A theory-based approach to evaluating a Continuing Teacher Professional Development Programme aimed at strengthening environment and sustainability education
- Authors: Songqwaru, Nonyameko Zintle
- Date: 2020
- Subjects: Fundisa for Change , Environmental education -- South Africa , Teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145267 , vital:38423
- Description: This study uses a theory-based approach to evaluate the Fundisa for Change training programme, a continuing teacher professional development programme aimed at strengthening environment and sustainability education. The aim of the study was to surface assumptions that underpin the design and implementation of the Fundisa for Change training programme. The Fundisa for Change Teacher Education programme is a national collaborative programme that is implemented in all the nine provinces of South Africa. The study reports on the implementation of the programme in five provinces. The study aimed to surface the Fundisa for Change training programme’s implementation theory and programme theory as these affect programme delivery. The Fundisa for Change training programme was implemented in diverse contexts by different facilitators to different participants. To determine how training programme outcomes were achieved, use was made of context-mechanism-outcome (CMO) configurations for each site where the programme was implemented. Data used to construct CMO configurations was generated through document analysis of Fundisa for Change documents, interviews with stakeholders and participants, as well as observations of programme implementation at five sites. There were three phases to data analysis: content analysis of Fundisa for Change documents, content analysis of observation transcripts and use of the CMO configuration, an analytical tool used in realist evaluation. An initial CMO configuration was constructed prior to observing implementation of the programme and a refined CMO configuration for the Fundisa for Change training programme was constructed based on similarities between the CMO configurations constructed for each of the five sites under study. The partnership model of the Fundisa for Change training programme brought diverse expertise and resources (material, cognitive, social and emotional) which were conducive to the achievement of programme outcomes. The programme’s action context (structure, culture, agency and relations) contributed to the achievement of programme outcomes by participants. Participants’ subject content knowledge, teaching practice and assessment practice was enhanced through attending the Fundisa for Change training. On-course tasks were mediated during training and this created opportunities for participants to discuss and reflect on current practice in ways that could lead to a change in practice. In evaluating professional development programmes, an elaborated definition of context in terms of structure, culture, agency and relations enables a comprehensive exploration of potential programme mechanisms that can be activated when programmes are implemented. It is also important to disaggregate resources and reasons when identifying mechanisms as this assists with differentiating between context and mechanisms. The study offers insights into the professional learning of teachers grappling with new content and pedagogical content knowledges related to environment in the context of recent curriculum changes where the South African national school curriculum has come into focus. Environmental education programmes in South Africa have implicitly used a realist approach. This study offers the first substantive professional learning evaluation that develops this approach explicitly using Theory of Change and Realist Evaluation in combination.
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An exploration of how Grade 3 Foundation Phase teachers develop basic scientific process skills using an inquiry-based approach in their classrooms
- Authors: Nhase, Zukiswa
- Date: 2020
- Subjects: Elementary school teaching-- South Africa , Elementary school teachers -- South Africa , Elementary school teachers -- In-service training -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Learning, Psychology of , Cognition in children , Inquiry-based learning -- South Africa , Active learning -- South Africa , Pedagogical content knowledge -- South Africa , Educational change -- South Africa , Socio-cultural theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145181 , vital:38416
- Description: Some studies have looked at Foundation Phase teachers’ perspectives on the teaching of science in this phase. Such studies have highlighted various challenges on the teaching of science in the Foundation Phase. They pointed out issues such as large class numbers, lack of resources and lack of science knowledge from Foundation Phase teachers. However, none of these studies have looked at how Foundation Phase teachers are using an Inquiry-Based Approach in their classrooms instead few studies have looked at the Foundation Phase teachers’ perspectives about scientific inquiry in this phase. Even though many scholars have presented several challenges to the teaching of science both at secondary and primary level, the argument is strongly made that Foundation Phase learners should be exposed to the learning of science. Generally, children at the Foundation Phase level naturally enjoy observing and thinking about nature; exposing learners to science develops positive attitudes towards science; the use of scientifically informed language at an early age influences the eventual development of scientific concepts; children can understand scientific concepts and reason scientifically; and science is an efficient means for developing scientific thinking. It is within these arguments and discussions that this interpretive case study research sought to explore the Pedagogical Content Knowledge of four Foundation