Analysing the Impact of Extended Curriculum Programmes: Implications for Theory, Design and Practice
- Authors: Boughey, Chrissie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434453 , vital:73063 , ISBN 9781991201737 , https://africansunmedia.store.it.si/ZA/book/extended-curriculum-programmes-challenges-and-opportunities/1199327
- Description: The introduction of ECPs in South African Universities is seen by many as South Africa’s key strategy for addressing the problem of poor patterns of student success and has its basis on the uncontested acceptance that an extended study duration may be necessary to bring some categories of learners to a level of parity with the readiness expectations of their course of study. Even so, this transformative strategic imperative has been plagued by a range of challenges that include poor systems readiness; poor selection mechanisms in the identification of ECP students; poor numeracy and literacy amongst students, and indifferent teacher involvement in ECPs. This volume offers a rare insight into many of the above-recognised challenges and in so doing provides critical matter for thought for educators within the higher education sector.
- Full Text:
Analysing the Impact of Extended Curriculum Programmes: Implications for Theory, Design and Practice
- Authors: Boughey, Chrissie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434453 , vital:73063 , ISBN 9781991201737 , https://africansunmedia.store.it.si/ZA/book/extended-curriculum-programmes-challenges-and-opportunities/1199327
- Description: The introduction of ECPs in South African Universities is seen by many as South Africa’s key strategy for addressing the problem of poor patterns of student success and has its basis on the uncontested acceptance that an extended study duration may be necessary to bring some categories of learners to a level of parity with the readiness expectations of their course of study. Even so, this transformative strategic imperative has been plagued by a range of challenges that include poor systems readiness; poor selection mechanisms in the identification of ECP students; poor numeracy and literacy amongst students, and indifferent teacher involvement in ECPs. This volume offers a rare insight into many of the above-recognised challenges and in so doing provides critical matter for thought for educators within the higher education sector.
- Full Text:
Developing Relationships for Community-Based Research at Rhodes University: Values, Principles and Challenges
- Hornby, Diana, Maistry, Savathrie M
- Authors: Hornby, Diana , Maistry, Savathrie M
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433524 , vital:72981 , ISBN 978-3-030-86401-9 , https://doi.org/10.1007/978-3-030-86402-6_6
- Description: Post-apartheid education policy in South Africa mandates that universities should become more responsive to the socio-economic development of the country, positioning community engagement as a core function of higher education. Community engagement in all its forms, and particularly in the form of community-based research, should develop the social responsibility of both students and the institution by providing opportunities for partnering in community-based projects to promote the social good, thus narrowing the gap between universities and communities. The Community Engagement Division at Rhodes University in the Eastern Cape province of South Africa, supported by the highest level of management of the institution, was fully aware that removal of the ‘ivory tower’ image was a herculean task. Thus, they developed a set of values and principles to guide the establishment of community partnerships with the community the university serves. This chapter explains these values and principles, using the Reviving Schools community engagement initiative as an example. It discusses some of the challenges experienced and how they were overcome to build research relationships and a sense of ‘community’ between Rhodes University and its external partners in Makhanda.
- Full Text:
- Authors: Hornby, Diana , Maistry, Savathrie M
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433524 , vital:72981 , ISBN 978-3-030-86401-9 , https://doi.org/10.1007/978-3-030-86402-6_6
- Description: Post-apartheid education policy in South Africa mandates that universities should become more responsive to the socio-economic development of the country, positioning community engagement as a core function of higher education. Community engagement in all its forms, and particularly in the form of community-based research, should develop the social responsibility of both students and the institution by providing opportunities for partnering in community-based projects to promote the social good, thus narrowing the gap between universities and communities. The Community Engagement Division at Rhodes University in the Eastern Cape province of South Africa, supported by the highest level of management of the institution, was fully aware that removal of the ‘ivory tower’ image was a herculean task. Thus, they developed a set of values and principles to guide the establishment of community partnerships with the community the university serves. This chapter explains these values and principles, using the Reviving Schools community engagement initiative as an example. It discusses some of the challenges experienced and how they were overcome to build research relationships and a sense of ‘community’ between Rhodes University and its external partners in Makhanda.
