TVET SI: Evaluating Boundary Crossing Social Learning in Vocational Education and Training: A value creation approach
- Lotz-Sisitka, Heila, Sisitka, Lawrence, Chakona, Gamuchirai, Matiwane, Mandilive L, Matambo, Chamu
- Authors: Lotz-Sisitka, Heila , Sisitka, Lawrence , Chakona, Gamuchirai , Matiwane, Mandilive L , Matambo, Chamu
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389925 , vital:68495 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/238540"
- Description: This article focuses on the development and application of an evaluation model and approach for evaluating boundary crossing social learning in a Vocational Education and Training (VET) learning network in South Africa, with an emphasis on a Training of Trainers (ToT) course that helped to catalyse and strengthen this learning network via two iterations of the course over an eight-year period. The article shares how we adapted the value creation framework (VCF) of Wenger, Traynor and De Laat (2011; Wenger and Wenger-Traynor, 2020) in the evaluation of a VET Training of Trainers (ToT) programme and learning network that focussed on the uptake and circulation of rainwater harvesting and conservation (RWHandC) knowledge in a particular formal and informal VET context in the Eastern Cape, South Africa, where smallholder farmers were struggling to find water for producing food. The evaluated ToT course was catalytic in establishing a boundary crossing social learning network approach in a VET context that linked formal and informal VET (Lotz-Sisitka et al., 2016; Lotz-Sisitka et al., 2022; Pesanayi, 2019); hence we found it important to develop adequate tools for its evaluation. The focus of this article is to share how we developed an evaluation approach to this work. We share insights on the indicators developed for diff erent types of value created, and also insights gained into the use of this evaluation approach in a boundary crossing VET social learning project that took a ToT course as focus. In short, evaluation findings show that the boundary crossing ToT course off ers strong immediate, potential and applied value that can lead to realised and reframed value, especially if supported by ongoing learning network activities that follow the initial engagement in the boundary crossing ToT course. Th is leads, over time, to transformative value which is important in achieving the overall objective of such social learning, namely making knowledge more co-engaging, accessible and useful in the context where improved food security via better use of rainwater harvesting and conservation amongst smallholder farmers and household food producers is a necessary form of sustainable development. Orientation value, and enabling value were found to be vital for the emergence of other kinds of value. The evaluation model also allows for the lifting out of strategic value which points to wider uptake potential. All this creates the possibility for indicator development that can help inform iterative development of boundary crossing VET courses used to stimulate the co-construction of learning networks and ongoing social learning for sustainable development.
- Full Text:
- Date Issued: 2023
- Authors: Lotz-Sisitka, Heila , Sisitka, Lawrence , Chakona, Gamuchirai , Matiwane, Mandilive L , Matambo, Chamu
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389925 , vital:68495 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/238540"
- Description: This article focuses on the development and application of an evaluation model and approach for evaluating boundary crossing social learning in a Vocational Education and Training (VET) learning network in South Africa, with an emphasis on a Training of Trainers (ToT) course that helped to catalyse and strengthen this learning network via two iterations of the course over an eight-year period. The article shares how we adapted the value creation framework (VCF) of Wenger, Traynor and De Laat (2011; Wenger and Wenger-Traynor, 2020) in the evaluation of a VET Training of Trainers (ToT) programme and learning network that focussed on the uptake and circulation of rainwater harvesting and conservation (RWHandC) knowledge in a particular formal and informal VET context in the Eastern Cape, South Africa, where smallholder farmers were struggling to find water for producing food. The evaluated ToT course was catalytic in establishing a boundary crossing social learning network approach in a VET context that linked formal and informal VET (Lotz-Sisitka et al., 2016; Lotz-Sisitka et al., 2022; Pesanayi, 2019); hence we found it important to develop adequate tools for its evaluation. The focus of this article is to share how we developed an evaluation approach to this work. We share insights on the indicators developed for diff erent types of value created, and also insights gained into the use of this evaluation approach in a boundary crossing VET social learning project that took a ToT course as focus. In short, evaluation findings show that the boundary crossing ToT course off ers strong immediate, potential and applied value that can lead to realised and reframed value, especially if supported by ongoing learning network activities that follow the initial engagement in the boundary crossing ToT course. Th is leads, over time, to transformative value which is important in achieving the overall objective of such social learning, namely making knowledge more co-engaging, accessible and useful in the context where improved food security via better use of rainwater harvesting and conservation amongst smallholder farmers and household food producers is a necessary form of sustainable development. Orientation value, and enabling value were found to be vital for the emergence of other kinds of value. The evaluation model also allows for the lifting out of strategic value which points to wider uptake potential. All this creates the possibility for indicator development that can help inform iterative development of boundary crossing VET courses used to stimulate the co-construction of learning networks and ongoing social learning for sustainable development.
- Full Text:
- Date Issued: 2023
Enacting Environmental Ethics Education for Wildlife Conservation using an Afrophilic ‘Philosophy for Children’approach
- Authors: Bhurekeni, John
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389821 , vital:68487 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/224689"
- Description: Environmental Ethics Education has in recent years emerged as a critical tool for wildlife conservation research. Despite this, Environmental Ethics Education is paradoxically predominated by traditional forms of western science such as the concept of the Anthropocene which appears to exclude aspects of African life-worlds where the natural environment is considered a heritage component and is linked to onto-ethical understandings of human existence. The purpose of this study is to explore how African heritage-based knowledges and practices are understood by children who identify and understand the relevance of their totems and taboos associated with them, in relation to wildlife conservation. The study from which this paper is derived utilised formative interventionist methodology complemented by a multi-voiced decolonial approach to explore whether children-participants aged 8 to 11 years understand the purposes of their totems and associated taboos. To achieve this I used an Afrophilic Philosophy for Children pedagogical approach, which foregrounds dialogical learning and development of critical reflexive thinking skills. Emerging findings indicated that children associated their totems and connected taboos as tools for protection against environmental pollution and for minimising resource over-extraction. Findings further demonstrated improved learner agency and development of ethical reasoning among children. As participants’ respect for environmental conservation and sustainability was informed by the significance placed on their totems, I recommend the need for schools to develop generative curricula that take seriously context-based solutions to environmental problems. Future research should also consider understanding environmental conservation issues from a context-based perspective, which can inform existing heritage practices and pedagogies.
