Supporting Education for Sustainable Development through an Online Global Forum for Teacher Educators
- Schudel, Ingrid J, Down, Lorna, McKeown, Rosalyn, Baumann, Stefan, Petersen, Andrew, Urenje, Shepherd
- Authors: Schudel, Ingrid J , Down, Lorna , McKeown, Rosalyn , Baumann, Stefan , Petersen, Andrew , Urenje, Shepherd
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435283 , vital:73144 , ISBN 9781538153840 , https://rowman.com/ISBN/9781538153833/At-School-in-the-World-Developing-Globally-Engaged-Teachers
- Description: The Online Global Forum on Education for Sustainable De-velopment (ESD) for Teacher Educators was launched in 2019 by colleagues from three continents who formed a group called ESD Innovate (hereinafter also referred to as Forum founders). ESD Innovate is made up of three African representatives, two European, and two from North America and the Caribbean. The group was formed during the Inter-national Network of Teacher Education Institutions (INTEI) conference in 2016. In discussions at this conference, we (the authors of this chapter and those who formed ESD In-novate) heard the need for ongoing professional develop-ment in ESD for teacher educators. Professional develop-ment programs regarding ESD are available for in-service teachers in some regions of the world, but few are available for teacher educators, especially initiatives designed for sus-tained engagement. Thus, the Forum aims to meet the need for continuing professional development of teacher educa-tors with an ESD focus. Additionally, the Forum was de-signed to bring teacher educators together from all over the world to facilitate collaboration between and among teacher educators and their student teachers in an intellectual dia-logue on the response of teacher education to the Sustaina-ble Development Goals (United Nations, 2015). At the same time, we aimed to share local and global experiences on the realization of relevance and education quality through ESD.
- Full Text:
- Date Issued: 2023
- Authors: Schudel, Ingrid J , Down, Lorna , McKeown, Rosalyn , Baumann, Stefan , Petersen, Andrew , Urenje, Shepherd
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435283 , vital:73144 , ISBN 9781538153840 , https://rowman.com/ISBN/9781538153833/At-School-in-the-World-Developing-Globally-Engaged-Teachers
- Description: The Online Global Forum on Education for Sustainable De-velopment (ESD) for Teacher Educators was launched in 2019 by colleagues from three continents who formed a group called ESD Innovate (hereinafter also referred to as Forum founders). ESD Innovate is made up of three African representatives, two European, and two from North America and the Caribbean. The group was formed during the Inter-national Network of Teacher Education Institutions (INTEI) conference in 2016. In discussions at this conference, we (the authors of this chapter and those who formed ESD In-novate) heard the need for ongoing professional develop-ment in ESD for teacher educators. Professional develop-ment programs regarding ESD are available for in-service teachers in some regions of the world, but few are available for teacher educators, especially initiatives designed for sus-tained engagement. Thus, the Forum aims to meet the need for continuing professional development of teacher educa-tors with an ESD focus. Additionally, the Forum was de-signed to bring teacher educators together from all over the world to facilitate collaboration between and among teacher educators and their student teachers in an intellectual dia-logue on the response of teacher education to the Sustaina-ble Development Goals (United Nations, 2015). At the same time, we aimed to share local and global experiences on the realization of relevance and education quality through ESD.
- Full Text:
- Date Issued: 2023
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
An Examination of the Nexus between Environmental Knowledge and Environmental Learning Processes
- Chitsiga, Christina, Schudel, Ingrid J
- Authors: Chitsiga, Christina , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435086 , vital:73129 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Previous chapters in this book have discussed the complexity of environmental content (see Schudel and Lotz-Sisitka, Chapter 2; Isaacs and Olvitt, Chapter 4) and Chapter 8 (Schudel) has highlighted the significance and key elements of active and critical approaches to learning. The primary purpose of this chapter is to draw these two approaches together; that is, to explore the nexus of environmental content and environmental learning processes.
- Full Text:
- Date Issued: 2021
- Authors: Chitsiga, Christina , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435086 , vital:73129 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Previous chapters in this book have discussed the complexity of environmental content (see Schudel and Lotz-Sisitka, Chapter 2; Isaacs and Olvitt, Chapter 4) and Chapter 8 (Schudel) has highlighted the significance and key elements of active and critical approaches to learning. The primary purpose of this chapter is to draw these two approaches together; that is, to explore the nexus of environmental content and environmental learning processes.
