engagement with one's own practice for it to be meaningful and relevant. The change project provided course participants with the opportunity to engage with their own practice and particularly their competences and capabilities through its mediatory tools. Course participants showed emergent properties that were evidence of expanded zones of proximal development (ZPD) in competences, capabilities and agency. The study illustrates that meaningful learning happens when immersed in context and when learners are able to make connections between concepts, practices and experiences (their praxis). The study also illustrates that capacity building creates opportunities for practitioners to expand their repertoire through the course activities. Some of the course activities stimulated, enhanced and gave impetus to their agency or double morphogenesis for them to continue to expand that repertoire by trying and retrying changes in practice that they value on their own and in communities of practice. Capacity development courses need to be structured to involve a variety of mediatory activities as some of these are relevant and are valued for different teacher education contexts. The study also shows how knowledge and understanding of classical Vygotskian mediation can be used to frame and structure courses for developing the ZPD retrospectively and how the repertoire which forms the ZPD has potential to be expanded and to keep expanding, whether at individual level or in community with others, as an object in the post-Vygotskian mediation process. The change project provides the starting point, the vehicle and momentum to teacher educators to critique and to reflexively transform competences or aspects of their practice that they value. The study showed that capacity development through the change project generated momentum for potentially morphogenetic changes in teacher education practice. The course initiated interactions at the phase T2-T3 that disrupted teacher educators' habitus. On-course phase activities such as assignments, lectures, discussions, practical tasks, excursions and regional knowledge exchange groups contributed smaller morphogenetic cycles to the main cycle. Reflexive engagement with one's own practice becomes a useful tool for building capacity for scaling capacity for mainstreaming ESE during and after the Global Action programme for ESD. Contributions of the study therefore go beyond the SADC region to contribute insights into capacity development for ESD in similar conditions of teacher education across the world.
- Full Text:
- Authors: Mandikonza, Caleb
- Date: 2017
- Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern , International Certificate in Environmental Education , Environmental education -- Africa, Southern , Teachers, Training of -- Africa, Southern , Education -- Philosophy , Mediated learning experience , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4410 , vital:20660
- Description: This aim of this study was to explore the mediatory role of the Rhodes University (RU) / Southern African Development Community (SADC) International Certificate in Environmental Education course in developing capacity for reflexive mainstreaming of environment and sustainability education in teacher education in southern Africa. This course was a change-oriented intervention to support capacity and agency for mainstreaming environmental education across many sectors of education. The discourse of the course included environmental education and education for sustainable development and for this study this was referred to as environment and sustainability education (ESE). Environment and sustainability education is a developing notion in southern Africa and the SADC Regional Environmental Education Programme (REEP) was set up to support capacity for mainstreaming ESE. ESE was one of the responses taken by the SADC region to respond to prevalent environment and sustainability issues across the region. This study focused, in general, on establishing the mediatory roles of the reflexive mediatory tool, the change project in the course. More specifically, the research explores the mediatory role of course interventions and activities that were used to develop understanding of and to frame the change project in fostering agentially motivated changed practice in the teacher education sector. Drawing on realist social theory, which is a form of critical realism, especially the work of Margaret Archer, the study used the principle of emergence to interpret changes in the course participants' practices. The study was framed using the research question: How do mediated actions in a regional professional development programme and the workplace influence Environment and Sustainability (ESE) competencies, practice, learning and agency in Teacher Education for Sustainable Development (TESD) change projects? The following sub-questions refined the study: • What mediated actions on the course influence ESE competences, practice, learning and agency on the professional development programme? • How do these identified mediated actions influence ESE competences, practice and learning on the professional development programme? • What mediated actions in workplaces influence ESE competences, practice, learning and agency in the change projects in teacher education institutions? • How do these identified mediated actions in workplaces influence ESE competences, practices and mediated actions in the workplace? Notions of practice, agency, reflexivity, competences and capabilities were used to sensitise explanations of features emergent from course interactions; the process of analysis was under-laboured by the theoretical lens of critical realism and realist social theory. Mediation theory was used to explain the role of interventions across the course. The study used a case study approach with three cases of teacher educators from two institutions in two southern African countries. Data were generated through document analysis of course portfolios, semi-structured interviews with research participants, observations of participants during their teaching and through group discussions in a change management workshop to establish features that emerged from the course and change project interactions. The principle of emergence recognises that any interactions result in new features of characteristics that are different from the original. In this case, the study investigated those features shown by participants after being exposed to the course's mediatory tools. In order to describe the cases, a narrative approach was used. The study was conducted at the interface of the United Nations Decade of Education for Sustainable Development (UNDESD) and the Global Action Plan for Education for Sustainable Development, therefore the outcomes have implications for capacity development for ESE during and beyond the Global Action Plan for Education for Sustainable Development. The key finding is that capacity development for ESE needs to foreground reflexive engagement with one's own practice for it to be meaningful and relevant. The change project provided course participants with the opportunity to engage with their own practice and particularly their competences and capabilities through its mediatory tools. Course participants showed emergent properties that were evidence of expanded zones of proximal development (ZPD) in competences, capabilities and agency. The study illustrates that meaningful learning happens when immersed in context and when learners are able to make connections between concepts, practices and experiences (their praxis). The study also illustrates that capacity building creates opportunities for practitioners to expand their repertoire through the course activities. Some of the course activities stimulated, enhanced and gave impetus to their agency or double morphogenesis for them to continue to expand that repertoire by trying and retrying changes in practice that they value on their own and in communities of practice. Capacity development courses need to be structured to involve a variety of mediatory activities as some of these are relevant and are valued for different teacher education contexts. The study also shows how knowledge and understanding of classical Vygotskian mediation can be used to frame and structure courses for developing the ZPD retrospectively and how the repertoire which forms the ZPD has potential to be expanded and to keep expanding, whether at individual level or in community with others, as an object in the post-Vygotskian mediation process. The change project provides the starting point, the vehicle and momentum to teacher educators to critique and to reflexively transform competences or aspects of their practice that they value. The study showed that capacity development through the change project generated momentum for potentially morphogenetic changes in teacher education practice. The course initiated interactions at the phase T2-T3 that disrupted teacher educators' habitus. On-course phase activities such as assignments, lectures, discussions, practical tasks, excursions and regional knowledge exchange groups contributed smaller morphogenetic cycles to the main cycle. Reflexive engagement with one's own practice becomes a useful tool for building capacity for scaling capacity for mainstreaming ESE during and after the Global Action programme for ESD. Contributions of the study therefore go beyond the SADC region to contribute insights into capacity development for ESD in similar conditions of teacher education across the world.
