Editorial. Perspectives on transformations in learning and education
- Authors: Lotz-Sisitka, Heila
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387277 , vital:68221 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137656"
- Description: Perspectives on transformations in learning and education
- Full Text:
- Authors: Lotz-Sisitka, Heila
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387277 , vital:68221 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137656"
- Description: Perspectives on transformations in learning and education
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The Influence of Adaptive Co-management Interrelations on the Social Learning, Change and Transformation of the Pugu and Kazimzumbwi Community in Tanzania
- Authors: Ferdinand, Victoria
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387311 , vital:68224 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137668"
- Description: This study sought to identify signs of social learning, change and transformation resulting from adaptive co-management interrelations in terms of the project ‘Reduction of Emission from Deforestation and Forest Degradation’ (REDD) at the Pugu and Kazimzumbwi Forest Reserves (PKFR) community in Tanzania. The study therefore presents some enablers and constraints in respect of learning, agency formation, social change and transformation potentially influenced by the REDD. This is a qualitative case study that explored ‘learning’1 from living experiences of local people at the PKFR and from local mechanisms of the REDD project. Reflexive workshop interventions were used to validate the performance of local REDD practices against the adaptive co-management framework. Other data was obtained through interviews, focus-group discussion, the analysis of documents and direct observations. The study found that individual people may deepen their understanding of forestry issues through collaborative interrelations. Social learning in the PKFR community was potentially stimulated by people’s relational interactions, reflective thinking and anticipations, and questioning of past practices. Learning occurred subtly, and the learning process was not endured firmly enough to foster the complex learning dynamics necessary for transformational changes. As a result, most of the REDD-stimulated learning did not transform the practices desired in the project.
- Full Text:
- Authors: Ferdinand, Victoria
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387311 , vital:68224 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137668"
- Description: This study sought to identify signs of social learning, change and transformation resulting from adaptive co-management interrelations in terms of the project ‘Reduction of Emission from Deforestation and Forest Degradation’ (REDD) at the Pugu and Kazimzumbwi Forest Reserves (PKFR) community in Tanzania. The study therefore presents some enablers and constraints in respect of learning, agency formation, social change and transformation potentially influenced by the REDD. This is a qualitative case study that explored ‘learning’1 from living experiences of local people at the PKFR and from local mechanisms of the REDD project. Reflexive workshop interventions were used to validate the performance of local REDD practices against the adaptive co-management framework. Other data was obtained through interviews, focus-group discussion, the analysis of documents and direct observations. The study found that individual people may deepen their understanding of forestry issues through collaborative interrelations. Social learning in the PKFR community was potentially stimulated by people’s relational interactions, reflective thinking and anticipations, and questioning of past practices. Learning occurred subtly, and the learning process was not endured firmly enough to foster the complex learning dynamics necessary for transformational changes. As a result, most of the REDD-stimulated learning did not transform the practices desired in the project.
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The listening train: A collaborative, connective aesthetics approach to transgressive social learning
- Authors: McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/371023 , vital:66404 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137658"
- Description: This paper explores a personal iterative retrospective of a series of expansive social-learning processes that were collaboratively developed through practice-based enquiry across 17 South African towns/contexts. This reflexive narrative explores the development of a ‘Climate Train’, a mobile social-learning platform, that was conceived and created through a collaborative social movement of ‘cultural practitioners’ ranging from visual artists, poets, film-makers, theatre-makers, guerrilla-gardeners, musicians, facilitators, to educational researchers, among others, who created new ‘connective aesthetic’ social spaces for dialogue and exchange. Drawing from a variety of artistic genres, including but not limited to theatre and social sculpture (an expanded concept of public/participatory art), I reflect on the formative, foundational qualities of these approaches and share insights into social-learning praxis that emerged on the tracks. Of primary focus is the use of aesthetic praxis as a means that transforms how we engage with our inner capacities as well as how we develop our relational sensibilities. Key findings include the vital role of connective aesthetics in establishing imaginal thinking, moral intuition, empathy, participative parity, and emergence, and how these are important for transformation and establishing new capacities for ecological/global citizenship and collaborative intelligence.
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- Authors: McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/371023 , vital:66404 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137658"
- Description: This paper explores a personal iterative retrospective of a series of expansive social-learning processes that were collaboratively developed through practice-based enquiry across 17 South African towns/contexts. This reflexive narrative explores the development of a ‘Climate Train’, a mobile social-learning platform, that was conceived and created through a collaborative social movement of ‘cultural practitioners’ ranging from visual artists, poets, film-makers, theatre-makers, guerrilla-gardeners, musicians, facilitators, to educational researchers, among others, who created new ‘connective aesthetic’ social spaces for dialogue and exchange. Drawing from a variety of artistic genres, including but not limited to theatre and social sculpture (an expanded concept of public/participatory art), I reflect on the formative, foundational qualities of these approaches and share insights into social-learning praxis that emerged on the tracks. Of primary focus is the use of aesthetic praxis as a means that transforms how we engage with our inner capacities as well as how we develop our relational sensibilities. Key findings include the vital role of connective aesthetics in establishing imaginal thinking, moral intuition, empathy, participative parity, and emergence, and how these are important for transformation and establishing new capacities for ecological/global citizenship and collaborative intelligence.
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Transformative processes in environmental education: A case study
- Fox, Helen E, Palmer, Carolyn G, O'Donoghue, Rob B
- Authors: Fox, Helen E , Palmer, Carolyn G , O'Donoghue, Rob B
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387323 , vital:68225 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137680"
- Description: This paper presents a case study on the severely degraded Boksburg Lake’s (Gauteng, South Africa) social–ecological system, and on an environmental-education initiative that aimed to support the lake’s transformation with a view to its improved social and ecological well-being. In this case study, three key characteristics of the initiative which appeared to support the transformative process are discussed, namely: 1. Learning was aligned with the local social–ecological context; 2. Human-to-human and human-to-ecological connections were encouraged; and 3. The youth played a key role in initiating and effecting transformation.
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- Authors: Fox, Helen E , Palmer, Carolyn G , O'Donoghue, Rob B
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387323 , vital:68225 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137680"
- Description: This paper presents a case study on the severely degraded Boksburg Lake’s (Gauteng, South Africa) social–ecological system, and on an environmental-education initiative that aimed to support the lake’s transformation with a view to its improved social and ecological well-being. In this case study, three key characteristics of the initiative which appeared to support the transformative process are discussed, namely: 1. Learning was aligned with the local social–ecological context; 2. Human-to-human and human-to-ecological connections were encouraged; and 3. The youth played a key role in initiating and effecting transformation.
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Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction
- Lotz-Sisitka, Heila, Wals, Arjen E, Kronlid, David O, McGarry, Dylan K
- Authors: Lotz-Sisitka, Heila , Wals, Arjen E , Kronlid, David O , McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392190 , vital:68729 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
- Description: The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
- Full Text:
- Authors: Lotz-Sisitka, Heila , Wals, Arjen E , Kronlid, David O , McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392190 , vital:68729 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
- Description: The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
- Full Text:
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