- Full Text:
- Date Issued: 2022
- Authors: Bhurekeni, John
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389821 , vital:68487 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/224689"
- Description: Environmental Ethics Education has in recent years emerged as a critical tool for wildlife conservation research. Despite this, Environmental Ethics Education is paradoxically predominated by traditional forms of western science such as the concept of the Anthropocene which appears to exclude aspects of African life-worlds where the natural environment is considered a heritage component and is linked to onto-ethical understandings of human existence. The purpose of this study is to explore how African heritage-based knowledges and practices are understood by children who identify and understand the relevance of their totems and taboos associated with them, in relation to wildlife conservation. The study from which this paper is derived utilised formative interventionist methodology complemented by a multi-voiced decolonial approach to explore whether children-participants aged 8 to 11 years understand the purposes of their totems and associated taboos. To achieve this I used an Afrophilic Philosophy for Children pedagogical approach, which foregrounds dialogical learning and development of critical reflexive thinking skills. Emerging findings indicated that children associated their totems and connected taboos as tools for protection against environmental pollution and for minimising resource over-extraction. Findings further demonstrated improved learner agency and development of ethical reasoning among children. As participants’ respect for environmental conservation and sustainability was informed by the significance placed on their totems, I recommend the need for schools to develop generative curricula that take seriously context-based solutions to environmental problems. Future research should also consider understanding environmental conservation issues from a context-based perspective, which can inform existing heritage practices and pedagogies.
- Full Text:
- Date Issued: 2022
Marine robots for coastal ocean research in the Western Indian Ocean
- Palmer, Matthew R, Shagude, Yohana W, Roberts, Michael J, Popva, Ekaterina, Wihsgott, Juliane U, Aswani, Shankar, Coupland, Jack, Howe, John A, Bett, Brian J, Osuka, Kennedy E, Abernethy, Colin, Alexiou, Sofia, Painter, Stuart C, Kamau, Joseph N, Nyandwi, Ntahondi, Sekadende, Baraka
- Authors: Palmer, Matthew R , Shagude, Yohana W , Roberts, Michael J , Popva, Ekaterina , Wihsgott, Juliane U , Aswani, Shankar , Coupland, Jack , Howe, John A , Bett, Brian J , Osuka, Kennedy E , Abernethy, Colin , Alexiou, Sofia , Painter, Stuart C , Kamau, Joseph N , Nyandwi, Ntahondi , Sekadende, Baraka
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/403445 , vital:69962 , xlink:href="https://hdl.handle.net/10520/ejc-cristal-v10-n1-a7"
- Description: Marine robots have the potential to enhance WIO marine research to improve regional adaptation to the challenges presented by climate change by providing enhanced research capacity that bypasses the requirement for expensive infrastructure, such as large research vessels. This paper tests this potential and assesses the readiness of WIO communities to adopt autonomous technologies to meet its marine research priorities. We apply a range of analyses to a marine robots case study undertaken in waters around the island of Pemba, part of the Zanzibar archipelago, in Tanzania in 2019. The campaign formed part of a multinational project focused on increasing WIO capacity to meet food security and ocean sustainability challenges. A community engagement programme with six Tanzanian coastal communities resulted in positive changes in attitudes towards marine robots with reported increases in understanding and acceptance of such technologies. Suspicion of the robots was reduced and a lower risk of removing operational equipment was recorded following the provision of educational material. Cost, risk and benefit analysis shows that marine robots are perceived to provide high level benefits, but come at a high cost that is difficult to achieve using national or regional funding. An assessment of the capacity of WIO marine institutes to adopt such technologies shows that prior to this work, few skills or infrastructure related to marine robots were available to researchers and further confirmed that funding opportunities were perceived to be largely unavailable at institutional, national, regional or international levels. Responses from regional partners following completion of the case study however, revealed an uplift in perceived capacity, particularly related to access to infrastructure and expertise as well as support and opportunities for funding at each level. The presented case study is shown to have been a valuable demonstrator of the benefits of using marine robots to meet WIO coastal ocean research requirements and regional capacity was shown to be substantially increased within the broad range of marine institutes surveyed throughout the case study period. This study demonstrates that taking early steps towards adopting marine autonomous robots has increased WIO regional marine research capacity and increased the confidence and willingness of local researchers to seek alternative solutions to ongoing marine research challenges. Recommendations for future action that will continue to increase the capacity and readiness for regional adoption of marine robots include investment at local, national and regional levels to provide accessible training opportunities and to facilitate regional and international collaborations; investment in a regional hub, or centre of excellence for marine robotic technology; early adoption of newly emerging smaller, cheaper autonomous technologies; investment in local skills and support facilities to aid local buy-in and acceptance while supporting regional capacity.
- Full Text:
- Date Issued: 2022
- Authors: Palmer, Matthew R , Shagude, Yohana W , Roberts, Michael J , Popva, Ekaterina , Wihsgott, Juliane U , Aswani, Shankar , Coupland, Jack , Howe, John A , Bett, Brian J , Osuka, Kennedy E , Abernethy, Colin , Alexiou, Sofia , Painter, Stuart C , Kamau, Joseph N , Nyandwi, Ntahondi , Sekadende, Baraka
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/403445 , vital:69962 , xlink:href="https://hdl.handle.net/10520/ejc-cristal-v10-n1-a7"
- Description: Marine robots have the potential to enhance WIO marine research to improve regional adaptation to the challenges presented by climate change by providing enhanced research capacity that bypasses the requirement for expensive infrastructure, such as large research vessels. This paper tests this potential and assesses the readiness of WIO communities to adopt autonomous technologies to meet its marine research priorities. We apply a range of analyses to a marine robots case study undertaken in waters around the island of Pemba, part of the Zanzibar archipelago, in Tanzania in 2019. The campaign formed part of a multinational project focused on increasing WIO capacity to meet food security and ocean sustainability challenges. A community engagement programme with six Tanzanian coastal communities resulted in positive changes in attitudes towards marine robots with reported increases in understanding and acceptance of such technologies. Suspicion of the robots was reduced and a lower risk of removing operational equipment was recorded following the provision of educational material. Cost, risk and benefit analysis shows that marine robots are perceived to provide high level benefits, but come at a high cost that is difficult to achieve using national or regional funding. An assessment of the capacity of WIO marine institutes to adopt such technologies shows that prior to this work, few skills or infrastructure related to marine robots were available to researchers and further confirmed that funding opportunities were perceived to be largely unavailable at institutional, national, regional or international levels. Responses from regional partners following completion of the case study however, revealed an uplift in perceived capacity, particularly related to access to infrastructure and expertise as well as support and opportunities for funding at each level. The presented case study is shown to have been a valuable demonstrator of the benefits of using marine robots to meet WIO coastal ocean research requirements and regional capacity was shown to be substantially increased within the broad range of marine institutes surveyed throughout the case study period. This study demonstrates that taking early steps towards adopting marine autonomous robots has increased WIO regional marine research capacity and increased the confidence and willingness of local researchers to seek alternative solutions to ongoing marine research challenges. Recommendations for future action that will continue to increase the capacity and readiness for regional adoption of marine robots include investment at local, national and regional levels to provide accessible training opportunities and to facilitate regional and international collaborations; investment in a regional hub, or centre of excellence for marine robotic technology; early adoption of newly emerging smaller, cheaper autonomous technologies; investment in local skills and support facilities to aid local buy-in and acceptance while supporting regional capacity.