- Full Text:
Digitalisation and Transformative Learning for Sustainable Futures in Rural Africa Leaving No One Behind
- Shetye, Nyanta, Lotz-Sisitka, Heila, Albrecht, Eike, Durr, Sarah, Marx, Dirk, Chirambo, Dumisani, Metelerkamp, Luke, van Zyl-Bulitta, Verena
- Authors: Shetye, Nyanta , Lotz-Sisitka, Heila , Albrecht, Eike , Durr, Sarah , Marx, Dirk , Chirambo, Dumisani , Metelerkamp, Luke , van Zyl-Bulitta, Verena
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435263 , vital:73143 , ISBN 9781928502241 , https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003274322-14/digitalisation-transformative-learning-sustainable-futures-rural-africa-niyanta-shetye-heila-lotz-sisitka-eike-albrecht-sarah-durr-dirk-marx-dumisani-chirambo-luke-metelerkamp-verena-van-zyl-bulitta
- Description: This chapter assesses the use of Information and Telecommunication Technologies (ICTs) for social and community learning to achieve sustainable development in rural communities in Africa. It focuses on new and emerging trends in the cooperation between the African Union and European Union (AU–EU) and links two thematic areas; namely green transitions and digital transformations. The chapter highlights low-cost and effective digital learning solutions. It is based on a literature review and cases that provide insight into potential AU–EU cooperation and the “leave no one behind” agenda. The chapter argues that in addition to digital technology transfer, innovation and investments are needed in building a learning-centred support for green transitioning and digital cooperation. Hence, we focus on transformative learning opportunities and informal Education for Sustainable Development (ESD). In response to ICTs becoming a catalyst for such a transformation, we seek insights into how constructive AU–EU cooperation and co-learning can pave ways for societal transformations, particularly in rural communities.
- Full Text:
- Authors: Shetye, Nyanta , Lotz-Sisitka, Heila , Albrecht, Eike , Durr, Sarah , Marx, Dirk , Chirambo, Dumisani , Metelerkamp, Luke , van Zyl-Bulitta, Verena
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435263 , vital:73143 , ISBN 9781928502241 , https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003274322-14/digitalisation-transformative-learning-sustainable-futures-rural-africa-niyanta-shetye-heila-lotz-sisitka-eike-albrecht-sarah-durr-dirk-marx-dumisani-chirambo-luke-metelerkamp-verena-van-zyl-bulitta
- Description: This chapter assesses the use of Information and Telecommunication Technologies (ICTs) for social and community learning to achieve sustainable development in rural communities in Africa. It focuses on new and emerging trends in the cooperation between the African Union and European Union (AU–EU) and links two thematic areas; namely green transitions and digital transformations. The chapter highlights low-cost and effective digital learning solutions. It is based on a literature review and cases that provide insight into potential AU–EU cooperation and the “leave no one behind” agenda. The chapter argues that in addition to digital technology transfer, innovation and investments are needed in building a learning-centred support for green transitioning and digital cooperation. Hence, we focus on transformative learning opportunities and informal Education for Sustainable Development (ESD). In response to ICTs becoming a catalyst for such a transformation, we seek insights into how constructive AU–EU cooperation and co-learning can pave ways for societal transformations, particularly in rural communities.
- Full Text:
Household dietary patterns and food security challenges in Peri-Urban South Africa: A reflection of high unemployment in the wake of rising food prices
- Authors: Chakona, Gamuchirai
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433943 , vital:73013 , ISBN 978-3-030-93072-1 , https://doi.org/10.1007/978-3-030-93072-1_11
- Description: Urbanization is one of the major social changes sweeping the globe, with rapid growth of the urban population and stagnating growth of the rural population, especially in developing regions (UN-Habitat, 2020). In subSaharan Africa, rapid urbanization and poverty are the major fundamental development challenges that are perpetuating and deepening the crisis of food and nutrition insecurity in urban areas (Battersby, 2012). Many people living in urban areas face under-nutrition, mainly due to their lack of income rather than to a lack of capacity to produce food (Satterthwaite et al., 2010). The health and nutritional status of urban populations with very low incomes are at risk from rising prices in staple foods. This became evident with the rising hunger among urban populations after the food price rises in 2007 and the first half of 2008 (Cohen and Garrett, 2009). In South Africa, poverty, unemployment and high food prices are dominant and influence dietary change, which subsequently increases urban food insecurity and malnutrition (Battersby, 2012).
- Full Text:
- Authors: Chakona, Gamuchirai
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433943 , vital:73013 , ISBN 978-3-030-93072-1 , https://doi.org/10.1007/978-3-030-93072-1_11
- Description: Urbanization is one of the major social changes sweeping the globe, with rapid growth of the urban population and stagnating growth of the rural population, especially in developing regions (UN-Habitat, 2020). In subSaharan Africa, rapid urbanization and poverty are the major fundamental development challenges that are perpetuating and deepening the crisis of food and nutrition insecurity in urban areas (Battersby, 2012). Many people living in urban areas face under-nutrition, mainly due to their lack of income rather than to a lack of capacity to produce food (Satterthwaite et al., 2010). The health and nutritional status of urban populations with very low incomes are at risk from rising prices in staple foods. This became evident with the rising hunger among urban populations after the food price rises in 2007 and the first half of 2008 (Cohen and Garrett, 2009). In South Africa, poverty, unemployment and high food prices are dominant and influence dietary change, which subsequently increases urban food insecurity and malnutrition (Battersby, 2012).