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Exploring functionings and conversion factors in biodiversity teacher professional learning communities
- Tshiningayamwe, Sirkka Alina Nambashun
- Authors: Tshiningayamwe, Sirkka Alina Nambashun
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2080 , http://hdl.handle.net/10962/d1021313
- Description: The study explores the conversion factors, functionings (valued beings and doings), agency and structures in Professional Learning Communities (PLCs) for Life Sciences teachers’ biodiversity knowledge. The teachers’ valued beings and doings as well as conversion factors associated with these beings and doings were discussed within the conceptual framework of the capability approach using three PLCs in South Africa. Two PLCs were in the Eastern Cape Province (Grahamstown and Idutywa district), and one PLC was in the Western Cape (Cape Town) province. The PLCs involved in this study were course initiated and were positioned in the Fundisa for Change national teacher education programme. Fundisa for Change is a partnership programme that aims to enhance transformative environmental learning through teacher education. To illuminate constrained capabilities and how and to what extent the Life Sciences teachers’ empirical actions are related to these, the concepts of the capability approach were underlaboured with critical realism’s causal view of human action. A critical realist theory of causation was useful in explaining how the teachers’ valued beings and doings, conversion factors and capability sets can be partly accounted for via an understanding of underlying mechanisms that are generative of events and empirical experience. The study used a qualitative case study research methodology. Interviews, questionnaires, observations (of PLC activities), document reviews (of teachers’ portfolios of evidence, Fundisa for Change implementation plan, evaluation forms and resources materials, and policy documents) and reflection tools were used to collect data. Using the critical realism modes of inference (induction, abduction and retroduction), the data was analysed in two phases. Phase one analysis was primarily inductive and used thick descriptions (mainly in the form of quotes) to present and discuss the teachers’ valued beings and doings and associated conversion factors in the PLCs. This phase of analysis was abductive. The study reported four main functionings valued by teachers: subject content knowledge, teaching practices, assessment practices, and use of teaching and learning support materials. These valued functionings were discussed in light of the beings and doings in the PLCs and the underlying mechanisms related to teachers’ biodiversity teaching. Conversion factors that were associated with the teachers’ valued beings and doings in the PLCs were discussed in line with capability approach’s environmental, social and personal conversion factors. The study found that most of the conversion factors within the PLCs and the Fundisa for Change professional development programme (good facilitation, collaborative learning space, site where PLC activities happened, individual teachers’ capabilities, teaching and learning support materials and policy documents) were enablers to the teachers’ capabilities for biodiversity teaching, and thus enhanced teachers’ knowledge for biodiversity teaching. The study further found that teachers realised some of their achieved functionings in their actual teaching of biodiversity content in the Life Sciences curriculum, and that factors such as lack of resources, large class sizes, learners’ abilities and lack of interest among some teachers were amongst the factors that constrained teachers’ realisation of their achieved functionings in the PLCs. The study therefore revealed that if professional development programmes take account of underlying mechanisms and respond to teachers’ capabilities i.e. their valued functionings for biodiversity teaching in the Life Sciences curriculum, the professional development programmes can be an important conversion factor that enables the expansion of teachers’ capabilities (especially their biodiversity knowledge, pedagogical and assessment practice but also other capabilities) in ways that have the potential to reshape teachers’ classroom practices related to the teaching of biodiversity.