- Full Text:
- Date Issued: 2022
Situating the diversity of Southern African environmental education scholarship within a global conversation at a critical juncture on Earth
- Authors: Olvitt, Lausanne L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389869 , vital:68491 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/247386"
- Description: ¬The collection of papers in Volume 38 in many ways mirrors the diversity of research methodologies and teaching approaches in the contemporary eld of Environmental and Sustainability Education. ¬ e seven papers remind us that, whilst environmental educators and researchers are largely in agreement over the nature and causes of the social-ecological problems that we face in sub-Saharan Africa, there is less certainty around what types of educational approaches and pedagogies are adequate to help resolve them. ¬ e papers in this volume either o er pedagogical innovations that may strengthen teaching and learning for sustainable futures, or they provide insights into the social, cultural and economic contexts in which such teaching and learning occurs.
- Full Text:
- Date Issued: 2022
- Authors: Olvitt, Lausanne L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389869 , vital:68491 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/247386"
- Description: ¬The collection of papers in Volume 38 in many ways mirrors the diversity of research methodologies and teaching approaches in the contemporary eld of Environmental and Sustainability Education. ¬ e seven papers remind us that, whilst environmental educators and researchers are largely in agreement over the nature and causes of the social-ecological problems that we face in sub-Saharan Africa, there is less certainty around what types of educational approaches and pedagogies are adequate to help resolve them. ¬ e papers in this volume either o er pedagogical innovations that may strengthen teaching and learning for sustainable futures, or they provide insights into the social, cultural and economic contexts in which such teaching and learning occurs.
- Full Text:
- Date Issued: 2022
Transforming Education for Sustainable Futures: Intersecting dynamics of food, water, livelihoods and education in the COVID-19 pandemic
- Velempini, Kgosietsile, Lotz-Sisitka, Heila, Kulundu, Injairu, Maqwelane, Lwanda, James, Anna, Mphepo, Gibson Y, Dyantyi, Phila, Kunkwenza, Esthery
- Authors: Velempini, Kgosietsile , Lotz-Sisitka, Heila , Kulundu, Injairu , Maqwelane, Lwanda , James, Anna , Mphepo, Gibson Y , Dyantyi, Phila , Kunkwenza, Esthery
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389903 , vital:68494 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/211392"
- Description: Since 2019, the COVID-19 pandemic has posed challenges to but also highlighted the urgent need for transforming education for sustainable futures. The purpose of this article is to share insights gained from a southern African study on intersecting influences of water, food, livelihoods and education, and what they mean for Education for Sustainable Development going forward. The interest is to learn from this study in ways that can inform transformation of education for sustainable futures in southern Africa going forward. The study involved a number of early career researchers in SADC countries, and was conducted via an online approach during the early days of the pandemic. It followed a qualitative research design, employed document analysis, interviews and questionnaires, and drew on a systems perspective to inform analysis. The findings are as relevant today as they were in the pandemic, and point to the importance of giving attention to intersecting issues that affect education. The study highlights six transformative praxis pathways for transforming education for sustainable futures.
- Full Text:
- Date Issued: 2022
- Authors: Velempini, Kgosietsile , Lotz-Sisitka, Heila , Kulundu, Injairu , Maqwelane, Lwanda , James, Anna , Mphepo, Gibson Y , Dyantyi, Phila , Kunkwenza, Esthery
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389903 , vital:68494 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/211392"
- Description: Since 2019, the COVID-19 pandemic has posed challenges to but also highlighted the urgent need for transforming education for sustainable futures. The purpose of this article is to share insights gained from a southern African study on intersecting influences of water, food, livelihoods and education, and what they mean for Education for Sustainable Development going forward. The interest is to learn from this study in ways that can inform transformation of education for sustainable futures in southern Africa going forward. The study involved a number of early career researchers in SADC countries, and was conducted via an online approach during the early days of the pandemic. It followed a qualitative research design, employed document analysis, interviews and questionnaires, and drew on a systems perspective to inform analysis. The findings are as relevant today as they were in the pandemic, and point to the importance of giving attention to intersecting issues that affect education. The study highlights six transformative praxis pathways for transforming education for sustainable futures.
- Full Text:
- Date Issued: 2022
Editorial
- Authors: Rosenberg, Eureta
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389759 , vital:68481 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/216901"
- Description: This issue of the Southern African Journal of Environmental Education coincides with the start of the 26th United Nations Conference on Climate Change. COP26 in Glasgow is, like its predecessors, a Conference of Parties who will deliberate how to lower global greenhouse emissions and build adaptive capacity so as to reduce the risk and impacts of climate change.
- Full Text:
- Date Issued: 2021
- Authors: Rosenberg, Eureta
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389759 , vital:68481 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/216901"
- Description: This issue of the Southern African Journal of Environmental Education coincides with the start of the 26th United Nations Conference on Climate Change. COP26 in Glasgow is, like its predecessors, a Conference of Parties who will deliberate how to lower global greenhouse emissions and build adaptive capacity so as to reduce the risk and impacts of climate change.
- Full Text:
- Date Issued: 2021
Climate responsive innovation within the agricultural curriculum and learning system
- Authors: van Staden, Wilma
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389744 , vital:68479 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/186598"
- Description: The purpose of this paper is to outline the climate responsive innovation process within the agricultural innovation system of the North West Province, South Africa. The focus was on the embedded curriculum and learning activity system and its responses to social-ecological and earth system changes influenced by climate change. It outlines the barriers and processes hampering curriculum and learning innovations towards climate-smart responsiveness, and also examines the processes required to initiate micro and macro innovations. This paper focusses on how actors within the system can initiate curriculum innovation and climate responsiveness through micro innovations when supported and how this can lead to macro innovations. The system experienced various barriers during the innovation process and overcame many challenges during the journey towards climate-smart responsiveness through the identification of contradictions within the system, developing tools to assist in the transitioning process and expansion in the social-spatial dimension by establishing a learning network within the surrounding communities. The research indicated that the catalysing of the curriculum and learning system required specific tools, time and the understanding of the importance of micro-level innovation.