- Full Text:
- Date Issued: 2021
Assisting Learners to Take Up Agency in Problem-Solving Activities
- Lambrechts, Therese, O’Donoghue, Rob B, Schudel, Ingrid J
- Authors: Lambrechts, Therese , O’Donoghue, Rob B , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435099 , vital:73130 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
- Full Text:
- Date Issued: 2021
- Authors: Lambrechts, Therese , O’Donoghue, Rob B , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435099 , vital:73130 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
- Full Text:
- Date Issued: 2021
Emergent Curriculum and Sustainability Competencies in Environmental Learning
- Mkhabela, Antonia T, Schudel, Ingrid J
- Authors: Mkhabela, Antonia T , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435112 , vital:73131 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This study was influenced by the South African National Diagnostic Report on Learner Performance in the 2012 final examinations, which highlighted learner struggles with ‘higher order thinking skills such as application, problem solving, critical thinking, analysis and evaluation’ (South Africa DBE 2013: 16). These are skills typically associated with essay questions in examinations. Another issue reported in the abovementioned document was poorly answered essay questions on Environmental Studies, ‘giving the impression that this topic, which is scheduled towards the end of the year, was neglected by both teachers and learners’ (p. 121). The problem of weak higher order thinking skills, compounded by difficulty with Environmental Studies, informed part of the research interest for this study: namely, how higher order thinking is engaged when reflecting on environmental issues in Life Sciences classrooms (specifically required for the Environmental Studies topic of ‘human impact’).
- Full Text:
- Date Issued: 2021
- Authors: Mkhabela, Antonia T , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435112 , vital:73131 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This study was influenced by the South African National Diagnostic Report on Learner Performance in the 2012 final examinations, which highlighted learner struggles with ‘higher order thinking skills such as application, problem solving, critical thinking, analysis and evaluation’ (South Africa DBE 2013: 16). These are skills typically associated with essay questions in examinations. Another issue reported in the abovementioned document was poorly answered essay questions on Environmental Studies, ‘giving the impression that this topic, which is scheduled towards the end of the year, was neglected by both teachers and learners’ (p. 121). The problem of weak higher order thinking skills, compounded by difficulty with Environmental Studies, informed part of the research interest for this study: namely, how higher order thinking is engaged when reflecting on environmental issues in Life Sciences classrooms (specifically required for the Environmental Studies topic of ‘human impact’).
- Full Text:
- Date Issued: 2021
Engaging Education for Sustainable Development as Quality Education in the Fundisa for Change Programme
- Schudel, Ingrid J, Lotz-Sisitka, Heila, Songqwaru, Zintle, Tshiningayamwe, Sirkka
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila , Songqwaru, Zintle , Tshiningayamwe, Sirkka
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435031 , vital:73125 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Since the Industrial Revolution began in the late 18th century, development has provided humankind with numerous benefits, such as modern medicine, housing, transport and communication systems. However, progress and the contemporary model of development has also brought its problems, as non-renewable resources have been overextracted, and large volumes of waste created, resulting in pollution that has impacted on the health of people and the environment. Most people are now aware that human actions are changing the climate in unpredictable ways. Massive over-consumption of resources and continued environmental degradation are undermining the natural systems we depend on, impacting most severely on the poor and marginalised people in our society. Societies around the world must adapt and change their practices for a low-carbon, more sustainable future.
- Full Text:
- Date Issued: 2021
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila , Songqwaru, Zintle , Tshiningayamwe, Sirkka
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435031 , vital:73125 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Since the Industrial Revolution began in the late 18th century, development has provided humankind with numerous benefits, such as modern medicine, housing, transport and communication systems. However, progress and the contemporary model of development has also brought its problems, as non-renewable resources have been overextracted, and large volumes of waste created, resulting in pollution that has impacted on the health of people and the environment. Most people are now aware that human actions are changing the climate in unpredictable ways. Massive over-consumption of resources and continued environmental degradation are undermining the natural systems we depend on, impacting most severely on the poor and marginalised people in our society. Societies around the world must adapt and change their practices for a low-carbon, more sustainable future.