- Full Text:
Interdisciplinarity requires careful stewardship of powerful knowledge
- Authors: McKenna, Sioux , de Bie G J
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434487 , vital:73068 , ISBN 9780367518707 , https://www.routledge.com/Enhancing-Science-Education-Exploring-Knowledge-Practices-with-Legitimation/Blackie-Adendorff-Mouton/p/book/9780367518707#:~:text=The%20book%20introduces%20Legitimation%20Code,grasp%20difficult%20and%20dense%20concepts
- Description: This book helps meet an urgent need for theorized, accessible and discipline-sensitive publications to assist science, technology, engineering and mathematics educators. The book introduces Legitimation Code Theory (LCT) and demonstrates how it can be used to improve teaching and learning in tertiary courses across the sciences. LCT provides a suite of tools which science educators can employ in order to help their students grasp difficult and dense concepts. The chapters cover a broad range of subjects, including biology, physics, chemistry and mathematics, as well as different curriculum, pedagogy and assessment practices. This is a crucial resource for any science educator who wants to better understand and improve their teaching.
- Full Text:
- Authors: McKenna, Sioux , de Bie G J
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434487 , vital:73068 , ISBN 9780367518707 , https://www.routledge.com/Enhancing-Science-Education-Exploring-Knowledge-Practices-with-Legitimation/Blackie-Adendorff-Mouton/p/book/9780367518707#:~:text=The%20book%20introduces%20Legitimation%20Code,grasp%20difficult%20and%20dense%20concepts
- Description: This book helps meet an urgent need for theorized, accessible and discipline-sensitive publications to assist science, technology, engineering and mathematics educators. The book introduces Legitimation Code Theory (LCT) and demonstrates how it can be used to improve teaching and learning in tertiary courses across the sciences. LCT provides a suite of tools which science educators can employ in order to help their students grasp difficult and dense concepts. The chapters cover a broad range of subjects, including biology, physics, chemistry and mathematics, as well as different curriculum, pedagogy and assessment practices. This is a crucial resource for any science educator who wants to better understand and improve their teaching.
- Full Text:
Lalela uLwandle: An experiment in plural governance discussions
- Erwin, Kira, Pereira, Taryn, McGarry, Dylan K, Coppen, Neil
- Authors: Erwin, Kira , Pereira, Taryn , McGarry, Dylan K , Coppen, Neil
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436145 , vital:73230 , ISBN 978-3-030-99347-4 , https://doi.org/10.1007/978-3-030-99347-4_20
- Description: Symbolic, cultural and spiritual meanings of the oceans, whilst different depending on positionality, are important aspects of understanding humans’ relationship with the oceans. Currently in South Africa, cultural, social and spiritual meanings of the oceans are given little consideration in the rush for the Blue Economy and ocean governance frame-works. Neither are they widely considered in environmental conservation and management. This chapter argues that for inclusive ocean governance it is necessary to create more equitable listening forums for how different epistemologies makes sense of the oceans. The chapter draws from the research-based theatre project called Lalela uLwandle performed along the KwaZulu-Natal Coast. The chapter explores what is lost when knowledge systems are conceived as incommensurable and how this serves hegemonic interests. Importantly, it also explores what might be gained when we embody more fluid and plural epistemologies that can mould, expand, broaden and enrich our decision-making process on the ocean.
- Full Text:
- Authors: Erwin, Kira , Pereira, Taryn , McGarry, Dylan K , Coppen, Neil
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436145 , vital:73230 , ISBN 978-3-030-99347-4 , https://doi.org/10.1007/978-3-030-99347-4_20
- Description: Symbolic, cultural and spiritual meanings of the oceans, whilst different depending on positionality, are important aspects of understanding humans’ relationship with the oceans. Currently in South Africa, cultural, social and spiritual meanings of the oceans are given little consideration in the rush for the Blue Economy and ocean governance frame-works. Neither are they widely considered in environmental conservation and management. This chapter argues that for inclusive ocean governance it is necessary to create more equitable listening forums for how different epistemologies makes sense of the oceans. The chapter draws from the research-based theatre project called Lalela uLwandle performed along the KwaZulu-Natal Coast. The chapter explores what is lost when knowledge systems are conceived as incommensurable and how this serves hegemonic interests. Importantly, it also explores what might be gained when we embody more fluid and plural epistemologies that can mould, expand, broaden and enrich our decision-making process on the ocean.
- Full Text:
Mitigating Climate Change: The Influence of Arbuscular Mycorrhizal Fungi on Maize Production and Food Security
- Maússe-Sitoe, Silvia N D, Dames, Joanna F
- Authors: Maússe-Sitoe, Silvia N D , Dames, Joanna F
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/453465 , vital:75256 , ISBN 978-1-83768-091-7 , https://www.intechopen.com/chapters/84486
- Description: Anthropogenic activities have contributed to the increased atmospheric concentration of greenhouse gases, which are an important contributor to climate change. From 1940 to 2004, global emissions increased by 70%, and projections suggest a continual increase by 2050 due to agriculture, forestry, and other land uses. Arbuscular mycorrhizal (AM) fungi are ubiquitous in undisturbed soils and form a symbiotic relationship with various plants. The relationship that enhances nutrient uptake and plant growth, among other benefits, is well known. Several soil management practices employed in agriculture adversely affect the symbiosis. Zea mays (maize) provides 30% of total caloric intake to 4.5 billion people worldwide and is an important staple crop, vulnerable to climate change. Higher temperatures can result in increased water demand, while changes in precipitation can result in crop failure. AM fungi can be applied as inoculants to maize. Resulting in improved plant growth, yield, and nutrient uptake and providing superior food quality properties, such as increased antioxidants, vitamins, and minerals. AM fungi are considered a crucial biotechnological tool in crop production. This review illustrates their essential role in sustainable maize production and emphasizes the need to maintain AM fungal communities in the soil to mitigate the effects of climate change.
