Alignment, scaling and resourcing of citizen-based water quality monitoring Initiatives
- Authors: Lotz-Sisitka, Heila , Ward, Mike , Taylor, Jim , Vallabh, Priya , Madiba, Morakane , Graham, P Mark , Louw, Adrienne J , Brownell, Faye
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435729 , vital:73195 , ISBN 978-0-6392-0344-7 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2854%20final.pdf
- Description: This action-oriented research project seeks to address the policy-practice contradiction that exists between commit-ments and requirements for citizen engagement and in-volvement in Integrated Water Quality Management (IWQM) and a lack of sustainable support for scaling high quality Citi-zen-based Water Quality Monitoring (CBWQM) practices that exist in South Africa.
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AMANZI For Food
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona , Sisitka, Lawrence , Metelerkamp, Luke , Chakona, Gamuchirai , van Staden, Wilma , Durr, Sarah , Matiwane, Mandelive , Maqwelane, Lwanda , Conde-Aller, Laura , Shawarire, Patience
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435745 , vital:73197 , ISBN 978-0-6392-0309-6 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/TT 868 final web.pdf
- Description: This action-oriented research project seeks to address the policy-practice contradiction that exists between commit-ments and requirements for citizen engagement and in-volvement in Integrated Water Quality Management (IWQM) and a lack of sustainable support for scaling high quality Citi-zen-based Water Quality Monitoring (CBWQM) practices that exist in South Africa.
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Transformative Learning for Teacher Educators: Making sense of Education for Sustainable Development (ESD) policy emphasis on transformative education
- 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.
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Citizen Monitoring of The National Water Resource Strategy 2 (NWRS2)
- Authors: Wilson, Jessica , Munnik, Victor , Burt, Jane C , Pereira, Taryn , Ngcozela, Thabang , Mokoena, Samson , Lusithi, Thabo , Lotz-Sisitka, Heila , Ndhlovu, December , Ngcanga, Thandiwe , Tshabalala, Mduduzi , James, Manelisi , Mashile, Alexander , Mdululi, Patricia
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436812 , vital:73307 , ISBN 978-1-4312-0922-4 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2313%20_final.pdf
- Description: In 2014, the South African Water Caucus (SAWC), a network of non-governmental organisations (NGOs) and community-based organisations (CBOs) who are active in the water sec-tor, embarked on a social learning and action research journey supported by the South African Water Research Commission (WRC) to deepen its monitoring of South Africa’s Second Na-tional Water Resources Strategy (NWRS2). They focused on three issues in three cases study areas.
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Water Use and Food Security: Knowledge Dissemination and Use in Agricultural Colleges and Local Learning Networks for Homestead Food Gardening and Smallholder Farming
- 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].
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The role of knowledge in a democratic society: investigations into mediation and change-oriented learning in water management practices
- Authors: Burt, Jane C , Lotz-Sisitka, Heila , Rivers, Nina , Berold, Robert , Ntshudu, Monde , Wigley, Tim , Stanford, Mindy , Jenkin, Treve , Buzani, Mangalisa , Kruger, Ewald
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436770 , vital:73300 , ISBN 978-1-4312-0519-6 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2074-1-13.pdf
- Description: This project emerged from two previous Water Research Commission (WRC) research projects. In 2006 Heila Lotz-Sisitka and Jane Burt (Lotz-Sisitka, 2006) undertook research on participation in the establishment of integrated water resources management (IWRM) structures. They found that while much emphasis had gone into the establishment of water re-sources management structures, very little attention was being given to building people’s capacity to participate effectively in these structures. Access to and the ability to make use of knowledge resources about wa-ter resources management is a key aspect of such capacity building.
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Educational perspectives on social learning theory: antecedents and starting points for research
- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436612 , vital:73286 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This paper contributes to the social learning literature. It argues that there is a need to give attention to the antecedent literatures that inform understandings of the social in social learning; and the learning in social learning. These antecedent literatures (drawn mainly from sociocultural psychology, learning theory and realist social theory in this paper) are necessary in social learning research, if we are to avoid the problem of ontological collapse in social learning research. The concept of ontologi-cal collapse (after Sfard, 2006) refers to a tendency in modern sciences to objectify social processes. It is used in this paper to draw attention to the need to understand the complex social processes involved in social learn-ing (and the antecedent literatures that may enable us to do so). As such, it warns against reification in social learning research; and also warns against turning social learning into an object, devoid of complex learning processes and agentive reflexions, decision making and practices. To clar-ify this concept, the paper shares examples of instances of ontological collapse, showing that at times, the social learning literature itself can fall victim to the problem of ontological collapse. Drawing on the literature review work in two cases studies of social learning research that work carefully with the antecedent literatures, the paper demonstrates the im-portance of engaging carefully with these literatures to avoid ontological collapse in social learning research in the fields of environmental education and natural resources management.
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Introducing the monograph and the (re)views
- Authors: Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436623 , vital:73287 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This monograph, entitled (Re) Views on Social Learning Literature: A monograph for social learning researchers in natural resources manage-ment and environmental education provides four different reviews on the social learning literature. Rather than seeking to be comprehensive, the reviews seek to provide views on the social learning literature, from dif-ferent perspectives. The purpose of the monograph is to scope aspects of the social learning literature, providing access to a wide body of litera-ture(s) on social learning for emerging researchers interested in social learning in the fields of environmental education and natural resources management.
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A critical review of participatory practice in integrated water resource management
- Authors: Lotz-Sisitka, Heila , Burt, Jane C
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/437450 , vital:73380 , ISBN 1-77005-388-3 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/Project_1434_01_06.pdf
- Description: As indicated in Chapter 1, the expected outputs of this research are guidelines for best practice, and a set of indicators for monitoring and evaluation of participatory practice in CMA establishment. Chapter 1 indicated that participatory practice in CMA establishment in South Afri-ca is located in a particular social context: that of institution building in a democratising society (where the models of democracy may not be clearly articulated or well understood amongst South African citizens), in response to new national legislation that is based on principles of equi-ty, efficiency and sustainability. This context is further shaped by a his-tory of inequality and lack of broad participation in IWRM. Chapter 1 al-so indicated that IWRM in South Africa crosses political boundaries, is framed within geo-physical boundaries, and is complicated by different governance frameworks for water service delivery and water resources management (where water services delivery is a key priority for people on the ground who have traditionally not had access to water). Water resources management is therefore likely to be a ‘secondary’priority, and the possibility exists that the two needs could be confused amongst those who are to participate in IWRM in South Africa.
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