- Full Text:
- Date Issued: 2021
Environmental ethics: A sourcebook for educators
- Jickling, Bob, Lotz-Sisitka, Heila, Olvitt, Lausanne L, O’Donoghue, Rob B, Schudel, Ingrid J, McGarry, Dylan K, Niblett, Blair
- Authors: Jickling, Bob , Lotz-Sisitka, Heila , Olvitt, Lausanne L , O’Donoghue, Rob B , Schudel, Ingrid J , McGarry, Dylan K , Niblett, Blair
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435834 , vital:73205 , ISBN 978-1991201287 , https://www.amazon.com/Environmental-Ethics-Sourcebook-Bob-Jickling/dp/1991201281
- Description: This well-constructed, and highly original, sourcebook inte-grates educational materials for teaching environmental eth-ics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy de-partments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not some-thing left to experts and specialists. Context-based activities are presented in almost every chapter. While it acknowledg-es foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, pro-cess-oriented, and place-based approaches to ethical reflec-tion, deliberation, and action. It walks on the ground and isn’t afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradi-tion by framing “ethics in a storied world”, thus making room to move beyond Euro-American perspectives in environmen-tal issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other profes-sionals who wish to bring environmental ethics to the fore-front of their pedagogical practices.
- Full Text:
- Date Issued: 2021
- Authors: Jickling, Bob , Lotz-Sisitka, Heila , Olvitt, Lausanne L , O’Donoghue, Rob B , Schudel, Ingrid J , McGarry, Dylan K , Niblett, Blair
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435834 , vital:73205 , ISBN 978-1991201287 , https://www.amazon.com/Environmental-Ethics-Sourcebook-Bob-Jickling/dp/1991201281
- Description: This well-constructed, and highly original, sourcebook inte-grates educational materials for teaching environmental eth-ics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy de-partments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not some-thing left to experts and specialists. Context-based activities are presented in almost every chapter. While it acknowledg-es foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, pro-cess-oriented, and place-based approaches to ethical reflec-tion, deliberation, and action. It walks on the ground and isn’t afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradi-tion by framing “ethics in a storied world”, thus making room to move beyond Euro-American perspectives in environmen-tal issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other profes-sionals who wish to bring environmental ethics to the fore-front of their pedagogical practices.
- Full Text:
- Date Issued: 2021
Formative Assessment for Quality Environmental Learning in Natural Sciences Classrooms
- Mgoqi, Nomvuyo, Schudel, Ingrid J
- Authors: Mgoqi, Nomvuyo , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435127 , vital:73132 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study that informs this chapter aimed at exploring how teachers used formative assessment strategies to support higher order thinking in environmental topics taught in Natural Sciences classrooms (Mgoqi 2019). Higher order thinking is used widely by educational curriculum developers and assessment experts to design test items that measure a variety of thinking skills (Haladyna 2004). For example, the Curriculum Assessment Policy Statement (CAPS) Natural Sciences developers have framed low, middle and high order cognitive levels for guiding classroom assessment (South Africa DBE 2011). These levels describe the way in which learners are expected to work with knowledge as follows: knowing (low order); understanding and applying (medium order); and evaluating, analysing and synthesising (high order). These cognitive levels are closely linked to Bloom’s Taxonomy of Learning which Zohar and Dori (2003) used to describe higher order thinking as analysing, evaluating and creating. These latter three levels build on the lower order thinking levels of remembering, understanding and applying. These higher order thinking skills are important for environmental learning which promotes ‘critical thinking, understanding complex systems, imagining future scenarios, and making decisions in a participatory and collaborative way’ (Unesco 2014: 33). In this chapter, a revised Bloom’s Taxonomy as proposed by Krathwohl (2002) is discussed and used as a lens to review the cognitive levels evident in the activities planned and implemented by teachers.