- Full Text:
- Authors: Tshiningayamwe, Sirkka Alina Nambashun
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2080 , http://hdl.handle.net/10962/d1021313
- Description: The study explores the conversion factors, functionings (valued beings and doings), agency and structures in Professional Learning Communities (PLCs) for Life Sciences teachers’ biodiversity knowledge. The teachers’ valued beings and doings as well as conversion factors associated with these beings and doings were discussed within the conceptual framework of the capability approach using three PLCs in South Africa. Two PLCs were in the Eastern Cape Province (Grahamstown and Idutywa district), and one PLC was in the Western Cape (Cape Town) province. The PLCs involved in this study were course initiated and were positioned in the Fundisa for Change national teacher education programme. Fundisa for Change is a partnership programme that aims to enhance transformative environmental learning through teacher education. To illuminate constrained capabilities and how and to what extent the Life Sciences teachers’ empirical actions are related to these, the concepts of the capability approach were underlaboured with critical realism’s causal view of human action. A critical realist theory of causation was useful in explaining how the teachers’ valued beings and doings, conversion factors and capability sets can be partly accounted for via an understanding of underlying mechanisms that are generative of events and empirical experience. The study used a qualitative case study research methodology. Interviews, questionnaires, observations (of PLC activities), document reviews (of teachers’ portfolios of evidence, Fundisa for Change implementation plan, evaluation forms and resources materials, and policy documents) and reflection tools were used to collect data. Using the critical realism modes of inference (induction, abduction and retroduction), the data was analysed in two phases. Phase one analysis was primarily inductive and used thick descriptions (mainly in the form of quotes) to present and discuss the teachers’ valued beings and doings and associated conversion factors in the PLCs. This phase of analysis was abductive. The study reported four main functionings valued by teachers: subject content knowledge, teaching practices, assessment practices, and use of teaching and learning support materials. These valued functionings were discussed in light of the beings and doings in the PLCs and the underlying mechanisms related to teachers’ biodiversity teaching. Conversion factors that were associated with the teachers’ valued beings and doings in the PLCs were discussed in line with capability approach’s environmental, social and personal conversion factors. The study found that most of the conversion factors within the PLCs and the Fundisa for Change professional development programme (good facilitation, collaborative learning space, site where PLC activities happened, individual teachers’ capabilities, teaching and learning support materials and policy documents) were enablers to the teachers’ capabilities for biodiversity teaching, and thus enhanced teachers’ knowledge for biodiversity teaching. The study further found that teachers realised some of their achieved functionings in their actual teaching of biodiversity content in the Life Sciences curriculum, and that factors such as lack of resources, large class sizes, learners’ abilities and lack of interest among some teachers were amongst the factors that constrained teachers’ realisation of their achieved functionings in the PLCs. The study therefore revealed that if professional development programmes take account of underlying mechanisms and respond to teachers’ capabilities i.e. their valued functionings for biodiversity teaching in the Life Sciences curriculum, the professional development programmes can be an important conversion factor that enables the expansion of teachers’ capabilities (especially their biodiversity knowledge, pedagogical and assessment practice but also other capabilities) in ways that have the potential to reshape teachers’ classroom practices related to the teaching of biodiversity.
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Exploring the course-led development of a learning network as a community of practice around a shared interest of rainwater harvesting and conservation agricultural practices: a case study in the Amathole District in the Eastern Cape, South Africa
- Authors: Weaver, Kim Nichole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1184 , vital:20032
- Description: South Africa has water and food security challenges, especially the Eastern Cape Province where there is a high level of poverty. These challenges place heavy pressure on the agricultural sector as it is the main user of the allocated water in the country. Rainwater harvesting and conservation (RWH&C) practices are explored as a response to these challenges, however information on these practices is not readily available to rural farmers. Agricultural extension has been moving from a top down approach towards a more participatory, collaborative process where what farmers need and want is considered. These participatory approaches need to be explored to enable change in farmer’s practice. This research forms part of a Water Resource Commission (WRC) project, Amanzi for Food. (Project K5/2277). The project has the explicit intention of supporting the use of two sets of WRC materials on RWH&C and expanding the learning of these practices through a courseled process within a learning network structure centred around an agricultural college. The network was established with a participatory, applied training of trainer’s course that supports and expands knowledge of RWH&C practices amongst network members from different groups within the sector; farmers, trainers, researchers and educators. My main research question was to investigate the process of cultivating a learning network amongst different agricultural actors through a course-led initiative to strengthen the engagement with RWH&C practices. To address this research I used focus group discussions, course observations, participant interviews, participant questionnaires and participant assignment progress to generate data. These data were analysed using Wenger’s theory of communities of practice to gauge levels of engagement, participation and learning. Main findings of the study are that the course-led activation of the learning network supported the community of practice members to share their personal experience and achieve social competence in the learning of RWH&C agricultural practices in their context.
- Full Text:
- Authors: Weaver, Kim Nichole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1184 , vital:20032
- Description: South Africa has water and food security challenges, especially the Eastern Cape Province where there is a high level of poverty. These challenges place heavy pressure on the agricultural sector as it is the main user of the allocated water in the country. Rainwater harvesting and conservation (RWH&C) practices are explored as a response to these challenges, however information on these practices is not readily available to rural farmers. Agricultural extension has been moving from a top down approach towards a more participatory, collaborative process where what farmers need and want is considered. These participatory approaches need to be explored to enable change in farmer’s practice. This research forms part of a Water Resource Commission (WRC) project, Amanzi for Food. (Project K5/2277). The project has the explicit intention of supporting the use of two sets of WRC materials on RWH&C and expanding the learning of these practices through a courseled process within a learning network structure centred around an agricultural college. The network was established with a participatory, applied training of trainer’s course that supports and expands knowledge of RWH&C practices amongst network members from different groups within the sector; farmers, trainers, researchers and educators. My main research question was to investigate the process of cultivating a learning network amongst different agricultural actors through a course-led initiative to strengthen the engagement with RWH&C practices. To address this research I used focus group discussions, course observations, participant interviews, participant questionnaires and participant assignment progress to generate data. These data were analysed using Wenger’s theory of communities of practice to gauge levels of engagement, participation and learning. Main findings of the study are that the course-led activation of the learning network supported the community of practice members to share their personal experience and achieve social competence in the learning of RWH&C agricultural practices in their context.