- Full Text:
- Date Issued: 2020
- Authors: van Staden, Wilma
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389744 , vital:68479 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/186598"
- Description: The purpose of this paper is to outline the climate responsive innovation process within the agricultural innovation system of the North West Province, South Africa. The focus was on the embedded curriculum and learning activity system and its responses to social-ecological and earth system changes influenced by climate change. It outlines the barriers and processes hampering curriculum and learning innovations towards climate-smart responsiveness, and also examines the processes required to initiate micro and macro innovations. This paper focusses on how actors within the system can initiate curriculum innovation and climate responsiveness through micro innovations when supported and how this can lead to macro innovations. The system experienced various barriers during the innovation process and overcame many challenges during the journey towards climate-smart responsiveness through the identification of contradictions within the system, developing tools to assist in the transitioning process and expansion in the social-spatial dimension by establishing a learning network within the surrounding communities. The research indicated that the catalysing of the curriculum and learning system required specific tools, time and the understanding of the importance of micro-level innovation.
- Full Text:
- Date Issued: 2020
Education in times of COVID-19: Looking for silver linings in the Southern Africa’s educational responses
- Mukute, Mutizwa, Francis, Buhle, Burt, Jane C, De Souza, Ben
- Authors: Mukute, Mutizwa , Francis, Buhle , Burt, Jane C , De Souza, Ben
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389799 , vital:68484 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/198219"
- Description: Coronavirus Disease 2019 (COVID-19) has disrupted socio-economic activities, including formal and non-formal education, across the world at lightning speed. By mid-April 2020, it had interrupted the formal education of nearly 1.6 billion students in 192 countries. COVID-19’s disruption of education in Africa, and especially in southern Africa, has been severe for several reasons. However, educational responses to COVID-19 suggest that it has stimulated the appetite for developing educational innovations – silver linings to the COVID-19 cloud. This paper is based on interviews conducted with 56 parents, students and educators involved in formal and non-formal education in Botswana, Malawi, Namibia, South Africa, Zambia and Zimbabwe. We identified the main educational challenges in these countries as being concerned with adapting to: (i) online education and learning, (ii) continuity of education from home, and (iii) community-based learning in small groups. The silver linings that we identified are: (i) putting greater emphasis on finding context-specific solutions to education and health problems (improvisation), which is important for educational relevance and reveals the value of local actors, (ii) making linkages between social and ecological systems clearer, which is making the value of education for sustainable development (ESD) in this century more explicit, and (iii) revealing structural inequality and justice issues in education, which draws attention to the need for urgently addressing them as part of transformative change in education and sustainable development.
- Full Text:
- Date Issued: 2020
- Authors: Mukute, Mutizwa , Francis, Buhle , Burt, Jane C , De Souza, Ben
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389799 , vital:68484 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/198219"
- Description: Coronavirus Disease 2019 (COVID-19) has disrupted socio-economic activities, including formal and non-formal education, across the world at lightning speed. By mid-April 2020, it had interrupted the formal education of nearly 1.6 billion students in 192 countries. COVID-19’s disruption of education in Africa, and especially in southern Africa, has been severe for several reasons. However, educational responses to COVID-19 suggest that it has stimulated the appetite for developing educational innovations – silver linings to the COVID-19 cloud. This paper is based on interviews conducted with 56 parents, students and educators involved in formal and non-formal education in Botswana, Malawi, Namibia, South Africa, Zambia and Zimbabwe. We identified the main educational challenges in these countries as being concerned with adapting to: (i) online education and learning, (ii) continuity of education from home, and (iii) community-based learning in small groups. The silver linings that we identified are: (i) putting greater emphasis on finding context-specific solutions to education and health problems (improvisation), which is important for educational relevance and reveals the value of local actors, (ii) making linkages between social and ecological systems clearer, which is making the value of education for sustainable development (ESD) in this century more explicit, and (iii) revealing structural inequality and justice issues in education, which draws attention to the need for urgently addressing them as part of transformative change in education and sustainable development.
- Full Text:
- Date Issued: 2020
Epistemic Cartography: Evaluating Net-Map as a Frontline Tool for Navigating Informal Knowledge Networks
- Meterlerkamp, Luke, Schiffer, Eva
- Authors: Meterlerkamp, Luke , Schiffer, Eva
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388009 , vital:68298 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/188690"
- Description: Sustainability transitions are dependent on the development and diffusion of transformative skills and competencies. However, the prevailing notion that learning for sustainability transitions will be led by universities, technical colleges and other similar institutions is practically not feasible in much of the global south. Net-Map is a social network analysis tool that uses interviews and mapping to help people understand, visualise, discuss, and improve situations in which many different actors influence outcomes (Schiffer and Hauck, 2010). In response to the pressing need for new approaches to the development and diffusion of sustainability skills, this paper evaluates Net-Map’s suitability as a methodological tool for educators, knowledge brokers and students seeking to enhance the navigability of the often complex and uncharted occupational pathways they encounter. To do this, the research applied Net-Map to an emerging sustainability niche within the food system in order to map the learning pathways of successful sustainability pioneers. We found that Net-Map was helpful in identifying diffuse informal knowledge networks and teaching resources. Being free, quick to learn and easy to use, Net-Map is a potentially low-cost method for circumventing traditionally costly approaches to curriculum development and accreditation – assisting community-based actors to make sense of the informal knowledge and competency networks that support emerging career fields. In emerging career fields such as organic farming, where pioneer knowledge is fragmented, poorly documented and often disregarded by mainstream-science, Net-Map could be useful in the preparatory phase of curriculum planning and design, providing training designers, course conveners and facilitators with contextually informed insights.
- Full Text:
- Date Issued: 2020
- Authors: Meterlerkamp, Luke , Schiffer, Eva
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388009 , vital:68298 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/188690"
- Description: Sustainability transitions are dependent on the development and diffusion of transformative skills and competencies. However, the prevailing notion that learning for sustainability transitions will be led by universities, technical colleges and other similar institutions is practically not feasible in much of the global south. Net-Map is a social network analysis tool that uses interviews and mapping to help people understand, visualise, discuss, and improve situations in which many different actors influence outcomes (Schiffer and Hauck, 2010). In response to the pressing need for new approaches to the development and diffusion of sustainability skills, this paper evaluates Net-Map’s suitability as a methodological tool for educators, knowledge brokers and students seeking to enhance the navigability of the often complex and uncharted occupational pathways they encounter. To do this, the research applied Net-Map to an emerging sustainability niche within the food system in order to map the learning pathways of successful sustainability pioneers. We found that Net-Map was helpful in identifying diffuse informal knowledge networks and teaching resources. Being free, quick to learn and easy to use, Net-Map is a potentially low-cost method for circumventing traditionally costly approaches to curriculum development and accreditation – assisting community-based actors to make sense of the informal knowledge and competency networks that support emerging career fields. In emerging career fields such as organic farming, where pioneer knowledge is fragmented, poorly documented and often disregarded by mainstream-science, Net-Map could be useful in the preparatory phase of curriculum planning and design, providing training designers, course conveners and facilitators with contextually informed insights.