- Full Text:
- Date Issued: 2021
- Authors: Mgoqi, Nomvuyo , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435127 , vital:73132 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study that informs this chapter aimed at exploring how teachers used formative assessment strategies to support higher order thinking in environmental topics taught in Natural Sciences classrooms (Mgoqi 2019). Higher order thinking is used widely by educational curriculum developers and assessment experts to design test items that measure a variety of thinking skills (Haladyna 2004). For example, the Curriculum Assessment Policy Statement (CAPS) Natural Sciences developers have framed low, middle and high order cognitive levels for guiding classroom assessment (South Africa DBE 2011). These levels describe the way in which learners are expected to work with knowledge as follows: knowing (low order); understanding and applying (medium order); and evaluating, analysing and synthesising (high order). These cognitive levels are closely linked to Bloom’s Taxonomy of Learning which Zohar and Dori (2003) used to describe higher order thinking as analysing, evaluating and creating. These latter three levels build on the lower order thinking levels of remembering, understanding and applying. These higher order thinking skills are important for environmental learning which promotes ‘critical thinking, understanding complex systems, imagining future scenarios, and making decisions in a participatory and collaborative way’ (Unesco 2014: 33). In this chapter, a revised Bloom’s Taxonomy as proposed by Krathwohl (2002) is discussed and used as a lens to review the cognitive levels evident in the activities planned and implemented by teachers.
- Full Text:
- Date Issued: 2021
Investigating the Nature of Biodiversity Knowledge in Natural Sciences Curriculum and Textbooks
- Mmekwa, Makwena, Schudel, Ingrid J
- Authors: Mmekwa, Makwena , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435060 , vital:73127 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: In 1992, the international Convention on Biological Diversity (CBD) emphasised biodiversity as a measure for sustainabil-ity and recognised communication, education and public awareness as important for the successful implementation of the Convention’s aims (CBD 1992). In 2002, the United Na-tions Decade of Education for Sustainable Development (2005–2014) included biodiversity as one of its key priorities (Unesco 2005). Later, Unesco’s (2014) Global Action Plan on Education for Sustainable Development highlighted biodiver-sity as ‘critical content’, to be included in national curricula for holistic and transformational education. In 2015, the United Nations included a concern for biodiversity in the Sustainable Development Goals, making a commitment that: We recog-nise that social and economic development depends on the sustainable management of our planet’s natural resources. We are therefore determined to conserve and sustainably use oceans and seas, freshwater resources, as well as for-ests, mountains and dry lands and to protect biodiversity, ecosystems and wildlife. (United Nations 2015: 13).
- Full Text:
- Date Issued: 2021
- Authors: Mmekwa, Makwena , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435060 , vital:73127 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: In 1992, the international Convention on Biological Diversity (CBD) emphasised biodiversity as a measure for sustainabil-ity and recognised communication, education and public awareness as important for the successful implementation of the Convention’s aims (CBD 1992). In 2002, the United Na-tions Decade of Education for Sustainable Development (2005–2014) included biodiversity as one of its key priorities (Unesco 2005). Later, Unesco’s (2014) Global Action Plan on Education for Sustainable Development highlighted biodiver-sity as ‘critical content’, to be included in national curricula for holistic and transformational education. In 2015, the United Nations included a concern for biodiversity in the Sustainable Development Goals, making a commitment that: We recog-nise that social and economic development depends on the sustainable management of our planet’s natural resources. We are therefore determined to conserve and sustainably use oceans and seas, freshwater resources, as well as for-ests, mountains and dry lands and to protect biodiversity, ecosystems and wildlife. (United Nations 2015: 13).
- Full Text:
- Date Issued: 2021
Strengthening Environment and Sustainability Subject Knowledge Curriculum Challenges and Opportunities
- Schudel, Ingrid J, Lotz-Sisitka, Heila
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435045 , vital:73126 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter serves as a positioning paper for the chapters that follow in which different environment and sustainability knowledge foci will be explored in the South African Curriculum Assessment Policy Statements (CAPS). As a series of interconnected and cross-cutting complexities, environment and sustainability content knowledge has relevance for, and is widely distributed across, different phases and subjects in the school curriculum (see discussion of environmental content knowledge in Schudel and Lotz-Sisitka, Chapter 1; Lotz-Sisitka et al., Chapter 6; Msezane, Chapter 7). Knowledge that makes its way into education curricula and teaching is produced within the wider scientific context. Bernstein (2000), in his theory of the pedagogical device, refers to this as the ‘Field of Production’. A significant knowledge-producing community for sustainability concerns is the global change research community (international and national)(South Africa DST 2010). Examining their research outputs and discourses can provide important insights for the development of knowledge in what Bernstein names ‘regions’, where singular disciplines such as Science (eg climate sciences/biodiversity sciences/water sciences/health sciences), come together with other singular disciplines such as education. Bernstein suggests that a first level of knowledge recontextualisation in the Field of Production occurs in these regions (eg where environmental educators or science educators recontextualise the knowledge of scientists).
