Transformative Learning for Teacher Educators: Making sense of Education for Sustainable Development (ESD) policy emphasis on transformative education
- Lotz-Sisitka, Heila, Schudel, Ingrid J, Wilmot, Diana P, O’Donoghue, Rob B, Chikunda, Charles
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J , Wilmot, Diana P , O’Donoghue, Rob B , Chikunda, Charles
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435765 , vital:73199 , ISBN Report , https://www.researchgate.net/profile/Ingrid-Schudel/publication/364399424_Transformative_Learning_for_Teach-er_Educators_Making_sense_of_Education_for_Sustainable_Develop-ment_ESD_policy_emphasis_on_transformative_education/links/638c38c3658cec2104ab7227/Transformative-Learning-for-Teacher-Educators-Making-sense-of-Education-for-Sustainable-Development-ESD-policy-emphasis-on-transformative-education.pdf
- Description: This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.
- Full Text:
- Date Issued: 2022
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J , Wilmot, Diana P , O’Donoghue, Rob B , Chikunda, Charles
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435765 , vital:73199 , ISBN Report , https://www.researchgate.net/profile/Ingrid-Schudel/publication/364399424_Transformative_Learning_for_Teach-er_Educators_Making_sense_of_Education_for_Sustainable_Develop-ment_ESD_policy_emphasis_on_transformative_education/links/638c38c3658cec2104ab7227/Transformative-Learning-for-Teacher-Educators-Making-sense-of-Education-for-Sustainable-Development-ESD-policy-emphasis-on-transformative-education.pdf
- Description: This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.
- Full Text:
- Date Issued: 2022
Water Use and Food Security: Knowledge Dissemination and Use in Agricultural Colleges and Local Learning Networks for Homestead Food Gardening and Smallholder Farming
- Lotz-Sisitka, Heila, Pesanayi, Tichaona, Weaver, Kim N, Lupele, Chisala, O’Donoghue, Rob B, Sithole, Phindile, van Staden, Wilna, Mabeza, Chris, Denison, C M Jonathan, Phillips, Katrina
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona , Weaver, Kim N , Lupele, Chisala , O’Donoghue, Rob B , Sithole, Phindile , van Staden, Wilna , Mabeza, Chris , Denison, C M Jonathan , Phillips, Katrina
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436825 , vital:73308 , ISBN 978-1-4312-0852-4 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2277-1-16.pdf
- Description: This final report has detailed the work that went into pilot testing an Ac-tion Oriented Strategy (AOS) to support Agricultural Colleges to make use of the two sets of WRC materials that were the focus of the project. The general objective of this project entitled “Action oriented strategy for knowledge dissemination and training for skills development of water use in homestead food gardening and rain water harvesting for cropland food production” was: To develop a strategy for achieving effective knowledge dissemination and practical training to encourage productive water use for food crop production [amongst smallholder farmers and food growers in South Africa].
- Full Text:
- Date Issued: 2016
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona , Weaver, Kim N , Lupele, Chisala , O’Donoghue, Rob B , Sithole, Phindile , van Staden, Wilna , Mabeza, Chris , Denison, C M Jonathan , Phillips, Katrina
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436825 , vital:73308 , ISBN 978-1-4312-0852-4 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2277-1-16.pdf
- Description: This final report has detailed the work that went into pilot testing an Ac-tion Oriented Strategy (AOS) to support Agricultural Colleges to make use of the two sets of WRC materials that were the focus of the project. The general objective of this project entitled “Action oriented strategy for knowledge dissemination and training for skills development of water use in homestead food gardening and rain water harvesting for cropland food production” was: To develop a strategy for achieving effective knowledge dissemination and practical training to encourage productive water use for food crop production [amongst smallholder farmers and food growers in South Africa].
- Full Text:
- Date Issued: 2016
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