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Exploring and expanding capabilities, sustainability and gender justice in science teacher education : case studies in Zimbabwe and South Africa
- Authors: Chikunda, Charles
- Date: 2013 , 2013-08-30
- Subjects: Science teachers -- Training of -- South Africa -- Case studies Science teachers -- Training of -- Zimbabwe -- Case studies Mathematics teachers -- Training of -- South Africa -- Case studies Women in education -- South Africa -- Case studies Women in education -- Zimbabwe -- Case studies Environmental education -- Study and teaching -- Case studies Curriculum planning -- South Africa Curriculum planning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1887 , http://hdl.handle.net/10962/d1006026
- Description: The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks. , Microsoft� Word 2010 , Adobe Acrobat 9.54 Paper Capture Plug-in
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- Authors: Chikunda, Charles
- Date: 2013 , 2013-08-30
- Subjects: Science teachers -- Training of -- South Africa -- Case studies Science teachers -- Training of -- Zimbabwe -- Case studies Mathematics teachers -- Training of -- South Africa -- Case studies Women in education -- South Africa -- Case studies Women in education -- Zimbabwe -- Case studies Environmental education -- Study and teaching -- Case studies Curriculum planning -- South Africa Curriculum planning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1887 , http://hdl.handle.net/10962/d1006026
- Description: The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks. , Microsoft� Word 2010 , Adobe Acrobat 9.54 Paper Capture Plug-in
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Implementation of environmental learning in the NSSC biology curriculum component: a case study of Namibia
- Tshiningayamwe, Sirkka Alina Nambashusan
- Authors: Tshiningayamwe, Sirkka Alina Nambashusan
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Environmental education -- Study and teaching (Secondary) -- Namibia -- Case studies Environmental education -- Evaluation -- Namibia -- Case studies Biology -- Study and teaching (Secondary) -- Namibia -- Case studies Biology -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1564 , http://hdl.handle.net/10962/d1003446
- Description: In the context of ecological crisis and environmental deterioration, teaching about environmental issues and the preservation of the world’s environment has become increasingly important across the globe (Chi-chung Ko & Chi-kin Lee, 2003). Of the various subjects taught in secondary schools, Science is often perceived as one that can make a significant contribution to environmental education. It is in this light that the study has looked at how Grade 11 and 12 Biology teachers in the Namibian context implement Environmental Learning (EL). This study was constituted as a case study of two schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.
- Full Text:
- Authors: Tshiningayamwe, Sirkka Alina Nambashusan
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Environmental education -- Study and teaching (Secondary) -- Namibia -- Case studies Environmental education -- Evaluation -- Namibia -- Case studies Biology -- Study and teaching (Secondary) -- Namibia -- Case studies Biology -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1564 , http://hdl.handle.net/10962/d1003446
- Description: In the context of ecological crisis and environmental deterioration, teaching about environmental issues and the preservation of the world’s environment has become increasingly important across the globe (Chi-chung Ko & Chi-kin Lee, 2003). Of the various subjects taught in secondary schools, Science is often perceived as one that can make a significant contribution to environmental education. It is in this light that the study has looked at how Grade 11 and 12 Biology teachers in the Namibian context implement Environmental Learning (EL). This study was constituted as a case study of two schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.
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Learning commercial beekeeping: two cases of social learning in southern African community natural resources management contexts
- Authors: Masara, Christopher
- Date: 2011
- Subjects: Bee culture Bee culture -- Africa, Southern Social learning -- Africa, Southern Natural resources -- Africa, Southern--Management Natural resources, Communal -- Africa, Southern Conservation of natural resources -- Africa, Southern
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1664 , http://hdl.handle.net/10962/d1003547
- Description: Community Based Natural Resources Management (CBNRM) in southern Africa has gained an important role in alleviating poverty and conserving natural resources. The attention and funding CBNRM is receiving from governments, non-governmental organisations and donors is seen as one way to strengthen civil society‟s involvement in decision-making and participating in activities that contribute to a sustainable livelihood, whilst at the same time learning in their social contexts to adapt and care for the ever changing environment characterised by constraints, challenges, contradictions, new opportunities for learning and change. This study focuses on social learning in commercialisation of natural resource products in two case studies of commercial beekeeping in rural southern African contexts. In this study social learning entails a process of qualitative change taking place in a social context for the purpose of personal and social adaptation. This perspective is useful in this study as learning in the two cases, Hluleka in South Africa and Buhera in Zimbabwe involved the transition beekeeping.from traditional honey harvesting practices and subsistence beekeeping to commercial beekeeping. This study is informed by two related theoretical perspectives namely Cultural Historical Activity Theory (CHAT) and Social Learning Theory. CHAT was used as conceptual and methodological framework to inform the first phase of data gathering and analysis processes; as well as second phase data gathering. In the first phase, I gathered data through semistructured interviews, document reviews and observations to identify problems, challenges and critical incidents in learning commercial beekeeping, technically known as tensions and contradictions within the CHAT framework. These tensions and contradictions, surfaced through analysis of first phase data were used as "mirror data‟ in Intervention Workshops within CHAT's process of Developmental Work Research, which supports social learning in response to tensions and contradictions in workplace activity. Use of mirror data provided a basis for dialogue and the modelling of new solutions to identified contradictions. To interpret the social learning processes resulting from these interactions, I drew on Wals' (2007) analytical lenses, through which I was able to monitor social learning processes that emerged from the Intervention Workshop dialogues while beekeepers modelled new solutions to contradictions in learning commercial beekeeping. The findings of the study revealed that social learning in commercial beekeeping is internally and externally influenced by socio-cultural, political and economic complexities. Social learning in Intervention Workshops was supported by different knowledge bases of participants, in this study these are beekeepers, extension officers, trainers and development facilitators. Such knowledge bases were the source of information for learning and constructing model solutions. The study also revealed that learning in CBNRM workplaces can be observed across the development processes, and CHAT as a methodological tool and Wals‟ (2007) analytical tool are complementary and can be used in researching social learning in other CBNRM workplaces. The study contributes in-depth insight into participatory research and learning processes, especially within the context of CBRM in southern Africa. It gives some empirical and explanatory insight into how change-oriented social learning can emerge and be expanded in Education for Sustainable Development. It also provides learning and extension tools to work with contradictions that arise from socio-cultural and historical dimensions of learning commercialisation of natural resources in southern African context. Its other key contribution is that it provides further insight into the mobilisation of human agency and reflexivity in change oriented social learning processes of commercialisation of sustainable natural resources products and poverty alleviation processes that are critical for responding to socioecological issues and risks and development challenges in southern Africa.
