Social Learning and Regenerative Sustainability: Unlocking value created in sustainability projects in higher education
- Authors: Royle, Carlene
- Date: 2023-10-13
- Subjects: Social Learning South Africa Makhanda , Sustainability South Africa Makhanda , Education, Higher Social aspects South Africa Makhanda , Social accounting South Africa Makhanda , Education, Higher Activity programs South Africa Makhanda , Value creation , Agent (Philosophy) , Sustainable Development Goals
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/402981 , vital:69911
- Description: This qualitative study considers two bodies of theory, regenerative sustainability and social learning theory, within a tertiary education context. Universities offer unique opportunities, across both the formal and informal curriculum, that engage with the two-fold socioeconomic and environmental crises. The study explores both the promise of unlocking value in an ex-linear economy; and the healing and regenerative benefits in moving toward greener practices. Through an embedded case study at Rhodes University, in the Eastern Cape of South Africa, this research explores the value that is being unlocked in campus-based sustainability projects, when considered through a social learning lens (Lave and Wenger, 1991). Invitations to participate in this study were extended to project-leads of sustainability initiatives originating from Rhodes University campus. Six projects, which have been active on campus in recent years, were selected and, through semi-structured interviews, the insights of 12 participants were captured and analysed using the associated Value Creation Framework (VCF) developed by Wenger, Trayner and De Laat (Wenger, Trayner, de Laat, 2011) and later Wenger-Trayner and Wenger Trayner (2014, 2015, 2020). The VCF consists of value cycles that interconnect dynamically, including Orientating, Strategic, Enabling, Immediate, Potential, Applied, Realised and Reframed or Transformative value cycles. The study identified instances of all these value cycles, within and across the six embedded case studies (project). Drawing on social learning theorists the analysis further focused on instances of collaboration, agency and boundary crossing. Additional themes that emerged across the majority of the embedded study projects, were a convergence of socio and eco; a whole-systems perspective shared by project leads; the importance of the social commons; language as an enabler; and problem solving for system change. A recommendation is proposed to further unlock the unbounded value created through such projects by reframing the informal curriculum opportunities offered on university campuses as social learning spaces where students can practice agency. To do so, would require formalizing various forms of system support, thus facilitating expanded learning in regenerative sustainability activities, for the common social and planetary good. , Thesis (MEd) -- Faculty of Education, Education, 2023
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- Authors: Royle, Carlene
- Date: 2023-10-13
- Subjects: Social Learning South Africa Makhanda , Sustainability South Africa Makhanda , Education, Higher Social aspects South Africa Makhanda , Social accounting South Africa Makhanda , Education, Higher Activity programs South Africa Makhanda , Value creation , Agent (Philosophy) , Sustainable Development Goals
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/402981 , vital:69911
- Description: This qualitative study considers two bodies of theory, regenerative sustainability and social learning theory, within a tertiary education context. Universities offer unique opportunities, across both the formal and informal curriculum, that engage with the two-fold socioeconomic and environmental crises. The study explores both the promise of unlocking value in an ex-linear economy; and the healing and regenerative benefits in moving toward greener practices. Through an embedded case study at Rhodes University, in the Eastern Cape of South Africa, this research explores the value that is being unlocked in campus-based sustainability projects, when considered through a social learning lens (Lave and Wenger, 1991). Invitations to participate in this study were extended to project-leads of sustainability initiatives originating from Rhodes University campus. Six projects, which have been active on campus in recent years, were selected and, through semi-structured interviews, the insights of 12 participants were captured and analysed using the associated Value Creation Framework (VCF) developed by Wenger, Trayner and De Laat (Wenger, Trayner, de Laat, 2011) and later Wenger-Trayner and Wenger Trayner (2014, 2015, 2020). The VCF consists of value cycles that interconnect dynamically, including Orientating, Strategic, Enabling, Immediate, Potential, Applied, Realised and Reframed or Transformative value cycles. The study identified instances of all these value cycles, within and across the six embedded case studies (project). Drawing on social learning theorists the analysis further focused on instances of collaboration, agency and boundary crossing. Additional themes that emerged across the majority of the embedded study projects, were a convergence of socio and eco; a whole-systems perspective shared by project leads; the importance of the social commons; language as an enabler; and problem solving for system change. A recommendation is proposed to further unlock the unbounded value created through such projects by reframing the informal curriculum opportunities offered on university campuses as social learning spaces where students can practice agency. To do so, would require formalizing various forms of system support, thus facilitating expanded learning in regenerative sustainability activities, for the common social and planetary good. , Thesis (MEd) -- Faculty of Education, Education, 2023
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An investigation into the extent to which grade 12 Mechanical Technology (MT) curriculum practices relate to the Green Economy: A case study of two Eastern Cape technical high schools