- Full Text:
- Authors: Maússe-Sitoe, Silvia N D , Dames, Joanna F
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/453465 , vital:75256 , ISBN 978-1-83768-091-7 , https://www.intechopen.com/chapters/84486
- Description: Anthropogenic activities have contributed to the increased atmospheric concentration of greenhouse gases, which are an important contributor to climate change. From 1940 to 2004, global emissions increased by 70%, and projections suggest a continual increase by 2050 due to agriculture, forestry, and other land uses. Arbuscular mycorrhizal (AM) fungi are ubiquitous in undisturbed soils and form a symbiotic relationship with various plants. The relationship that enhances nutrient uptake and plant growth, among other benefits, is well known. Several soil management practices employed in agriculture adversely affect the symbiosis. Zea mays (maize) provides 30% of total caloric intake to 4.5 billion people worldwide and is an important staple crop, vulnerable to climate change. Higher temperatures can result in increased water demand, while changes in precipitation can result in crop failure. AM fungi can be applied as inoculants to maize. Resulting in improved plant growth, yield, and nutrient uptake and providing superior food quality properties, such as increased antioxidants, vitamins, and minerals. AM fungi are considered a crucial biotechnological tool in crop production. This review illustrates their essential role in sustainable maize production and emphasizes the need to maintain AM fungal communities in the soil to mitigate the effects of climate change.
- Full Text:
Planetary Urgency, Researcher Reflexivity and ESE Research: Questions Arising from an Initial Exploration of Goethean-inspired Phenomenology
- Authors: Olvitt, Lausanne L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437541 , vital:73392 , ISBN
- Description: Many of the theoretical and methodological frameworks that are currently influential in Environment and Sustainability Education (ESE) research in South Africa foreground interventionist research, activism, causal explanation, critique, social-ecological transformation and decoloniality. These frameworks guide ESE researchers to design, implement and report on research in particular ways, hence influencing how social-ecological phenomena, learning and social change are understood and enacted. In this essay, I present some exploratory perspectives on the relevance and potential contribution of phenomenological approaches to ESE research, especially Goethean inspired observation.
- Full Text:
- Authors: Olvitt, Lausanne L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437541 , vital:73392 , ISBN
- Description: Many of the theoretical and methodological frameworks that are currently influential in Environment and Sustainability Education (ESE) research in South Africa foreground interventionist research, activism, causal explanation, critique, social-ecological transformation and decoloniality. These frameworks guide ESE researchers to design, implement and report on research in particular ways, hence influencing how social-ecological phenomena, learning and social change are understood and enacted. In this essay, I present some exploratory perspectives on the relevance and potential contribution of phenomenological approaches to ESE research, especially Goethean inspired observation.
- Full Text:
Postgraduate education in a globalised world
- Authors: Boughey, Chrissie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434469 , vital:73066 , ISBN 9781991201225 , https://www.google.co.za/books/edition/The_Global_Scholar/KvQ3EAAAQBAJ?hl=enandgbpv=0
- Description: Interest in postgraduate education and the supervision of postgraduate research has developed in recent years, largely as a result of the impact of the so-called ‘knowledge economy’. South Africa’s National Plan 20301 draws on globalised discourses in holding that increases in the number of graduates, particularly at doctoral level, will contribute to economic prosperity because of the potential of postgraduate education to contribute to the processes of reinvention that drive the economic system itself. Even a brief glance at the mission and vision statements of a small sample of universities shows how this idea has been taken up within the higher education sector. In the context of high levels of unemployment, the idea that a postgraduate degree can lead to better work prospects also means that students who might never have considered doing a postgraduate degree previously, have now come forward to study at this level. All this then means that academics are being called upon to take on heavier supervision loads with a diverse array of students.
- Full Text:
- Authors: Boughey, Chrissie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434469 , vital:73066 , ISBN 9781991201225 , https://www.google.co.za/books/edition/The_Global_Scholar/KvQ3EAAAQBAJ?hl=enandgbpv=0
- Description: Interest in postgraduate education and the supervision of postgraduate research has developed in recent years, largely as a result of the impact of the so-called ‘knowledge economy’. South Africa’s National Plan 20301 draws on globalised discourses in holding that increases in the number of graduates, particularly at doctoral level, will contribute to economic prosperity because of the potential of postgraduate education to contribute to the processes of reinvention that drive the economic system itself. Even a brief glance at the mission and vision statements of a small sample of universities shows how this idea has been taken up within the higher education sector. In the context of high levels of unemployment, the idea that a postgraduate degree can lead to better work prospects also means that students who might never have considered doing a postgraduate degree previously, have now come forward to study at this level. All this then means that academics are being called upon to take on heavier supervision loads with a diverse array of students.