- Full Text:
- Authors: Masara, Christopher
- Date: 2011
- Subjects: Bee culture Bee culture -- Africa, Southern Social learning -- Africa, Southern Natural resources -- Africa, Southern--Management Natural resources, Communal -- Africa, Southern Conservation of natural resources -- Africa, Southern
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1664 , http://hdl.handle.net/10962/d1003547
- Description: Community Based Natural Resources Management (CBNRM) in southern Africa has gained an important role in alleviating poverty and conserving natural resources. The attention and funding CBNRM is receiving from governments, non-governmental organisations and donors is seen as one way to strengthen civil society‟s involvement in decision-making and participating in activities that contribute to a sustainable livelihood, whilst at the same time learning in their social contexts to adapt and care for the ever changing environment characterised by constraints, challenges, contradictions, new opportunities for learning and change. This study focuses on social learning in commercialisation of natural resource products in two case studies of commercial beekeeping in rural southern African contexts. In this study social learning entails a process of qualitative change taking place in a social context for the purpose of personal and social adaptation. This perspective is useful in this study as learning in the two cases, Hluleka in South Africa and Buhera in Zimbabwe involved the transition beekeeping.from traditional honey harvesting practices and subsistence beekeeping to commercial beekeeping. This study is informed by two related theoretical perspectives namely Cultural Historical Activity Theory (CHAT) and Social Learning Theory. CHAT was used as conceptual and methodological framework to inform the first phase of data gathering and analysis processes; as well as second phase data gathering. In the first phase, I gathered data through semistructured interviews, document reviews and observations to identify problems, challenges and critical incidents in learning commercial beekeeping, technically known as tensions and contradictions within the CHAT framework. These tensions and contradictions, surfaced through analysis of first phase data were used as "mirror data‟ in Intervention Workshops within CHAT's process of Developmental Work Research, which supports social learning in response to tensions and contradictions in workplace activity. Use of mirror data provided a basis for dialogue and the modelling of new solutions to identified contradictions. To interpret the social learning processes resulting from these interactions, I drew on Wals' (2007) analytical lenses, through which I was able to monitor social learning processes that emerged from the Intervention Workshop dialogues while beekeepers modelled new solutions to contradictions in learning commercial beekeeping. The findings of the study revealed that social learning in commercial beekeeping is internally and externally influenced by socio-cultural, political and economic complexities. Social learning in Intervention Workshops was supported by different knowledge bases of participants, in this study these are beekeepers, extension officers, trainers and development facilitators. Such knowledge bases were the source of information for learning and constructing model solutions. The study also revealed that learning in CBNRM workplaces can be observed across the development processes, and CHAT as a methodological tool and Wals‟ (2007) analytical tool are complementary and can be used in researching social learning in other CBNRM workplaces. The study contributes in-depth insight into participatory research and learning processes, especially within the context of CBRM in southern Africa. It gives some empirical and explanatory insight into how change-oriented social learning can emerge and be expanded in Education for Sustainable Development. It also provides learning and extension tools to work with contradictions that arise from socio-cultural and historical dimensions of learning commercialisation of natural resources in southern African context. Its other key contribution is that it provides further insight into the mobilisation of human agency and reflexivity in change oriented social learning processes of commercialisation of sustainable natural resources products and poverty alleviation processes that are critical for responding to socioecological issues and risks and development challenges in southern Africa.