- Full Text:
- Date Issued: 2020
Think Piece. Working for Living: Popular Education as/at Work for Social-ecological Justice
- Burt, Jane C, James, Anna, Walters, Shirley, Von Kotze, Astrid
- Authors: Burt, Jane C , James, Anna , Walters, Shirley , Von Kotze, Astrid
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388150 , vital:68310 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/165826"
- Description: Drawing on the working lives of popular educators who are striving for socioeconomic and socio-ecological justice, we demonstrate how popular education is a form of care work which is feminised, often undervalued and unrecognised as highly skilled work. It is relational work that aims to forge solidarity with communities and the environment. Given the state of the planet, the radical transformations that are needed, and the future projection of ‘work’ as including the care economy in large measure, we argue that popular education is a generative site for further exploration of research into work and learning. However, to move popular education as work from the margins means to rethink the current economic system of value. Addressing the contradiction that undervalues work for life/living, popular education engages transformative action motivated by a deep sense of solidarity and a focus on imagining alternatives as an act of hope.
- Full Text:
- Date Issued: 2020
- Authors: Burt, Jane C , James, Anna , Walters, Shirley , Von Kotze, Astrid
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388150 , vital:68310 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/165826"
- Description: Drawing on the working lives of popular educators who are striving for socioeconomic and socio-ecological justice, we demonstrate how popular education is a form of care work which is feminised, often undervalued and unrecognised as highly skilled work. It is relational work that aims to forge solidarity with communities and the environment. Given the state of the planet, the radical transformations that are needed, and the future projection of ‘work’ as including the care economy in large measure, we argue that popular education is a generative site for further exploration of research into work and learning. However, to move popular education as work from the margins means to rethink the current economic system of value. Addressing the contradiction that undervalues work for life/living, popular education engages transformative action motivated by a deep sense of solidarity and a focus on imagining alternatives as an act of hope.
- Full Text:
- Date Issued: 2020
Engagement in local social-ecological knowledge practices in a seasonal cycles approach for transitioning to future sustainability
- Authors: O'Donoghue, Rob B
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387971 , vital:68294 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/186419"
- Description: This paper explores climate as variable natural forces driving seasonal cycles1 that many African cultures had adjusted themselves to within intergenerational knowledge practices of longue durée. The study points to the need to re-orientate and expand climate science education so that it is centred on the seasonal cycles and intergenerational learning to better align transitioning to future sustainability with these in our southern African contexts of climate change today. The narrative touches upon historical accounts of knowledge practices amongst the Krobo, Bemba, Shona, Zulu and Xhosa, briefly pointing to how each, as an African culture, is situated as a social-ecological entity within the climatic tapestries of our African landscapes. It takes note of how cultural articulation within the seasonal cycles of regional climate have a long history with adaptive change in some contexts in more recent times. The review suggests that our learning in relation to emerging climate change should be informed by these histories of intergenerational knowledge practice. It notes how a better grasp of these could be important drivers of a widening cultural response to the changing dynamics in our climatic surroundings today. The brief study suggests that southern Africa is a special place with many unique and interesting climatic processes and associated socio-ecological systems and practices. These can provide engaging perspectives for informing education to mitigate or adapt to climate change. Here, a situated exploration of seasonal cycles can draw on both the latest in modern climate science and the rich social-ecological heritage of Africa briefly touched upon in the study. A model of process is offered for how both can be used in a seasonal cycles approach climate change education. This better situated and more inclusive approach can enable us to contemplate how we might best adjust our social-ecological dispositions and practices in the changing world that we all share.
- Full Text:
- Date Issued: 2019
- Authors: O'Donoghue, Rob B
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387971 , vital:68294 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/186419"
- Description: This paper explores climate as variable natural forces driving seasonal cycles1 that many African cultures had adjusted themselves to within intergenerational knowledge practices of longue durée. The study points to the need to re-orientate and expand climate science education so that it is centred on the seasonal cycles and intergenerational learning to better align transitioning to future sustainability with these in our southern African contexts of climate change today. The narrative touches upon historical accounts of knowledge practices amongst the Krobo, Bemba, Shona, Zulu and Xhosa, briefly pointing to how each, as an African culture, is situated as a social-ecological entity within the climatic tapestries of our African landscapes. It takes note of how cultural articulation within the seasonal cycles of regional climate have a long history with adaptive change in some contexts in more recent times. The review suggests that our learning in relation to emerging climate change should be informed by these histories of intergenerational knowledge practice. It notes how a better grasp of these could be important drivers of a widening cultural response to the changing dynamics in our climatic surroundings today. The brief study suggests that southern Africa is a special place with many unique and interesting climatic processes and associated socio-ecological systems and practices. These can provide engaging perspectives for informing education to mitigate or adapt to climate change. Here, a situated exploration of seasonal cycles can draw on both the latest in modern climate science and the rich social-ecological heritage of Africa briefly touched upon in the study. A model of process is offered for how both can be used in a seasonal cycles approach climate change education. This better situated and more inclusive approach can enable us to contemplate how we might best adjust our social-ecological dispositions and practices in the changing world that we all share.
- Full Text:
- Date Issued: 2019
Landscape, memory and learning to change in changing worlds: Contemplating intergenerational learning and traditional knowledge practices within social-ecological landscapes of change
- O'Donoghue, Rob B, Sandoval-Rivera, Juan Carlos, Payyappallimana, Unnikrishnan
- Authors: O'Donoghue, Rob B , Sandoval-Rivera, Juan Carlos , Payyappallimana, Unnikrishnan
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388061 , vital:68304 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/187218"
- Description: The core paper and collection of short papers from Mexico, Africa, India and Sweden that make up this study on social-ecological landscapes developed as a South–South collaboration that was extended to include a case in the North. Our concern was to explore how situated, intergenerational knowledge commonly takes a back seat to the conceptual propositions that the environmental sciences have developed around matters of concern like biodiversity loss. In this way, scientific propositions have become the conceptual capital for informing future sustainability through Education for Sustainable Development (ESD). In response to this, a more situated turn has developed to engage both intergenerational practices and the institutional sciences, but the playing fields are seldom level and deliberations are often rife with misunderstandings.