- Full Text:
Refining youth sexualities empowerment programmes: The development of the Masizixhobise Toolkit based on a critical sexual and reproductive citizenship framework
- Macleod, Catriona I, Moore, Sarah-Ann
- Authors: Macleod, Catriona I , Moore, Sarah-Ann
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434158 , vital:73035 , ISBN 9781003139782 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003139782-15/refining-youth-sexualities-empowerment-programmes-catriona-ida-macleod-sarah-moore
- Description: Youth sexualities programmes frequently focus on empowering young people in relation to sexual decision-making and interactions. Within these programmes, however, empowerment is mostly equated with the individualised concepts of self-efficacy and agency to the exclusion of interpersonal and social (i.e. collective) components. Resultantly, the social justice aspects of empowerment may be overlooked. Noting this, some researchers have argued for the adoption of a broader, integrative conceptualisation of empowerment. Macleod’s and Vincent’s critical sexual and reproductive citizenship (CSRC) framework provides such a conceptualisation. This framework draws from feminist re-workings of the principles of citizenship and applies these to understandings of CSRC. Based on this framework, key issues for consideration in programmes are: sexual and reproductive citizenship as status and practice; situated agency; differentiated universalism; the interweaving of the private and public; and the politics of recognition, redistribution and reparation. This chapter discusses the development of a programme refinement toolkit based on a CSRC framework, named the Masizixhobise Toolkit; how the elements outlined above were operationalised into questions; an illustrative example; and the partnership formed with a youth empowerment non-governmental organisation in developing the toolkit.
- Full Text:
- Authors: Macleod, Catriona I , Moore, Sarah-Ann
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434158 , vital:73035 , ISBN 9781003139782 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003139782-15/refining-youth-sexualities-empowerment-programmes-catriona-ida-macleod-sarah-moore
- Description: Youth sexualities programmes frequently focus on empowering young people in relation to sexual decision-making and interactions. Within these programmes, however, empowerment is mostly equated with the individualised concepts of self-efficacy and agency to the exclusion of interpersonal and social (i.e. collective) components. Resultantly, the social justice aspects of empowerment may be overlooked. Noting this, some researchers have argued for the adoption of a broader, integrative conceptualisation of empowerment. Macleod’s and Vincent’s critical sexual and reproductive citizenship (CSRC) framework provides such a conceptualisation. This framework draws from feminist re-workings of the principles of citizenship and applies these to understandings of CSRC. Based on this framework, key issues for consideration in programmes are: sexual and reproductive citizenship as status and practice; situated agency; differentiated universalism; the interweaving of the private and public; and the politics of recognition, redistribution and reparation. This chapter discusses the development of a programme refinement toolkit based on a CSRC framework, named the Masizixhobise Toolkit; how the elements outlined above were operationalised into questions; an illustrative example; and the partnership formed with a youth empowerment non-governmental organisation in developing the toolkit.
- Full Text:
Reflections from early-career researchers on the past, present and future of doctoral education
- Mason, Shannon, Lévesque, Maude, Meki-Kombe, Charity, Abel, Sophie, Balaban, Corina, Chiappa, Roxana, Grund, Martin, Joubert, Biandri, Kuchumova, Gulfiya, Mantai, Lilia, Main, Joyce, Motshoane, Puleng, Qi, Jing, Steyn, Ronel, Zheng, Gaoming
- Authors: Mason, Shannon , Lévesque, Maude , Meki-Kombe, Charity , Abel, Sophie , Balaban, Corina , Chiappa, Roxana , Grund, Martin , Joubert, Biandri , Kuchumova, Gulfiya , Mantai, Lilia , Main, Joyce , Motshoane, Puleng , Qi, Jing , Steyn, Ronel , Zheng, Gaoming
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434543 , vital:73075 , ISBN 9781800080218 , https://library.oapen.org/bitstream/handle/20.500.12657/58197/1/9781800080188.pdf#page=264
- Description: Early-career researchers (ECRs) played a unique and explicit role in the development of the Hannover Recommendations 2019. We, the ECRs, were the recipients of competitive travel scholarships generously funded by Volkswagen Stiftung, whose support brought us together from across the globe. Attendance at the culminating conference in Germany presented an opportunity for some that would have otherwise been inaccessible without that support. Our role was to work alongside established scholars to design and develop a set of recommendations to provide a foundation for the future of doctoral education internationally. We each participated in different capacities, with some members of the group joining preliminary pre-conference online meetings and contributing to group discussions at the workshop in the days prior to the conference, which also involved the drafting of written reports. Others joined later in the process, participating in the discussions that were a central part of the conference proceedings. During the events we also had informal opportunities to discuss issues related to various aspects of doctoral education. Although we participated in varying degrees and contexts, we each contributed to discussions on the current status and future directions of doctoral education globally.