- Full Text:
- Date Issued: 2021
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435045 , vital:73126 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter serves as a positioning paper for the chapters that follow in which different environment and sustainability knowledge foci will be explored in the South African Curriculum Assessment Policy Statements (CAPS). As a series of interconnected and cross-cutting complexities, environment and sustainability content knowledge has relevance for, and is widely distributed across, different phases and subjects in the school curriculum (see discussion of environmental content knowledge in Schudel and Lotz-Sisitka, Chapter 1; Lotz-Sisitka et al., Chapter 6; Msezane, Chapter 7). Knowledge that makes its way into education curricula and teaching is produced within the wider scientific context. Bernstein (2000), in his theory of the pedagogical device, refers to this as the ‘Field of Production’. A significant knowledge-producing community for sustainability concerns is the global change research community (international and national)(South Africa DST 2010). Examining their research outputs and discourses can provide important insights for the development of knowledge in what Bernstein names ‘regions’, where singular disciplines such as Science (eg climate sciences/biodiversity sciences/water sciences/health sciences), come together with other singular disciplines such as education. Bernstein suggests that a first level of knowledge recontextualisation in the Field of Production occurs in these regions (eg where environmental educators or science educators recontextualise the knowledge of scientists).
- Full Text:
- Date Issued: 2021
Teacher Contexts as Amplifiers and Filters to Environmental Pedagogical Content Knowledge within a Professional Development System
- Brundit, Susan, Schudel, Ingrid J
- Authors: Brundit, Susan , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435141 , vital:73133 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The chapter draws on the contextual work underpinning a broader study that aimed to understand how environmental pedagogical content knowledge is supported and constructed in the Fundisa for Change teacher professional development (TPD) courses (Brundrit 2018). Necessary to this was an understanding of the contextual realities (amplifiers and filters) of the system in which the course occurs, leading to the question: How do school and classroom contexts act to amplify and filter the environmental pedagogical content knowledge learning of teachers in a teacher professional development programme?.
- Full Text:
- Date Issued: 2021
- Authors: Brundit, Susan , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435141 , vital:73133 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The chapter draws on the contextual work underpinning a broader study that aimed to understand how environmental pedagogical content knowledge is supported and constructed in the Fundisa for Change teacher professional development (TPD) courses (Brundrit 2018). Necessary to this was an understanding of the contextual realities (amplifiers and filters) of the system in which the course occurs, leading to the question: How do school and classroom contexts act to amplify and filter the environmental pedagogical content knowledge learning of teachers in a teacher professional development programme?.
- Full Text:
- Date Issued: 2021
Teaching and learning for change: Education and sustainability in South Africa
- Schudel, Ingrid J, Songqwaru, Zintle, Tshiningayamwe, Sirkka, Lotz-Sisitka, Heila
- Authors: Schudel, Ingrid J , Songqwaru, Zintle , Tshiningayamwe, Sirkka , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/434971 , vital:73120 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Like many national curricula around the world, South Africa’s curriculum is rich in environment and sustainability content. Despite this, environmental teaching and learning can be challenging for educators. This comes at a time when Sustainable Development Goal 4 via Target 4.7 requires governments to integrate Education for Sustainable Development into national education systems. Teaching and Learning for Change is an exploration of how teachers and teacher educators engage environment and sustainability content knowledge, methods, and assessment practices – an exposition of quality education processes in support of ecological and social justice and sustainability. The chapters evolve from a ten-year research programme led out of the DSI/NRF SARChI Chair in Global Change and Social Learning Systems working with national partners in the Fundisa for Change programme and the UNESCO Sustainability Starts with Teachers programme. They show the integration of education for sustainable development in teacher professional development and curricula in schools in South Africa. They reveal how university-based researchers, teachers and teacher educators have made theoretically and contextually reasoned choices about their lives and their teaching in response to calls for a more sustainable world in which education must play a role. Teaching and Learning for Change will be of interest to education policymakers in government, advisors and educators in educational and environmental departments, NGOs and other institutions. It will also be of interest to teacher educators, teachers and researchers in education more generally, and environment and sustainability education specifically.