- Full Text:
- Date Issued: 2019
- Authors: O'Donoghue, Rob B , Sandoval-Rivera, Juan Carlos , Payyappallimana, Unnikrishnan
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388061 , vital:68304 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/187218"
- Description: The core paper and collection of short papers from Mexico, Africa, India and Sweden that make up this study on social-ecological landscapes developed as a South–South collaboration that was extended to include a case in the North. Our concern was to explore how situated, intergenerational knowledge commonly takes a back seat to the conceptual propositions that the environmental sciences have developed around matters of concern like biodiversity loss. In this way, scientific propositions have become the conceptual capital for informing future sustainability through Education for Sustainable Development (ESD). In response to this, a more situated turn has developed to engage both intergenerational practices and the institutional sciences, but the playing fields are seldom level and deliberations are often rife with misunderstandings.
- Full Text:
- Date Issued: 2019
Navigating non-sense by exemplifying situated life experience and intergenerational heritage knowledge in Education for Sustainable Development learning spaces
- O'Donoghue, Rob B, Kibuka-Sebitosi, Esther, Tshiningayamwe, Sirkka A N, Palmer, Carl
- Authors: O'Donoghue, Rob B , Kibuka-Sebitosi, Esther , Tshiningayamwe, Sirkka A N , Palmer, Carl
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388122 , vital:68308 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/186410"
- Description: This paper uses an activity system perspective to probe the related problems of knowledge abstraction and a lack of relevance as a modern legacy of colonial education practices in Africa. Its purpose is to contemplate Education for Sustainable Development (ESD) pedagogy to support learning that might be better situated in and resonate with local African contexts and the emerging sustainability concerns in everyday life. Colonial education trajectories and the recent inclusion of new environmental knowledge in African curriculum and civic learning contexts are examined. This points to how circulating environment and sustainability knowledge is being constituted in disciplinary fields as abstract concepts that are often difficult to relate to local sustainability concerns. Socio-cultural heritage and intergenerational meaning making are explored to uncover better situated ways of navigating much of the abstract ‘non-sense’ confronting African learners in many modern education contexts today. Illustrative examples of historical patterns of exclusion are scoped and two cases of pedagogical innovation are examined to contemplate how to navigate better situated and more relevant learning processes. Enacted in situated and co-engaged ways, ESD practices may enable the socio-cultural capital and environmental realities of local social-ecological contexts to articulate with better situated sustainability propositions for transitioning to more peaceful, just and sustainable futures.
- Full Text:
- Date Issued: 2019
- Authors: O'Donoghue, Rob B , Kibuka-Sebitosi, Esther , Tshiningayamwe, Sirkka A N , Palmer, Carl
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388122 , vital:68308 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/186410"
- Description: This paper uses an activity system perspective to probe the related problems of knowledge abstraction and a lack of relevance as a modern legacy of colonial education practices in Africa. Its purpose is to contemplate Education for Sustainable Development (ESD) pedagogy to support learning that might be better situated in and resonate with local African contexts and the emerging sustainability concerns in everyday life. Colonial education trajectories and the recent inclusion of new environmental knowledge in African curriculum and civic learning contexts are examined. This points to how circulating environment and sustainability knowledge is being constituted in disciplinary fields as abstract concepts that are often difficult to relate to local sustainability concerns. Socio-cultural heritage and intergenerational meaning making are explored to uncover better situated ways of navigating much of the abstract ‘non-sense’ confronting African learners in many modern education contexts today. Illustrative examples of historical patterns of exclusion are scoped and two cases of pedagogical innovation are examined to contemplate how to navigate better situated and more relevant learning processes. Enacted in situated and co-engaged ways, ESD practices may enable the socio-cultural capital and environmental realities of local social-ecological contexts to articulate with better situated sustainability propositions for transitioning to more peaceful, just and sustainable futures.
- Full Text:
- Date Issued: 2019
Think Piece. Situating Education for Sustainable Development in southern African philosophy and contexts of social-ecological change to enhance curriculum relevance and the common good
- Pesanayi, Tichaona V, O'Donoghue, Rob B, Shava, Soul
- Authors: Pesanayi, Tichaona V , O'Donoghue, Rob B , Shava, Soul
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388105 , vital:68307 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/187217"
- Description: The study opens with a brief review of how education in colonial southern Africa was steered by a succession of externally framed abstractions that have been implemented within the prevailing hegemony of western modernisation that dominated and marginalised indigenous cultures. It probes how, within an expanding functionalist framework, Education for Sustainable Development (ESD) has been similarly constituted as a proposition for implementation. Here the supposition is that implementing ESD as an intervention will transform education into an inclusive and collaborative pedagogy that will shape competences for participants to transform society towards a sustainable future. In an effort to explore the possibility of making a break from a succession of education imperatives functioning as ‘salvation narratives’ to put things right in Africa, the study explores ESD from a more situated and emergent vantage point within African landscapes, philosophy and cultural practices. This requires a shift from a view of ESD as a perspective to be brought in and enacted to foster change, to ESD as a situated engagement in education as a process where relevance is deliberated and brought out in quality education with high order skills. This perspective exemplifies working with a more fully situated framing of deliberative social learning for the common good. It is explored here to contemplate how socio-cultural processes of deliberative ethics and co-engaged reflexive processes of learning-led change might emerge. Here, also, using a capabilities approach might provide useful starting points for ESD as an expansive process of transformative social learning.
- Full Text:
- Date Issued: 2019
- Authors: Pesanayi, Tichaona V , O'Donoghue, Rob B , Shava, Soul
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388105 , vital:68307 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/187217"
- Description: The study opens with a brief review of how education in colonial southern Africa was steered by a succession of externally framed abstractions that have been implemented within the prevailing hegemony of western modernisation that dominated and marginalised indigenous cultures. It probes how, within an expanding functionalist framework, Education for Sustainable Development (ESD) has been similarly constituted as a proposition for implementation. Here the supposition is that implementing ESD as an intervention will transform education into an inclusive and collaborative pedagogy that will shape competences for participants to transform society towards a sustainable future. In an effort to explore the possibility of making a break from a succession of education imperatives functioning as ‘salvation narratives’ to put things right in Africa, the study explores ESD from a more situated and emergent vantage point within African landscapes, philosophy and cultural practices. This requires a shift from a view of ESD as a perspective to be brought in and enacted to foster change, to ESD as a situated engagement in education as a process where relevance is deliberated and brought out in quality education with high order skills. This perspective exemplifies working with a more fully situated framing of deliberative social learning for the common good. It is explored here to contemplate how socio-cultural processes of deliberative ethics and co-engaged reflexive processes of learning-led change might emerge. Here, also, using a capabilities approach might provide useful starting points for ESD as an expansive process of transformative social learning.