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Exploring and expanding learning processes in sustainable agriculture workplace contexts
- Authors: Mukute, Mutizwa
- Date: 2010
- Subjects: Sustainable agriculture -- Africa, Southern Sustainable development -- Study and teaching -- Africa, Southern Permaculture -- Zimbabwe Organic farming -- South Africa Farmers -- Social conditions -- Africa, Southern Farmers -- Economic conditions -- Africa, Southern Farmers -- Training of -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1539 , http://hdl.handle.net/10962/d1003421
- Description: The focus of this study is to explore and expand farmer learning processes in sustainable agriculture workplace contexts. It examines change oriented learning processes in the context of three sustainable agriculture practices. The study begins by discussing the history and emergence of environmental discourses and approaches; sustainable agriculture; and the histories of three kinds of sustainable agriculture practices: Permaculture, Organic Farming and Machobane Farming System. It also traces the evolution of agricultural extension approaches within the wider context of education for sustainable development. The main focus of the study is an exploration of how farmer learning can be mediated through an expansive learning process. The study methodology surfaces some of the contradictions in sustainable agriculture and learning activity systems that farmers encounter in learning and practising sustainable agriculture. It uses these contradictions as sources of expansive learning in and between the respective activity systems of farmers, sustainable agriculture facilitators, agricultural extension workers (conventional) and organic entrepreneurs. As shown in the study, the expansive learning processes result in the modelling, implementation and reviewing of solutions to contradictions being faced in the learning and practice of sustainable agriculture. The study also proposes a number of tools that can be adapted and used by development farmers and agricultural trainers to examine and expand learning as well as build farmer agency. The study was conducted in three case study sites in Lesotho, South Africa and Zimbabwe. In Zimbabwe the study is located in Hwedza district in the St Margaret Primary School and community that learn, practise and facilitate the learning of Permaculture within the Schools and Colleges Permaculture Programme (SCOPE). The second study site is in South Africa: Durban urban and peri-urban areas where a community of organic farmers, facilitators and entrepreneurs coordinate the marketing of their produce through Isidore Farm and Earth Mother Organic and support each other to learn and practise organic farming. The third study site is based in the Mafeteng and Mohale‟s Hoek districts of Lesotho where the focus was on farmers who learn and practise the Machobane Farming System (MFS) and are supported in this by the Rural Self Development Association (RSDA) and the Machobane Agricultural Development Foundation (MADF). Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT) underpinned by critical realism to reveal how farmer learning is mediated and expanded. The theory of practice/habitus also provided a useful theoretical lens with which to examine data generated. Using a two-phased, multiple embedded case study approach, the study worked within the broad framework of social learning. It used semi-structured individual and group interviews, observations and document analysis to explore learning processes and generate „mirror‟ data. This data was then used in Change Laboratory Workshops, within the Developmental Work Research methodology, where double stimulation and focus group discussions contributed to expanding learning processes. Drawing on critical realism the study used inductive, abductive and retroductive modes of inference to analyse data in each case study as well as across case studies. The findings of the study reveal that farmer learning is influenced by both intrinsic motives, such as identity, and extrinsic motives which are primarily associated with economic, ecological and health benefits. Farmers learn through scaffolding and mediating tools that link everyday and scientific knowledge. They also learn from fellow farmers through observation, practising and experimentation. Some of the issues that were raised in connection with farmer learning processes are: language; time to learn, practice and appropriate concepts; time to improve the natural resource base while at the same time improving income generation; and responses to climate change. The study also found that farmer learning and practice of sustainable agriculture in the case studies investigated, is influenced by past and current agricultural and educational policies; societal values and attitudes; social and cultural backgrounds; work affordances and gender relations; quality of training offered; poverty; and, HIV and AIDS. In the second phase of the study, which built on the problematic situations being encountered by research participants (sustainable agriculture farmers, sustainable agriculture facilitators, extension workers, and organic marketers) to surface contradictions, the main finding was that the expansive learning process has potential to enhance farmer learning and practice of sustainable agriculture. It does this by mobilising distributed cognition among participants as well as their preparedness to act. Through the expansive learning processes in each case study, research participants were able to question their practices, surface contradictions, model solutions and implement them, and thus build individual, collective and relational agency reflexively. Observation of this required micro-analysis of agentive talk and reflective talk. The study contributes in-depth insight into participatory research and learning processes, especially within the context of people-centred learning and innovation in the agricultural development arena. It provides empirical and explanatory insight into how change oriented social learning can emerge and be expanded in Education for Sustainable Development, explaining learning and change relationships in three sustainable agricultural practices. It also provides learning and extension tools to work with contradictions that arise from intentionality, experience, context and history in farming and training activity systems. Its key contribution lies in providing in-depth insight into mobilisation of human agency and reflexivity in change oriented sustainable agriculture learning and development, processes that are critical for responding to contemporary socio-ecological issues and risks.
- Full Text:
- Authors: Mukute, Mutizwa
- Date: 2010
- Subjects: Sustainable agriculture -- Africa, Southern Sustainable development -- Study and teaching -- Africa, Southern Permaculture -- Zimbabwe Organic farming -- South Africa Farmers -- Social conditions -- Africa, Southern Farmers -- Economic conditions -- Africa, Southern Farmers -- Training of -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1539 , http://hdl.handle.net/10962/d1003421
- Description: The focus of this study is to explore and expand farmer learning processes in sustainable agriculture workplace contexts. It examines change oriented learning processes in the context of three sustainable agriculture practices. The study begins by discussing the history and emergence of environmental discourses and approaches; sustainable agriculture; and the histories of three kinds of sustainable agriculture practices: Permaculture, Organic Farming and Machobane Farming System. It also traces the evolution of agricultural extension approaches within the wider context of education for sustainable development. The main focus of the study is an exploration of how farmer learning can be mediated through an expansive learning process. The study methodology surfaces some of the contradictions in sustainable agriculture and learning activity systems that farmers encounter in learning and practising sustainable agriculture. It uses these contradictions as sources of expansive learning in and between the respective activity systems of farmers, sustainable agriculture facilitators, agricultural extension workers (conventional) and organic entrepreneurs. As shown in the study, the expansive learning processes result in the modelling, implementation and reviewing of solutions to contradictions being faced in the learning and practice of sustainable agriculture. The study also proposes a number of tools that can be adapted and used by development farmers and agricultural trainers to examine and expand learning as well as build farmer agency. The study was conducted in three case study sites in Lesotho, South Africa and Zimbabwe. In Zimbabwe the study is located in Hwedza district in the St Margaret Primary School and community that learn, practise and facilitate the learning of Permaculture within the Schools and Colleges Permaculture Programme (SCOPE). The second study site is in South Africa: Durban urban and peri-urban areas where a community of organic farmers, facilitators and entrepreneurs coordinate the marketing of their produce through Isidore Farm and Earth Mother Organic and support each other to learn and practise organic farming. The third study site is based in the Mafeteng and Mohale‟s Hoek districts of Lesotho where the focus was on farmers who learn and practise the Machobane Farming System (MFS) and are supported in this by the Rural Self Development Association (RSDA) and the Machobane Agricultural Development Foundation (MADF). Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT) underpinned by critical realism to reveal how farmer learning is mediated and expanded. The theory of practice/habitus also provided a useful theoretical lens with which to examine data generated. Using a two-phased, multiple embedded case study approach, the study worked within the broad framework of social learning. It used semi-structured individual and group interviews, observations and document analysis to explore learning processes and generate „mirror‟ data. This data was then used in Change Laboratory Workshops, within the Developmental Work Research methodology, where double stimulation and focus group discussions contributed to expanding learning processes. Drawing on critical realism the study used inductive, abductive and retroductive modes of inference to analyse data in each case study as well as across case studies. The findings of the study reveal that farmer learning is influenced by both intrinsic motives, such as identity, and extrinsic motives which are primarily associated with economic, ecological and health benefits. Farmers learn through scaffolding and mediating tools that link everyday and scientific knowledge. They also learn from fellow farmers through observation, practising and experimentation. Some of the issues that were raised in connection with farmer learning processes are: language; time to learn, practice and appropriate concepts; time to improve the natural resource base while at the same time improving income generation; and responses to climate change. The study also found that farmer learning and practice of sustainable agriculture in the case studies investigated, is influenced by past and current agricultural and educational policies; societal values and attitudes; social and cultural backgrounds; work affordances and gender relations; quality of training offered; poverty; and, HIV and AIDS. In the second phase of the study, which built on the problematic situations being encountered by research participants (sustainable agriculture farmers, sustainable agriculture facilitators, extension workers, and organic marketers) to surface contradictions, the main finding was that the expansive learning process has potential to enhance farmer learning and practice of sustainable agriculture. It does this by mobilising distributed cognition among participants as well as their preparedness to act. Through the expansive learning processes in each case study, research participants were able to question their practices, surface contradictions, model solutions and implement them, and thus build individual, collective and relational agency reflexively. Observation of this required micro-analysis of agentive talk and reflective talk. The study contributes in-depth insight into participatory research and learning processes, especially within the context of people-centred learning and innovation in the agricultural development arena. It provides empirical and explanatory insight into how change oriented social learning can emerge and be expanded in Education for Sustainable Development, explaining learning and change relationships in three sustainable agricultural practices. It also provides learning and extension tools to work with contradictions that arise from intentionality, experience, context and history in farming and training activity systems. Its key contribution lies in providing in-depth insight into mobilisation of human agency and reflexivity in change oriented sustainable agriculture learning and development, processes that are critical for responding to contemporary socio-ecological issues and risks.
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Contextualizing the NCS through the use of school gardens in the Butterworth area
- Authors: Rasi, Nandi
- Date: 2009
- Subjects: South African National Biodiversity Institute , Environmental education -- South Africa , School gardens -- South Africa -- Butterworth , Gardening -- Study and teaching (Elementary) -- South Africa -- Butterworth , Environmental education -- Study and teaching (Elementary) -- South Africa -- Butterworth , Teacher participation in curriculum planning -- South Africa -- Butterworth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1464 , http://hdl.handle.net/10962/d1003345
- Description: The research focuses on how teachers can use school gardens sponsored by South African National Biodiversity Institute as resource materials for teaching and learning. The study also focused on how teachers can integrate local knowledge into the school curriculum. The setting of the research is Zizamele Senior Primary School situated in Zizamele community in Butterworth in the Eastern Cape. The study is designed in portfolio format. It consists of three separate studies: a contextual profile; a stakeholder analysis; and a small-scale action research project, which build on each other. By developing a contextual profile of the research site, and the school community and school gardens project, I was able to collect information that informed the stakeholder analysis and the action research study. Data for the contextual profile was gathered by using a variety of data gathering techniques like questionnaires and interviews. The findings were that: the study area is characterized by socio-economic issues like poverty, unemployment, drug abuse and crime. This requires that the people of the area take responsibility in addressing some of the problems by being involved and knowing where to report issues. The second study, which is the stakeholder analysis, was done to mobilize stakeholders’ contributions to the gardens project in Zizamele School, sponsored by the South African National Biodiversity Institute. Data was collected at meetings and workshops in the schools through interviews. Findings indicated that different stakeholders had various contributions to make and that they were prepared to work with the school and with each other to develop the school garden and the learning potential of the school garden. This paved the way for the small scale action research case study that would follow. The last study, the small scale action research, was undertaken in the same school, Zizamele School, and focused on investigating ways of integrating local knowledge into the curriculum and how teachers use the gardens as resource for teaching and learning, with reference to Life Orientation Learning Area. Data was collected by interviews, questionnaires and worksheets. The study involved two teachers who worked with me on the action research and Grade 5 and 6 learners, as well as some of the community stakeholders. The main finding of the action researched showed the potential for involving community members in the process of integrating local knowledge as a way of implementing aspects of the Life Orientation curriculum requirements. The three studies link with each other, and show that to start with an action research project, one needs to understand the context, and the roles of different stakeholders, and how they might contribute to the programmes in the school. Findings showed that teachers could use gardens as resource materials for teaching and learning, and that they could bring in local knowledge to the school curriculum.