- Full Text:
- Date Issued: 2021
- Authors: Schudel, Ingrid J , Songqwaru, Zintle , Tshiningayamwe, Sirkka , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/434971 , vital:73120 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Like many national curricula around the world, South Africa’s curriculum is rich in environment and sustainability content. Despite this, environmental teaching and learning can be challenging for educators. This comes at a time when Sustainable Development Goal 4 via Target 4.7 requires governments to integrate Education for Sustainable Development into national education systems. Teaching and Learning for Change is an exploration of how teachers and teacher educators engage environment and sustainability content knowledge, methods, and assessment practices – an exposition of quality education processes in support of ecological and social justice and sustainability. The chapters evolve from a ten-year research programme led out of the DSI/NRF SARChI Chair in Global Change and Social Learning Systems working with national partners in the Fundisa for Change programme and the UNESCO Sustainability Starts with Teachers programme. They show the integration of education for sustainable development in teacher professional development and curricula in schools in South Africa. They reveal how university-based researchers, teachers and teacher educators have made theoretically and contextually reasoned choices about their lives and their teaching in response to calls for a more sustainable world in which education must play a role. Teaching and Learning for Change will be of interest to education policymakers in government, advisors and educators in educational and environmental departments, NGOs and other institutions. It will also be of interest to teacher educators, teachers and researchers in education more generally, and environment and sustainability education specifically.
- Full Text:
- Date Issued: 2021
Theorising Active Learning–A Historical Analysis
- Authors: Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435072 , vital:73128 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: There is no definitive or consensual Education for Sustainable Development (ESD) pedagogy but there is a suite of techniques which, if examined, will reveal similar features and principles. For example, in its ESD sourcebook, Unesco (2012) highlights pedagogies featuring question-orientated, analytical, critical and decisive skills, as well as relational pedagogies with features such as learner-centredness and participation. In its later Roadmap for Implementing the Global Action Programme for Education for Sustainable Development, Unesco calls for pedagogies that support the designing of ‘teaching and learning in an interactive, learner-centred way that enables exploratory, action-oriented and transformative learning’ (Unesco 2014: 12). An international collaborative group–ESD Expert-Net–highlighted the ‘active’ element of ESD arguing that ‘action’ or ‘doing’ elements of learning have traditionally been neglected, and that if ESD practice is to address local and global challenges ‘a strong action component’ is needed (Hoffmann and Rajeswari nd: 9). The notion of ‘active learning’has been of central interest in the Fundisa for Change project. This chapter describes its trajectory of development and use in South African ESD by outlining core features and principles for active learning. This is with a view to positioning the further chapters in this section of the book in relation to national and international research that has influenced the approach of Fundisa for Change. The chapter also serves to inform international interests in active learning.
- Full Text:
- Date Issued: 2021
- Authors: Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435072 , vital:73128 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: There is no definitive or consensual Education for Sustainable Development (ESD) pedagogy but there is a suite of techniques which, if examined, will reveal similar features and principles. For example, in its ESD sourcebook, Unesco (2012) highlights pedagogies featuring question-orientated, analytical, critical and decisive skills, as well as relational pedagogies with features such as learner-centredness and participation. In its later Roadmap for Implementing the Global Action Programme for Education for Sustainable Development, Unesco calls for pedagogies that support the designing of ‘teaching and learning in an interactive, learner-centred way that enables exploratory, action-oriented and transformative learning’ (Unesco 2014: 12). An international collaborative group–ESD Expert-Net–highlighted the ‘active’ element of ESD arguing that ‘action’ or ‘doing’ elements of learning have traditionally been neglected, and that if ESD practice is to address local and global challenges ‘a strong action component’ is needed (Hoffmann and Rajeswari nd: 9). The notion of ‘active learning’has been of central interest in the Fundisa for Change project. This chapter describes its trajectory of development and use in South African ESD by outlining core features and principles for active learning. This is with a view to positioning the further chapters in this section of the book in relation to national and international research that has influenced the approach of Fundisa for Change. The chapter also serves to inform international interests in active learning.