- Authors: Mkaza, Mcebisi W
- Date: 2021-10-29
- Subjects: Technology Study and teaching South Africa Eastern Cape , Environmental education South Africa Eastern Cape , Curriculum evaluation South Africa Eastern Cape , Teachers In-service training South Africa Eastern Cape , Mechanical Technology , Green Economy , Practice Architecture Theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191997 , vital:45186
- Description: South Africa’s transition towards a green economy presents opportunities to create resourceful jobs that promote sustainable living in the long term. The country’s educational sector is mandated to integrate a green economy component in curricula from primary schools to tertiary levels. However, green jobs within such an economy require green skills which are not necessarily being developed effectively through the school curriculum. This interpretive study investigated how curriculum practices in the Grade 12 Mechanical Technology (MT) stream offered by technical high schools prepare learners to participate in green economy opportunities in the Eastern Cape. Guided by Practice Architecture theory, the study analysed curriculum documents relevant to the Grade 12 MT stream. Teachers and past learners were interviewed to investigate the Cultural-Discursive, Material-Economic and Socio-Political arrangements that enable or constrain teachers in their intentions to prepare learners to participate in the green economy. Teachers’ material-economic arrangements constrained teaching and learning within the school premises. Learners did not have exposure to real-life fieldwork or job shadowing. Inflexible and restrictive socio-political arrangements in most subjects of the MT stream also constrained green economy learning opportunities. This hindered diversified learning in some subjects. The research further revealed that there is a need for updated pedagogical practices that are aligned with current educational practices. The research found that teachers had very little understanding of the green economy and broader environmental content in their subjects. Consequently, successful implementation of environmental content could not be achieved. The research highlights the importance of advocating for the inclusion of green economy content in the curriculum practices of subjects in the Mechanical Technology stream. This could begin during teacher in-service training as this could enhance teachers’ limited knowledge of environmental content. For practising teachers, workshops, seminars and possibly conferences are necessary to augment knowledge they have, including their awareness of local green economy opportunities in the Eastern Cape. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Authors: Mkaza, Mcebisi W
- Date: 2021-10-29
- Subjects: Technology Study and teaching South Africa Eastern Cape , Environmental education South Africa Eastern Cape , Curriculum evaluation South Africa Eastern Cape , Teachers In-service training South Africa Eastern Cape , Mechanical Technology , Green Economy , Practice Architecture Theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191997 , vital:45186
- Description: South Africa’s transition towards a green economy presents opportunities to create resourceful jobs that promote sustainable living in the long term. The country’s educational sector is mandated to integrate a green economy component in curricula from primary schools to tertiary levels. However, green jobs within such an economy require green skills which are not necessarily being developed effectively through the school curriculum. This interpretive study investigated how curriculum practices in the Grade 12 Mechanical Technology (MT) stream offered by technical high schools prepare learners to participate in green economy opportunities in the Eastern Cape. Guided by Practice Architecture theory, the study analysed curriculum documents relevant to the Grade 12 MT stream. Teachers and past learners were interviewed to investigate the Cultural-Discursive, Material-Economic and Socio-Political arrangements that enable or constrain teachers in their intentions to prepare learners to participate in the green economy. Teachers’ material-economic arrangements constrained teaching and learning within the school premises. Learners did not have exposure to real-life fieldwork or job shadowing. Inflexible and restrictive socio-political arrangements in most subjects of the MT stream also constrained green economy learning opportunities. This hindered diversified learning in some subjects. The research further revealed that there is a need for updated pedagogical practices that are aligned with current educational practices. The research found that teachers had very little understanding of the green economy and broader environmental content in their subjects. Consequently, successful implementation of environmental content could not be achieved. The research highlights the importance of advocating for the inclusion of green economy content in the curriculum practices of subjects in the Mechanical Technology stream. This could begin during teacher in-service training as this could enhance teachers’ limited knowledge of environmental content. For practising teachers, workshops, seminars and possibly conferences are necessary to augment knowledge they have, including their awareness of local green economy opportunities in the Eastern Cape. , Thesis (MEd) -- Faculty of Education, Education, 2021
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Sustainability focus in water management and curriculum practices in an agricultural college: a case study of Fort Cox Agriculture and Forestry Training Institute
- Authors: Ramphinwa, Azwindini Edson
- Date: 2021-10-29