- Full Text:
- Authors: Mason, Shannon , Lévesque, Maude , Meki-Kombe, Charity , Abel, Sophie , Balaban, Corina , Chiappa, Roxana , Grund, Martin , Joubert, Biandri , Kuchumova, Gulfiya , Mantai, Lilia , Main, Joyce , Motshoane, Puleng , Qi, Jing , Steyn, Ronel , Zheng, Gaoming
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434543 , vital:73075 , ISBN 9781800080218 , https://library.oapen.org/bitstream/handle/20.500.12657/58197/1/9781800080188.pdf#page=264
- Description: Early-career researchers (ECRs) played a unique and explicit role in the development of the Hannover Recommendations 2019. We, the ECRs, were the recipients of competitive travel scholarships generously funded by Volkswagen Stiftung, whose support brought us together from across the globe. Attendance at the culminating conference in Germany presented an opportunity for some that would have otherwise been inaccessible without that support. Our role was to work alongside established scholars to design and develop a set of recommendations to provide a foundation for the future of doctoral education internationally. We each participated in different capacities, with some members of the group joining preliminary pre-conference online meetings and contributing to group discussions at the workshop in the days prior to the conference, which also involved the drafting of written reports. Others joined later in the process, participating in the discussions that were a central part of the conference proceedings. During the events we also had informal opportunities to discuss issues related to various aspects of doctoral education. Although we participated in varying degrees and contexts, we each contributed to discussions on the current status and future directions of doctoral education globally.
- Full Text:
Social, ethical and cultural responsibility as core values for doctoral researchers in the 21st century
- Chiappa, Roxana, Cantini, Danielle, Karakasoglu, Yasemin, Manathunga, Catherine, Peters, Christian, Scholz, Beate, Yarar, Betul
- Authors: Chiappa, Roxana , Cantini, Danielle , Karakasoglu, Yasemin , Manathunga, Catherine , Peters, Christian , Scholz, Beate , Yarar, Betul
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434515 , vital:73072 , ISBN 9781800080218 , 10.14324/111.9781800080188
- Description: With the dramatic events of a global pandemic, the beginning of the twenty-first century’s third decade has underlined that the world is facing universal challenges. The worldwide crisis scenario that COVID-19 has produced makes us realise that science and research do not function and operate in an independent sphere hidden within the proverbial ivory tower, but, on the contrary, are closely linked to the social, cultural and political systems they reside in. This creates opportunities and great tensions and, while exploring those, Chapter 9 connects to and builds on most of the dimensions described in the previous sections of the book. We refer primarily to Hannover Recommendations 1 and 7: 1. Establish a global joint value system for doctoral education based on an ecology of knowledges which recognises and seeks to overcome existing inequalities in the access to doctoral education and the provision of knowledge. 7. The pivotal goal of doctoral education must be and remain the development of original, responsible, and ethical thinkers, and the generation of new and original ideas and knowledge.
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- Authors: Chiappa, Roxana , Cantini, Danielle , Karakasoglu, Yasemin , Manathunga, Catherine , Peters, Christian , Scholz, Beate , Yarar, Betul
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434515 , vital:73072 , ISBN 9781800080218 , 10.14324/111.9781800080188
- Description: With the dramatic events of a global pandemic, the beginning of the twenty-first century’s third decade has underlined that the world is facing universal challenges. The worldwide crisis scenario that COVID-19 has produced makes us realise that science and research do not function and operate in an independent sphere hidden within the proverbial ivory tower, but, on the contrary, are closely linked to the social, cultural and political systems they reside in. This creates opportunities and great tensions and, while exploring those, Chapter 9 connects to and builds on most of the dimensions described in the previous sections of the book. We refer primarily to Hannover Recommendations 1 and 7: 1. Establish a global joint value system for doctoral education based on an ecology of knowledges which recognises and seeks to overcome existing inequalities in the access to doctoral education and the provision of knowledge. 7. The pivotal goal of doctoral education must be and remain the development of original, responsible, and ethical thinkers, and the generation of new and original ideas and knowledge.
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Socio-ecological Justice Informed Curriculum: Inquiry Transformative Potentials of Critical Water Pedagogy
- Authors: James, Anna
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436159 , vital:73231 , ISBN 978-3-030-84510-0 , https://doi.org/10.1007/978-3-030-84510-0_5
- Description: This paper brings water education, critical pedagogy, and environmental learning into dialogue for the purposes of ar-ticulating some tensions and openings toward a critical envi-ronmental pedagogy that is asked of us in contexts of the Global South. Against this backdrop, I present a pedagogical framework for a socio-ecological school’s audit which seeks to bring to life the possibility of merging environmental and social movement knowledge. Drawing on the threads of transformative potential from literature on water education projects situated in South Africa, I offer a framework for en-gaging with water as socio-ecological phenomena that re-spond to multiple experiences and the urgency of knowing and shifting our structural relationship to water.