Phase teachers in developing the Scientific Process Skills using an Inquiry-Based Approach in their classrooms and subsequently, the significance of this research study. The socio-cultural theory, Topic Specific Pedagogical Content Knowledge, Zaretskii’s six conditions for development during mediation and the principles of an Inquiry-Based Approach were used as analytical lenses in this research. To use an Inquiry-Based Approach, generally teachers have to understand its principles and know how to develop basic Scientific Process Skills while teaching the science content. In the Foundation Phase, the Natural Sciences component or content is embedded in the Beginning Knowledge study area of the Life Skills subject and this can create difficulties for teachers to even recognise the scientific concepts in the Life Skills. The four IsiXhosa female teachers used the home language of learners as the language of instruction to implement an Inquiry-Based Approach in their classrooms. Data were generated in four phases. Phase one was baseline data through document analysis. Three of the phases were directed by the research question asked. Data were generated using questionnaires, interviews (semi-structured and stimulated recall), lesson observations (videotaped) and group reflections and discussions. From the work of Vygotsky, Zaretskii formulated six conditions that can be used to develop learners’ zone of proximal development in learning and these were used as analytical lenses to analyse data to understand how teachers mediated learning and development of Scientific Inquiry in their Grade 3 classrooms. In addition, the principles of an Inquiry-Based Approach were used as analytical lenses as to how teachers implemented the scientific inquiry approach. The categories or components of Topic Specific Pedagogical Content Knowledge were used as analytical lenses as to how these teachers dealt with science concepts or content when using an inquiry-based Approach in their classrooms. Using the home language of learners as an instructional tool, data showed that learners were afforded the opportunity to freely engage in activities and as a result, the context of learning was non-threatening for both teachers and learners. Although learning activities could be improved, teachers created social spaces for learners to take part in learning. In addition, the use of learners’ environments in the observed lessons made it comfortable for learners to act as young scientists. The new knowledge in this research was presented by the use of the adapted analytical tool, which combined diverse components of theory and literature that aligned with each other. The reflection space for the participants did not only afford the participants to discuss about each other’s lessons or experiences in this research, it allowed the participants to engage with the research objectives. The reflection space strengthened the research ethics if this study. Hence, the concept that says, ‘Absenting the absences’. In conclusion, the study thus recommends further professional development spaces that promote community of practice in using an Inquiry-Based Approach in the Foundation Phase.
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Informal learning in local farming practices by rural women in the Lake Chilwa Basin, Malawi: towards coping and adaptation to climate variability and climate change
- Authors: Mphepo, Gibson Yadunda
- Date: 2020
- Subjects: Women -- Non-formal education - Malawi , Non-formal education -- Malawi , Women -- Malawi -- Social conditions , Crops and climate -- Malawi , Agricultural extension work -- Government policy -- Malawi , Environmental education -- Malawi
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/167540 , vital:41490
- Description: Evidence reveals that informal learning is a neglected research area, globally and nationally. Informal learning, like formal and non-formal learning, is context specific. In the case of my study, the context was in local maize cultivation and the associated local farming practices which are also neglected. Research has shown that rural women in Malawi are significant change agents in socio-economic sectors, yet they are heavily affected by inequality. For example, extreme weather events of droughts and floods in the Lake Chilwa Basin, disproportionately affect more women than men because of their traditional gendered roles such as home care. The complexity of the dualistic nature of being change agents and victims of injustices at the same time offers a catalytic opportunity for potentially transformative social learning for transformative adaptation. Against this backdrop, I conducted a study to investigate and expand informal learning processes to contribute to building the resilience of women and other community members in Domasi and Nsanama Extension Planning Areas (EPA) within the Lake Chilwa Basin. Specifically, the study answered the following question: “How do drought and inter-seasonal dry spells influence informal learning processes to enable transformation adaptation among rural women cultivating maize in the Lake Chilwa Basin, Malawi?” To address the question, the first stage was to review local farming practices and the associated informal learning processes in Malawi. I then used third generation Cultural Historical Activity Theory (CHAT) as an overarching theoretical framework to guide the subsequent research processes which were split into three main phases: mirror data collection for expansive learning, formative change laboratory workshops, and data analysis and reflection. CHAT is a theoretical framework that helps us comprehend and analyze the relationship between the human mind (i.e. what people think and feel) and activity (what people do). It is a formative and activist learning theory that posits learning as occurring through collective activities to meet or change a common object (Mukute and Lotz-Sisitka, 2012, p. 