- Full Text:
- Date Issued: 2021
Youth Attitudes and Participation in Climate Protest
- Prendergast, Kate, Hayward, Bronwyn, Aoyagi, Midori, Burningham, Kate, Hasan, Mehedi, Jackson, Tim, Jha, Vimlendu, Kuroki, Larissa, Lukianov, Anastasia, Mattar, Helio, Schudel, Ingrid J, Venn, Sue, Yoshida, Aya
- Authors: Prendergast, Kate , Hayward, Bronwyn , Aoyagi, Midori , Burningham, Kate , Hasan, Mehedi , Jackson, Tim , Jha, Vimlendu , Kuroki, Larissa , Lukianov, Anastasia , Mattar, Helio , Schudel, Ingrid J , Venn, Sue , Yoshida, Aya
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294471 , vital:57224 , xlink:href="https://doi.org/10.3389/fpos.2021.696105"
- Description: This article examines youth participation the school climate strikes of 2018 and 2019 (also known as #Fridays4Future), through an exploratory study conducted in seven diverse cities. Despite the international nature of the climate strikes, we know little about the factors that influenced youth participation in these protests beyond the global North. This matters because youth of the global South are disproportionately impacted by climate change and there is growing concern that the climate movement is dominated by narratives that marginalize the voices and priorities of Indigenous communities and people of color. In this context, the exploratory research reported here aimed to compare the attitudes of climate protesters (n = 314) and their non-protester peers (n = 1,217), in diverse city samples drawn from a wider study of children and youth aged 12–24 years, living in Christchurch (New Zealand); Dhaka (Bangladesh); Lambeth, London (United Kingdom); Makhanda (South Africa); New Delhi (India); São Paulo (Brazil); and Yokohama (Japan). Using cross-sectional data (N = 1,531) and binary logistic regression models, researchers examined three common explanations for youth participation in protest: availability (biographical and structural), political engagement (reported individual and collective efficacy of strikers and non-strikers), and self-reported biospheric values amongst participants. Results indicate that even in diverse city samples, structural availability (civic skills and organizational membership) predicted strike participation across city samples, but not political engagement (self-efficacy and collective efficacy). Youth who reported that ‘living in harmony with nature and animals’ was important for their wellbeing, were also more likely to strike than their peers. Descriptive statistics indicated that the majority (85 percent) of all protestors in this study agreed climate change was a serious issue and a startling 65 percent said that they think about climate change “all the time”. Reported rates of youth climate protest participation varied across city samples as did the extent to which participants reported having friends take part or expecting climate change to have a personal impact. While the study is exploratory, it points to the need for more extensive research to understand the diversity of youth participation in ‘global climate strikes’.