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- Authors: James, Anna
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436159 , vital:73231 , ISBN 978-3-030-84510-0 , https://doi.org/10.1007/978-3-030-84510-0_5
- Description: This paper brings water education, critical pedagogy, and environmental learning into dialogue for the purposes of ar-ticulating some tensions and openings toward a critical envi-ronmental pedagogy that is asked of us in contexts of the Global South. Against this backdrop, I present a pedagogical framework for a socio-ecological school’s audit which seeks to bring to life the possibility of merging environmental and social movement knowledge. Drawing on the threads of transformative potential from literature on water education projects situated in South Africa, I offer a framework for en-gaging with water as socio-ecological phenomena that re-spond to multiple experiences and the urgency of knowing and shifting our structural relationship to water.
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The (Slow) Urgency of Socio-cological Justice in ESE–Listening to Children in Marginalized Positions in ESE
- Jørgensen, Nanna J, James, Anna
- Authors: Jørgensen, Nanna J , James, Anna
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437526 , vital:73391 , ISBN
- Description: As a contribution to discussions about how ESE research respond to increasing urgency and climate emergencies, this essay discusses the relation between education and the pursuit of societal transformation with a view to questions of socio-ecological justice. Our research interest centers on young children’s participation and voice, on the inequalities which constitute barriers to this participation, and on the potentials of a more fine-tuned pedagogy which listens to children’s voices and their relations with the non-human environment in our research practices. This listening is a radical process of unlearning and rethinking ‘urgency’. The essay is based on an ongoing dialogue about how research on sustainability education might respond to the voices of children in marginalized positions across two very different geographical and socio-cultural settings–the Danish welfare state and post-apartheid South Africa (see James and Jørgensen, forthcoming). Here we draw attention to the dangers of assumptions underlying urgency (dualism and instrumentalism) and the voices of young children in research as a practice that resists these dangers.
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- Authors: Jørgensen, Nanna J , James, Anna
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437526 , vital:73391 , ISBN
- Description: As a contribution to discussions about how ESE research respond to increasing urgency and climate emergencies, this essay discusses the relation between education and the pursuit of societal transformation with a view to questions of socio-ecological justice. Our research interest centers on young children’s participation and voice, on the inequalities which constitute barriers to this participation, and on the potentials of a more fine-tuned pedagogy which listens to children’s voices and their relations with the non-human environment in our research practices. This listening is a radical process of unlearning and rethinking ‘urgency’. The essay is based on an ongoing dialogue about how research on sustainability education might respond to the voices of children in marginalized positions across two very different geographical and socio-cultural settings–the Danish welfare state and post-apartheid South Africa (see James and Jørgensen, forthcoming). Here we draw attention to the dangers of assumptions underlying urgency (dualism and instrumentalism) and the voices of young children in research as a practice that resists these dangers.
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The legacy of colonial and apartheid eras on the distribution, composition and representation of street trees in South Africa
- Shackleton, Charlie M, Gwedla, Nananmhla, Davoren, Elandrie
- Authors: Shackleton, Charlie M , Gwedla, Nananmhla , Davoren, Elandrie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433984 , vital:73017 , ISBN 9781003054672 , https://doi.org/10.4324/9781003054672
- Description: South Africa is a country of social, economic and racial contrasts and inequities, the roots of which can be traced back to the colonial and the post-colonial, racist apartheid periods. During these periods, urban black South Africans were restricted to living in specifically designated neighbourhoods apart from white citizens. These areas became characterised by institutionalised underdevelopment, insufficient infrastructure, limited opportunities and deep poverty. Despite the democratic transition in the mid-1990s, the imprints of the previous institutionalised segregation remain visible in many facets of the spatial geography of South African towns and cities. The legacies of colonialism and apartheid remain strongly expressed in street trees in terms of where they are found in the urban areas (i.e. very few in the former black neighbourhoods) and the provenance of prevalent species (mostly non-native species in older areas). Similarities to and reproduction of colonial approaches are evident in even contemporary initiatives such as the national social housing programme, the national Champion Trees inventory and the naming of streets after non-native species. This has translated into apathy or antagonism towards street trees in some regions by officials and the public.