345). For Koszalka and Wu, 2001(p. 493), within a CHAT framework, knowledge is socially constructed by individual learners, building on existing historical experiences, within the learners’ context. To construct this knowledge, learners use technology or mediating tools, as Vygotsky (1978) calls them. To collect mirror data, I conducted focus group discussions, observation studies, and document analysis. I also conducted key informant interviews with selected extension workers responsible for the two case study sites. The hub of my research constituted change laboratory workshops to expand learning through four of the seven expansive learning actions, namely questioning, analysis, modeling and testing the model. One of the essential procedures I relied on to expand learning during these change laboratory workshops was identification and analysis of contradictions that were mirrored back to women. The use of contradictions as fertile ground for learning is premised on Engstrom’s arguments that contradictions form a catalyst for learning. Data were analysed using two approaches: layered and power relations. A layered analysis is a step-by-step process of understanding a situation from the lower to a higher level (mature stage). For my research, this meant understanding sequential learning from questioning (session 1 – lower level) to testing the model (session 8 – higher level). The second data analysis approach, power relations, relates to the Women Empowerment in Agriculture Index (WEAI), a measure of the degree of women empowerment, their agency and inclusion in farming (Ruth et al., 2013, p. 3). I used this type of power analysis tool because my research was agriculture based. Both data analysis approaches relied on N-vivo which is a form of computer-based qualitative data management software. The software was ideal for my study which was also mostly qualitative. During phase 1 of data collection, I identified five local farming practices associated with local maize cultivation, a focus of my study. These practices were slash and burn (mphanje); traditional insect pest control measures; soil fertility enhancement techniques through kuojeka (crop residue incorporation) and livestock manure; traditional weather forecasts; and multiple cropping (mixed and sequential cropping). Among these, the most preferred by the women I interacted with were kuojeka, livestock manure and mixed cropping. I discovered that these local farming practices are informally learned mainly through word of mouth, observation, trials, women-dominated social networks and drama. I also discovered that some of these informal learning pathways are catalyzed by drought and dry spells. For example, during the 1949 and 2002 drought periods, women reported that they had learned new types of coping strategies such as the use of sawdust and banana root flour in place of maize flour to prepare nsima, a staple food in Malawi. During phase 2, change laboratory workshops, I identified 19 contradictions associated with local farming practices, most of which were related to the Government of Malawi bias towards modern farming practices such as hybrids. Other contradictions were related to traditional structures and norms and religion and traditional beliefs. Solutions were suggested for each of the contradictions. Some of these solutions were tested for their workability. These included setting up diversity blocks (demonstration plots) for local maize cultivation under irrigation and engagement of the youth through WhatsApp groups for the first time at the study sites. The results of the tests show that there is potential to transform local farming practices at the study sites and build social resilience against drought and dry spells. For example, from a local maize demonstration plot in Nsanama Extension Planning Area (EPA), farmers learned that kafula local maize is fast maturing and therefore cushions them against hunger as they wait for the main harvest in later months. Eighty-eight households shared local maize seed harvested from the demonstration gardens for upscaling. The Head of Nsanama EPA had also set up another demonstration garden in 2018-2019 growing season consisting of kafula at Nsanama EPA Headquarters for further informal learning purposes. This research has contributed new knowledge to the existing knowledge base about local farming practices and informal learning. These contributions are in the form of methods I used as well as results obtained. Among the key highlights of my contribution to the knowledge base is the development of scenarios as double stimulation tools for the emerging local farming activity system which emanates from the new model solutions resulting from change laboratory workshops. To the best of my knowledge, this was the first time rural communities were engaged in scenario development in Malawi. The first scenarios of this type were developed in 2010 for the Malawi State of Environment and Outlook Report and the process involved middle to senior managers of various institutions in Malawi. Through historical analysis, my research identified local crops that existed in the past but which are currently non-existent or rare. My study also identified unique local farming practices that even puzzled professionals, including the use of ripe banana peels of makumbuka and sukari to eradicate nansongole grass and native bamboos respectively. Both plant species are considered a nuisance in that they colonize land for cultivation. A breakthrough for radical transformation of local farming practices via informal learning requires development and review of relevant policies in Malawi. Such a process requires evidence. This research has provided background information for this process. For those policies already developed, this research has provided information that can help guide implementation of the generalized list of activities outlined in implementation plans of the respective policies.