- Full Text:
- Date Issued: 2019
Think Piece on Amanzi for Food. Working with Critical Realism to Inform a Situated Learning Framework for Climate Change Education
- Authors: O'Donoghue, Rob B
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388136 , vital:68309 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/172215"
- Description: This study is developed as a think piece which deliberates the problem of transformative human agency in a curriculum setting. Using a critical realism perspective and schematic tools it examines the deliberative framing of an Amanzi for Food teaching garden as an education process for mediating the learning of rainwater harvesting. Working with Bhaskar’s Transformational Model of Social Activity and using expansions of his ‘four-planar social being’ schema and its resolution in his ‘social cube’ model, the study contemplates the framing for a curriculum for the mediation of co-engaged social learning in the contexts of practical work in an agricultural college curriculum setting. In this way the research process is developed as an under-labouring review of the emerging curriculum in search of theory to inform pedagogy for mediating situated processes of transformative social learning.
- Full Text:
- Date Issued: 2018
- Authors: O'Donoghue, Rob B
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388136 , vital:68309 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/172215"
- Description: This study is developed as a think piece which deliberates the problem of transformative human agency in a curriculum setting. Using a critical realism perspective and schematic tools it examines the deliberative framing of an Amanzi for Food teaching garden as an education process for mediating the learning of rainwater harvesting. Working with Bhaskar’s Transformational Model of Social Activity and using expansions of his ‘four-planar social being’ schema and its resolution in his ‘social cube’ model, the study contemplates the framing for a curriculum for the mediation of co-engaged social learning in the contexts of practical work in an agricultural college curriculum setting. In this way the research process is developed as an under-labouring review of the emerging curriculum in search of theory to inform pedagogy for mediating situated processes of transformative social learning.
- Full Text:
- Date Issued: 2018
Think Piece. Intersectional Resonance and the Multiplicity of Being in a Polarised World
- Authors: Kulundu, Injairu
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388037 , vital:68301 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/172212"
- Description: Understandings of collective learning and change agency often conjure up an image of a particular group or community identifying important concerns and finding the momentum to learn together to address them. In reality, gaining consensus around what issues need to be addressed is a complex process in polarised societies. It requires an attentiveness to different standpoints and experiences of the social dynamics at play, and the ways in which ecological, political, socio-economic and psychic experiences manifest themselves within different contexts, generating disparate and connected views on what is missing and what is needed to create a more just society. This paper asks questions about what it means to learn in-between and through complex and interrelated societal dynamics amongst a community of change drivers. By highlighting the individual, communal and collective learning of a diverse group of change drivers in a very polarised South Africa, we can begin to ask questions about the following: 1) how different embodied experiences or ‘a multiplicity of being’, as referred to in this paper, are essential in the pursuit of a sustainable society; and 2) why we need to learn in ways that can foster a sense of ‘intersectional resonance’ between and amongst change drivers in a polarised world.
- Full Text:
- Date Issued: 2018
- Authors: Kulundu, Injairu
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388037 , vital:68301 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/172212"
- Description: Understandings of collective learning and change agency often conjure up an image of a particular group or community identifying important concerns and finding the momentum to learn together to address them. In reality, gaining consensus around what issues need to be addressed is a complex process in polarised societies. It requires an attentiveness to different standpoints and experiences of the social dynamics at play, and the ways in which ecological, political, socio-economic and psychic experiences manifest themselves within different contexts, generating disparate and connected views on what is missing and what is needed to create a more just society. This paper asks questions about what it means to learn in-between and through complex and interrelated societal dynamics amongst a community of change drivers. By highlighting the individual, communal and collective learning of a diverse group of change drivers in a very polarised South Africa, we can begin to ask questions about the following: 1) how different embodied experiences or ‘a multiplicity of being’, as referred to in this paper, are essential in the pursuit of a sustainable society; and 2) why we need to learn in ways that can foster a sense of ‘intersectional resonance’ between and amongst change drivers in a polarised world.
- Full Text:
- Date Issued: 2018
Problematising development in sustainability: Epistemic Justice through an African Ethic
- Authors: Kumalo, Siseko
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388088 , vital:68305 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/163787"
- Description: This paper critically engages with the concept of development through an analysis of epistemological justice in education for sustainable development (ESD) and presents alternative strategies for adaptation of the concept in the South. Many definitional challenges still surround development studies. The paper draws on the work of Wolfgang Sachs (1999) who asserts that the notion of sustainability has been consumed by development, presenting a view of sustainability which challenges the current and dominant economically driven hegemonic development discourse in which sustainability has become embedded. Further useful perspectives for this paper are offered by Amartya Sen (2001) who refers to development as a form of freedom. Sachs (1999) maintains that global definitions of development cement the dominant hegemonic discourse of the leading North, which has resulted in an obfuscation of the epistemological contribution from the South. The paper argues that, in the integration of congruent and enabling conceptual frameworks, allowing epistemic justice and validating the lived experience of learners through socially responsive pedagogical frameworks, South Africa is beginning to respond to the global environmental crisis. At the core of the paper is the question of whether an African ethical position advances the attainment of sustainability objectives. The paper concludes by positing a shift in scholastic and social understandings of development, and redefining the term from a changing terrain which may seem immutable with the current environmental crisis.
- Full Text:
- Date Issued: 2017
- Authors: Kumalo, Siseko
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388088 , vital:68305 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/163787"
- Description: This paper critically engages with the concept of development through an analysis of epistemological justice in education for sustainable development (ESD) and presents alternative strategies for adaptation of the concept in the South. Many definitional challenges still surround development studies. The paper draws on the work of Wolfgang Sachs (1999) who asserts that the notion of sustainability has been consumed by development, presenting a view of sustainability which challenges the current and dominant economically driven hegemonic development discourse in which sustainability has become embedded. Further useful perspectives for this paper are offered by Amartya Sen (2001) who refers to development as a form of freedom. Sachs (1999) maintains that global definitions of development cement the dominant hegemonic discourse of the leading North, which has resulted in an obfuscation of the epistemological contribution from the South. The paper argues that, in the integration of congruent and enabling conceptual frameworks, allowing epistemic justice and validating the lived experience of learners through socially responsive pedagogical frameworks, South Africa is beginning to respond to the global environmental crisis. At the core of the paper is the question of whether an African ethical position advances the attainment of sustainability objectives. The paper concludes by positing a shift in scholastic and social understandings of development, and redefining the term from a changing terrain which may seem immutable with the current environmental crisis.
- Full Text:
- Date Issued: 2017
Editorial
- Schudel, Ingrid J, Le Grange, Lesley, Reddy, Chris
- Authors: Schudel, Ingrid J , Le Grange, Lesley , Reddy, Chris
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387193 , vital:68214 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/167508"
- Description: The unprecedented levels of human influence on the global enviroment have drawn the attention of scientists to the extent that in 2002, the Nobel Laureate, Paul Crutzen, helped in postulating a new geological epoch named the Anthropocene (Crutzen, 2002). This idea is not new and Crutzen describes an observation by an Italian geologist named Antonio Stoppani who, in 1873, spoke about an 'anthropozoic era'. Stoppani described this era as a 'new telluric force which in power and universality may be compared to the greater forces of earth' (Stoppani, 1873 in Crutzen, 2002).