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- Authors: Shackleton, Charlie M , Gwedla, Nananmhla , Davoren, Elandrie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433984 , vital:73017 , ISBN 9781003054672 , https://doi.org/10.4324/9781003054672
- Description: South Africa is a country of social, economic and racial contrasts and inequities, the roots of which can be traced back to the colonial and the post-colonial, racist apartheid periods. During these periods, urban black South Africans were restricted to living in specifically designated neighbourhoods apart from white citizens. These areas became characterised by institutionalised underdevelopment, insufficient infrastructure, limited opportunities and deep poverty. Despite the democratic transition in the mid-1990s, the imprints of the previous institutionalised segregation remain visible in many facets of the spatial geography of South African towns and cities. The legacies of colonialism and apartheid remain strongly expressed in street trees in terms of where they are found in the urban areas (i.e. very few in the former black neighbourhoods) and the provenance of prevalent species (mostly non-native species in older areas). Similarities to and reproduction of colonial approaches are evident in even contemporary initiatives such as the national social housing programme, the national Champion Trees inventory and the naming of streets after non-native species. This has translated into apathy or antagonism towards street trees in some regions by officials and the public.
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The Okavango Delta Peatlands
- Ellery, William N, Ellery, Karen S
- Authors: Ellery, William N , Ellery, Karen S
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434557 , vital:73077 , ISBN 978-3-030-86101-8 , https://doi.org/10.1007/978-3-030-86102-5_3
- Description: The presence of a large (approximately 2000 km2) peatland in a semi-arid climatic setting such as the Kalahari is unusual. Peat forms in permanently flooded areas in the Okavango Delta primarily due to the perennial input of large volumes of water from a distant catchment in the highlands of Angola, into a valley formed by rifting. Peat deposits form in three distinct settings in the Okavango: backswamp settings where open water is converted into homogeneous emergent peatlands, lake and channel margins where the peatland is patchy, and the inlets to lakes that connect to the primary distributary channel, which presently is the Okavango-Nqoga-Maunachira River system. An unusual feature of peat formation in backswamp areas, as well as in lake and channel margin settings, is that frequently mats of fine organic detritus on the bed rise to the water surface and are colonised by emergent plants.
- Full Text:
- Authors: Ellery, William N , Ellery, Karen S
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434557 , vital:73077 , ISBN 978-3-030-86101-8 , https://doi.org/10.1007/978-3-030-86102-5_3
- Description: The presence of a large (approximately 2000 km2) peatland in a semi-arid climatic setting such as the Kalahari is unusual. Peat forms in permanently flooded areas in the Okavango Delta primarily due to the perennial input of large volumes of water from a distant catchment in the highlands of Angola, into a valley formed by rifting. Peat deposits form in three distinct settings in the Okavango: backswamp settings where open water is converted into homogeneous emergent peatlands, lake and channel margins where the peatland is patchy, and the inlets to lakes that connect to the primary distributary channel, which presently is the Okavango-Nqoga-Maunachira River system. An unusual feature of peat formation in backswamp areas, as well as in lake and channel margin settings, is that frequently mats of fine organic detritus on the bed rise to the water surface and are colonised by emergent plants.
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Why Doctoral Education is a Place to be Committed to Social Justice: From Argument to Practice
- Nerad, Mareis, Chiappa, Roxana
- Authors: Nerad, Mareis , Chiappa, Roxana
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434529 , vital:73073 , ISBN 978-981-16-9048-8 , https://link.springer.com/chapter/10.1007/978-981-16-9049-5_9
- Description: Doctoral education is the last formal step in a globally accepted higher education certification scheme. It has the formal responsibility of educating the next generation of scholars. This unique role gives doctoral education programs access to people who have, or will have, authority about specific subjects and would be able to make changes that contribute to socially just practices. This chapter is the beginning of an investigative journey to demonstrate that such changes can be executed not only in the research agenda but also in the doctorate research training processes—the research-training ecosystem itself. Using a few examples, we explain how a social justice approach can be used to scrutinize processes of doctoral recruitment and admission, preparation of doctoral candidates for the workplace, and pedagogical decisions exerted throughout the doctorate program. Particularly, in our current era of rising nationalist governments, an alarming environmental crisis, and the COVID-19 pandemic raging, we argue that doctoral education can play a critical role of making visible and questioning the norms and values that (re)produce inequity and exclusion in society at the local, national, and global levels.
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- Authors: Nerad, Mareis , Chiappa, Roxana
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434529 , vital:73073 , ISBN 978-981-16-9048-8 , https://link.springer.com/chapter/10.1007/978-981-16-9049-5_9
- Description: Doctoral education is the last formal step in a globally accepted higher education certification scheme. It has the formal responsibility of educating the next generation of scholars. This unique role gives doctoral education programs access to people who have, or will have, authority about specific subjects and would be able to make changes that contribute to socially just practices. This chapter is the beginning of an investigative journey to demonstrate that such changes can be executed not only in the research agenda but also in the doctorate research training processes—the research-training ecosystem itself. Using a few examples, we explain how a social justice approach can be used to scrutinize processes of doctoral recruitment and admission, preparation of doctoral candidates for the workplace, and pedagogical decisions exerted throughout the doctorate program. Particularly, in our current era of rising nationalist governments, an alarming environmental crisis, and the COVID-19 pandemic raging, we argue that doctoral education can play a critical role of making visible and questioning the norms and values that (re)produce inequity and exclusion in society at the local, national, and global levels.
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