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Not Yet Uhuru! Attuning to, re-imagining and regenerating transgressive decolonial pedagogical praxis across times Khapa(ring) the rising cultures of change drivers in contemporary South Africa
- Authors: Kulundu-Bolus, Injairu
- Date: 2020
- Subjects: Not Yet Uhuru (Arts Project) , Anti-imperialist movements -- South Africa , Education -- Social aspects -- South Africa , Social change -- South Africa , Education -- Philosophy -- South Africa , Arts and society -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/166081 , vital:41327 , 10.21504/10962/166081
- Description: The “Not yet Uhuru!” project positions itself as emancipatory African research in motion. It is a regenerative project that responds to the concern that whilst dominant discourses can articulate what African states, societies and economies are not, we still know very little about what they actually are. This is a particularly important gap in how research on Africa is conceptualised, especially as it pertains to apprehending the futures that the majority of young people on the continent are instinctively leading themselves to (Mbembe, 2001, p.9). The project seeks to forgo youth development strategies that act as a form of containment by prescribing normative aspects of citizenship on young leaders in ways that stifle the transgressive impulses they have reason to value (Kelley in Tuck and Yang, 2014, p.89). The study traces rising cultures in transgressive decolonial pedagogical praxis across times, as a way of “khapa(ring)” or accompanying the contemporary questions that Change Drivers in South Africa hold at the edge of their praxis. The study co-conspired with 21 Change Drivers in South Africa who were interested in regenerating and re-imagining what transgressive decolonial praxis could be in these times based on their experiences and learnings. Residential art-based workshops that explored each co-conspirator’s offerings on the subject were distilled through the medium of film. These in turn were analysed using an “ethics of attunement” that produced songs as a reflexive pedagogical tool (Lispari, 2014, p.176). Sharing the resonate echoes of their praxis through song created another iterative reflection on their praxis two years after their initial offerings. As a way of weaving together the findings with a historical perspective, the resonant praxis of Change Drivers was put into conversation with three unconventional reviews that trace impulses around transgressive decolonial pedagogical praxis through fictional texts, political theory, poetry and intergenerational analysis, in order to surface resonant themes in praxis that echo across different times in history. This methodology sought to engage the question of the archive in pluriversal ways that appealed to different sensibilities, including the imaginative and hermeneutical, the traditionally analytical as well as the gifts of the lyrical and the erotic as different conceptual threads needed to resource the study. The reviews additionally spanned periods in the history of the continent that hold questions around precolonial and nascent colonial encounters, efforts to transgress within the liberatory movements and the intergenerational transmissions embedded in women and queer people’s struggles. The themes that coalesced across times were leveraged into capsules of rising cultures that form an experimental nexus for the practice of transgressive decolonial pedagogical praxis that is already underway. These rising cultures were conceptualised as meditations on what it means to live into a vision of home built on the explorations of a paradigm of peace, humanness, pluriversality and decolonial love for those like and unlike us that strive for freedom on this continent (Dlala, 2017, p.52; Ndlovu- Gatsheni, 2013, p.142; Gqola, 2017, pp.197, 199). The rising ultures were reconciled through the creation of a litany that chronicles different refrains in transgressive decolonial pedagogical praxis in contemporary times. The litany is a tool that charts particular experiences that are surfacing as symptomatic. It seeks to generously surface the contradictions that we are collectively starting to see past, whilst acknowledging the tensions that we need to straddle, integrate and navigate towards greater synthesis. The litany is an honest way of acknowledging the glimpses gained of who we are in this present moment, while we continually challenge ourselves to open up to questions about what it means to grapple towards decolonial futures. This stance has influenced my role as an educator to unconditionally embrace movements that already underway, and reflect these back to those that I am conspiring with in ways that promote an ethic of care, solidarity and critical engagement. The study celebrates what is possible when we do not theorise ourselves away from the questions embedded in our current praxis. This is an ethic that chooses to stay close to the phenomena arriving at present, whilst acknowledging the historical experiences that echo it as a collective pulse for meaningful experimentation and praxis. The study believes by being faithful to ways of amplifying, integrating and reflecting what has been emerging for us over time, we build our capacity to better respond with an ethic centred on transgressive decolonial pedagogical praxis. This is the kind of accompaniment and care that Change Drivers across the continent deserve as they make the way towards a future worthy of their longing (Rushdie, 1999).
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