- Full Text: false
- Date Issued: 2016
- Authors: Schudel, Ingrid J , Le Grange, Lesley , Reddy, Chris
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387193 , vital:68214 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/167508"
- Description: The unprecedented levels of human influence on the global enviroment have drawn the attention of scientists to the extent that in 2002, the Nobel Laureate, Paul Crutzen, helped in postulating a new geological epoch named the Anthropocene (Crutzen, 2002). This idea is not new and Crutzen describes an observation by an Italian geologist named Antonio Stoppani who, in 1873, spoke about an 'anthropozoic era'. Stoppani described this era as a 'new telluric force which in power and universality may be compared to the greater forces of earth' (Stoppani, 1873 in Crutzen, 2002).
- Full Text: false
- Date Issued: 2016
Enhancing Life Sciences Teachers’ Biodiversity Knowledge
- Authors: Tshiningayamwe, Sirkka A N
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387991 , vital:68296 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/152733"
- Description: In the last two decades, South Africa has made efforts to integrate biodiversity content in its Life Sciences curriculum; however its implementation lacks systemic coherence. This is due to ineffective professional development approaches. This paper provides insights into how Life Sciences teachers in the Eastern Cape can be supported through professional learning communities (PLCs) as a potential approach to enhancing their biodiversity knowledge. PLCs are communities that provide the setting and necessary support for groups of classroom teachers to participate collectively in determining their own developmental trajectories, and to set up activities that will drive their development. The case study presented in this paper is part of a broader qualitative PhD study which explored the functionings and conversion factors in biodiversity teacher PLCs in South Africa. Drawing on teachers’ and facilitators’ experiences and the observation of the PLC approaches, the capability approach was used to analyse the functionings and conversion factors that enhance teachers’ biodiversity knowledge. The paper highlights that for PLCs to be effective approaches for professional development, they need to be aligned to teachers’ valued functionings. It also reveals that different conversion factors enable teachers’ achievements of valued functionings in the PLC. The paper aims to contribute to wider policies on capacity building for teachers.
- Full Text:
- Date Issued: 2016
- Authors: Tshiningayamwe, Sirkka A N
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387991 , vital:68296 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/152733"
- Description: In the last two decades, South Africa has made efforts to integrate biodiversity content in its Life Sciences curriculum; however its implementation lacks systemic coherence. This is due to ineffective professional development approaches. This paper provides insights into how Life Sciences teachers in the Eastern Cape can be supported through professional learning communities (PLCs) as a potential approach to enhancing their biodiversity knowledge. PLCs are communities that provide the setting and necessary support for groups of classroom teachers to participate collectively in determining their own developmental trajectories, and to set up activities that will drive their development. The case study presented in this paper is part of a broader qualitative PhD study which explored the functionings and conversion factors in biodiversity teacher PLCs in South Africa. Drawing on teachers’ and facilitators’ experiences and the observation of the PLC approaches, the capability approach was used to analyse the functionings and conversion factors that enhance teachers’ biodiversity knowledge. The paper highlights that for PLCs to be effective approaches for professional development, they need to be aligned to teachers’ valued functionings. It also reveals that different conversion factors enable teachers’ achievements of valued functionings in the PLC. The paper aims to contribute to wider policies on capacity building for teachers.
- Full Text:
- Date Issued: 2016
Teaching and Learning of ‘Water for Agriculture’in Primary Schools in Lesotho, South Africa and Zimbabwe
- Pesanayi, Tichaona V, Mashozhera, Farasten, Khitsane, Lintle
- Authors: Pesanayi, Tichaona V , Mashozhera, Farasten , Khitsane, Lintle
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387289 , vital:68222 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/152741"
- Description: Teaching youths about the subject of water for agriculture is vital in southern Africa where climate adaptation is imperative. Fresh water is a critical natural resource experiencing dangerous scarcity globally, with climate change and variability being key drivers. Agriculture consumes most of the allocated water in most of the southern African countries, so this sector needs particular water harvesting and conservation education. The Food and Agriculture Organisation (FAO) reported that 93% of cultivated land in southern Africa was rain-fed at the beginning of the 21st century. Drought hinders effective agricultural practices in poor-rainfall areas and is a common feature in most southern African countries. Increasingly frequent drought events affect Lesotho, South Africa and Zimbabwe chronically due to climate variability and change. These three countries have school curricula that carry agricultural and sustainability learning to varying extents. Agriculture is taught as a science subject, and tends to be inclined towards normative technicist approaches at the expense of traditional and innovative sustainability practices. This omission in curriculum development and teaching may miss the opportunity to learn from lessons offered by these traditional and innovative systems that have demonstrated resilience to climate variability and change. This paper explores the opportunities and enablers of sustainability learning and relevance in the primary school agriculture curricula of these three countries. The paper argues for inclusion of sustainable agricultural water learning as an act of educational quality and relevance that reflects 21st century socio-ecological, agro-climate and socioeconomic challenges in southern Africa.
- Full Text:
- Date Issued: 2016
- Authors: Pesanayi, Tichaona V , Mashozhera, Farasten , Khitsane, Lintle
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387289 , vital:68222 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/152741"
- Description: Teaching youths about the subject of water for agriculture is vital in southern Africa where climate adaptation is imperative. Fresh water is a critical natural resource experiencing dangerous scarcity globally, with climate change and variability being key drivers. Agriculture consumes most of the allocated water in most of the southern African countries, so this sector needs particular water harvesting and conservation education. The Food and Agriculture Organisation (FAO) reported that 93% of cultivated land in southern Africa was rain-fed at the beginning of the 21st century. Drought hinders effective agricultural practices in poor-rainfall areas and is a common feature in most southern African countries. Increasingly frequent drought events affect Lesotho, South Africa and Zimbabwe chronically due to climate variability and change. These three countries have school curricula that carry agricultural and sustainability learning to varying extents. Agriculture is taught as a science subject, and tends to be inclined towards normative technicist approaches at the expense of traditional and innovative sustainability practices. This omission in curriculum development and teaching may miss the opportunity to learn from lessons offered by these traditional and innovative systems that have demonstrated resilience to climate variability and change. This paper explores the opportunities and enablers of sustainability learning and relevance in the primary school agriculture curricula of these three countries. The paper argues for inclusion of sustainable agricultural water learning as an act of educational quality and relevance that reflects 21st century socio-ecological, agro-climate and socioeconomic challenges in southern Africa.
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- Date Issued: 2016