- Subjects: Water-supply Management South Africa Ixesi , Water-supply Management Study and teaching (Higher) South Africa Ixesi , Curriculum planning South Africa Ixesi , Environmental education Activity programs South Africa Ixesi , Agricultural colleges Curricula South Africa Ixesi , Sustainable development South Africa Ixesi , Educational change South Africa , Fort Cox Agriculture and Forestry Training Institute , Practice Architectures Theory (PAT)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192030 , vital:45189
- Description: This case study of Fort Cox Agriculture and Forestry Training Institute explored the sustainability focus in water management and curriculum practices. I was inspired to develop a deeper understanding of current water management and curriculum practices at Fort Cox with fellow academics involved in the teaching of water dependent curricula, students who were enrolled in water dependent subjects, and support staff involved in water management practices around campus. My initial assumption was there was a practice disconnect or mismatch between water management practices and the stated curriculum requirements at Fort Cox. To develop a deeper understanding and possible responses, the study adopted the Practice Architectures Theory (PAT) developed by Kemmis (2009) and Kemmis, McTaggart and Nixon (2013). A supportive theory was also considered in the form of the action learning process developed by Marquardt (2007), which was aimed at bringing people together in an attempt to respond to water management practice concerns in their context. Practice Architectures Theory was used with the view to understand the ‘sayings, doings, and relatings’ regarding water management and curriculum practices at Fort Cox, in particular around Irrigation, Soil and Water Conservation subjects and the other water dependent subjects. Kemmis et al. (2013) suggested that practices come into being because people do not act alone but as a collective, and bring them into being. In practice, individual understanding and action are orchestrated in collective social-relational projects. A qualitative case study approach was used to solicit data using different techniques namely workshops, semi-structured interviews, document analysis, observations and Unit-Based Sustainability Assessment Tool questionnaires. Data collected through all these techniques was triangulated in the form of analytical memoranda which helped to develop analytical statements aligned with the research goals. The findings confirmed the evident practice disconnect between water management and curriculum practices which was found to be problematic at Fort Cox. The findings also suggest that there were inadequate water management topics across the curriculum. The findings lead to recommendations including future research recommendations for possible implementation. One notable recommendation is staff development on current sustainable water management and curriculum practices to address the challenges of both Fort Cox and the region. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Authors: Ramphinwa, Azwindini Edson
- Date: 2021-10-29
- Subjects: Water-supply Management South Africa Ixesi , Water-supply Management Study and teaching (Higher) South Africa Ixesi , Curriculum planning South Africa Ixesi , Environmental education Activity programs South Africa Ixesi , Agricultural colleges Curricula South Africa Ixesi , Sustainable development South Africa Ixesi , Educational change South Africa , Fort Cox Agriculture and Forestry Training Institute , Practice Architectures Theory (PAT)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192030 , vital:45189
- Description: This case study of Fort Cox Agriculture and Forestry Training Institute explored the sustainability focus in water management and curriculum practices. I was inspired to develop a deeper understanding of current water management and curriculum practices at Fort Cox with fellow academics involved in the teaching of water dependent curricula, students who were enrolled in water dependent subjects, and support staff involved in water management practices around campus. My initial assumption was there was a practice disconnect or mismatch between water management practices and the stated curriculum requirements at Fort Cox. To develop a deeper understanding and possible responses, the study adopted the Practice Architectures Theory (PAT) developed by Kemmis (2009) and Kemmis, McTaggart and Nixon (2013). A supportive theory was also considered in the form of the action learning process developed by Marquardt (2007), which was aimed at bringing people together in an attempt to respond to water management practice concerns in their context. Practice Architectures Theory was used with the view to understand the ‘sayings, doings, and relatings’ regarding water management and curriculum practices at Fort Cox, in particular around Irrigation, Soil and Water Conservation subjects and the other water dependent subjects. Kemmis et al. (2013) suggested that practices come into being because people do not act alone but as a collective, and bring them into being. In practice, individual understanding and action are orchestrated in collective social-relational projects. A qualitative case study approach was used to solicit data using different techniques namely workshops, semi-structured interviews, document analysis, observations and Unit-Based Sustainability Assessment Tool questionnaires. Data collected through all these techniques was triangulated in the form of analytical memoranda which helped to develop analytical statements aligned with the research goals. The findings confirmed the evident practice disconnect between water management and curriculum practices which was found to be problematic at Fort Cox. The findings also suggest that there were inadequate water management topics across the curriculum. The findings lead to recommendations including future research recommendations for possible implementation. One notable recommendation is staff development on current sustainable water management and curriculum practices to address the challenges of both Fort Cox and the region. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
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