- Full Text:
- Authors: Rasi, Nandi
- Date: 2009
- Subjects: South African National Biodiversity Institute , Environmental education -- South Africa , School gardens -- South Africa -- Butterworth , Gardening -- Study and teaching (Elementary) -- South Africa -- Butterworth , Environmental education -- Study and teaching (Elementary) -- South Africa -- Butterworth , Teacher participation in curriculum planning -- South Africa -- Butterworth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1464 , http://hdl.handle.net/10962/d1003345
- Description: The research focuses on how teachers can use school gardens sponsored by South African National Biodiversity Institute as resource materials for teaching and learning. The study also focused on how teachers can integrate local knowledge into the school curriculum. The setting of the research is Zizamele Senior Primary School situated in Zizamele community in Butterworth in the Eastern Cape. The study is designed in portfolio format. It consists of three separate studies: a contextual profile; a stakeholder analysis; and a small-scale action research project, which build on each other. By developing a contextual profile of the research site, and the school community and school gardens project, I was able to collect information that informed the stakeholder analysis and the action research study. Data for the contextual profile was gathered by using a variety of data gathering techniques like questionnaires and interviews. The findings were that: the study area is characterized by socio-economic issues like poverty, unemployment, drug abuse and crime. This requires that the people of the area take responsibility in addressing some of the problems by being involved and knowing where to report issues. The second study, which is the stakeholder analysis, was done to mobilize stakeholders’ contributions to the gardens project in Zizamele School, sponsored by the South African National Biodiversity Institute. Data was collected at meetings and workshops in the schools through interviews. Findings indicated that different stakeholders had various contributions to make and that they were prepared to work with the school and with each other to develop the school garden and the learning potential of the school garden. This paved the way for the small scale action research case study that would follow. The last study, the small scale action research, was undertaken in the same school, Zizamele School, and focused on investigating ways of integrating local knowledge into the curriculum and how teachers use the gardens as resource for teaching and learning, with reference to Life Orientation Learning Area. Data was collected by interviews, questionnaires and worksheets. The study involved two teachers who worked with me on the action research and Grade 5 and 6 learners, as well as some of the community stakeholders. The main finding of the action researched showed the potential for involving community members in the process of integrating local knowledge as a way of implementing aspects of the Life Orientation curriculum requirements. The three studies link with each other, and show that to start with an action research project, one needs to understand the context, and the roles of different stakeholders, and how they might contribute to the programmes in the school. Findings showed that teachers could use gardens as resource materials for teaching and learning, and that they could bring in local knowledge to the school curriculum.
- Full Text:
Social learning processes in a citrus farming community of practice
- Authors: Downsborough, Linda
- Date: 2007
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1878 , http://hdl.handle.net/10962/d1005859
- Description: Learning takes place in a number of ways. Situated learning for example, tries to shift the focus from the individual as a learner to the learner participating in the social world and from learning as a strictly cognitive process to a more encompassing view of social practice. The overall aim of this research was to gain a deeper understanding of the ways in which learning takes place in and between members of a citrus farming community, in other words it was to investigate the social learning processes. The research was undertaken in Patensie, a citrus farming community of the Gamtoos River Valley, Eastern Cape, South Africa. Data was generated through the use of interviews and informal discussions with participants together with document analysis, such as minutes of meetings. I also made observations of the learning interactions that were evident and also the interactions that were evident in the area as a whole. The data was analysed in two phases, the first involved reading across the interview transcripts and organizing the data under broad themes while the second phase made use of an analytical framework, a Community of Practice perspective to further analyze and engage with the data. I drew quite strongly on the ideas of situated learning, Communities of Practice and the notion of Legitimate Peripheral Participation (Lave & Wenger, 1991) as a means to understand, interpret and describe the social learning processes. The research highlighted that in this case study, citrus farmers learn in a number of sociological ways, for example through intergenerational learning (in the family), learning from each other in a Community of Practice, learning from private consultants and extensions officers as well as from other organizations and institutions. It also considered how farmers' learning had influenced land use practice in the area. This brought to the fore an emerging partnership with a conservation agent based on providing economic incentives to farmers to engage in sustainable landuse practices. It is hoped that this research may inform future educational endeavours by shedding light on the social learning processes and by drawing attention to key aspects of learning that may previously have been overlooked in research.
- Full Text:
- Authors: Downsborough, Linda
- Date: 2007
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1878 , http://hdl.handle.net/10962/d1005859
- Description: Learning takes place in a number of ways. Situated learning for example, tries to shift the focus from the individual as a learner to the learner participating in the social world and from learning as a strictly cognitive process to a more encompassing view of social practice. The overall aim of this research was to gain a deeper understanding of the ways in which learning takes place in and between members of a citrus farming community, in other words it was to investigate the social learning processes. The research was undertaken in Patensie, a citrus farming community of the Gamtoos River Valley, Eastern Cape, South Africa. Data was generated through the use of interviews and informal discussions with participants together with document analysis, such as minutes of meetings. I also made observations of the learning interactions that were evident and also the interactions that were evident in the area as a whole. The data was analysed in two phases, the first involved reading across the interview transcripts and organizing the data under broad themes while the second phase made use of an analytical framework, a Community of Practice perspective to further analyze and engage with the data. I drew quite strongly on the ideas of situated learning, Communities of Practice and the notion of Legitimate Peripheral Participation (Lave & Wenger, 1991) as a means to understand, interpret and describe the social learning processes. The research highlighted that in this case study, citrus farmers learn in a number of sociological ways, for example through intergenerational learning (in the family), learning from each other in a Community of Practice, learning from private consultants and extensions officers as well as from other organizations and institutions. It also considered how farmers' learning had influenced land use practice in the area. This brought to the fore an emerging partnership with a conservation agent based on providing economic incentives to farmers to engage in sustainable landuse practices. It is hoped that this research may inform future educational endeavours by shedding light on the social learning processes and by drawing attention to key aspects of learning that may previously have been overlooked in research.
- Full Text:
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