- Full Text:
- Date Issued: 2021
- Authors: Prendergast, Kate , Hayward, Bronwyn , Aoyagi, Midori , Burningham, Kate , Hasan, Mehedi , Jackson, Tim , Jha, Vimlendu , Kuroki, Larissa , Lukianov, Anastasia , Mattar, Helio , Schudel, Ingrid J , Venn, Sue , Yoshida, Aya
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294471 , vital:57224 , xlink:href="https://doi.org/10.3389/fpos.2021.696105"
- Description: This article examines youth participation the school climate strikes of 2018 and 2019 (also known as #Fridays4Future), through an exploratory study conducted in seven diverse cities. Despite the international nature of the climate strikes, we know little about the factors that influenced youth participation in these protests beyond the global North. This matters because youth of the global South are disproportionately impacted by climate change and there is growing concern that the climate movement is dominated by narratives that marginalize the voices and priorities of Indigenous communities and people of color. In this context, the exploratory research reported here aimed to compare the attitudes of climate protesters (n = 314) and their non-protester peers (n = 1,217), in diverse city samples drawn from a wider study of children and youth aged 12–24 years, living in Christchurch (New Zealand); Dhaka (Bangladesh); Lambeth, London (United Kingdom); Makhanda (South Africa); New Delhi (India); São Paulo (Brazil); and Yokohama (Japan). Using cross-sectional data (N = 1,531) and binary logistic regression models, researchers examined three common explanations for youth participation in protest: availability (biographical and structural), political engagement (reported individual and collective efficacy of strikers and non-strikers), and self-reported biospheric values amongst participants. Results indicate that even in diverse city samples, structural availability (civic skills and organizational membership) predicted strike participation across city samples, but not political engagement (self-efficacy and collective efficacy). Youth who reported that ‘living in harmony with nature and animals’ was important for their wellbeing, were also more likely to strike than their peers. Descriptive statistics indicated that the majority (85 percent) of all protestors in this study agreed climate change was a serious issue and a startling 65 percent said that they think about climate change “all the time”. Reported rates of youth climate protest participation varied across city samples as did the extent to which participants reported having friends take part or expecting climate change to have a personal impact. While the study is exploratory, it points to the need for more extensive research to understand the diversity of youth participation in ‘global climate strikes’.
- Full Text:
- Date Issued: 2021
Ethics in context
- Burningham, Kate, Venn, Susan, Hayward, Bronwyn, Aoyagi, Midori, Hasan, Mohammed Mehedi, Mattar, Helio, Schudel, Ingrid J, Yoshida, Aya
- Authors: Burningham, Kate , Venn, Susan , Hayward, Bronwyn , Aoyagi, Midori , Hasan, Mohammed Mehedi , Mattar, Helio , Schudel, Ingrid J , Yoshida, Aya
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294364 , vital:57215 , xlink:href="https://doi.org/10.1080/13645579.2019.1672282"
- Description: Existing literatures have discussed both ethical issues in visual research with young people, and the problems associated with applying ‘universal’ ethical guidelines across varied cultural contexts. There has been little consideration, however, of specific issues raised in projects where visual research is being conducted with young people simultaneously in multiple national contexts. This paper contributes to knowledge in this area. We reflect on our experiences of planning and conducting the International CYCLES project involving photo elicitation with young people in Bangladesh, Brazil, India, Japan, New Zealand, South Africa and the UK. While some issues such as varying access to technology for taking and sharing photos and diverse cultural sensitivities around the use of photography were anticipated in advance, others were more unexpected. Balancing the need for methods to be appropriate, ethical and feasible within each setting with the desire for sufficient consistency across the project is challenging. We argue that an ‘ethics in context’ approach and an attitude of ‘methodological immaturity’ is critical in international visual research projects with young people.
- Full Text:
- Date Issued: 2020
- Authors: Burningham, Kate , Venn, Susan , Hayward, Bronwyn , Aoyagi, Midori , Hasan, Mohammed Mehedi , Mattar, Helio , Schudel, Ingrid J , Yoshida, Aya
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294364 , vital:57215 , xlink:href="https://doi.org/10.1080/13645579.2019.1672282"
- Description: Existing literatures have discussed both ethical issues in visual research with young people, and the problems associated with applying ‘universal’ ethical guidelines across varied cultural contexts. There has been little consideration, however, of specific issues raised in projects where visual research is being conducted with young people simultaneously in multiple national contexts. This paper contributes to knowledge in this area. We reflect on our experiences of planning and conducting the International CYCLES project involving photo elicitation with young people in Bangladesh, Brazil, India, Japan, New Zealand, South Africa and the UK. While some issues such as varying access to technology for taking and sharing photos and diverse cultural sensitivities around the use of photography were anticipated in advance, others were more unexpected. Balancing the need for methods to be appropriate, ethical and feasible within each setting with the desire for sufficient consistency across the project is challenging. We argue that an ‘ethics in context’ approach and an attitude of ‘methodological immaturity’ is critical in international visual research projects with young people.
- Full Text:
- Date Issued: 2020
Young people and environmental affordances in urban sustainable development
- Nissen, Sylvia, Prendergast, Kate, Aoyagi, Midori, Burningham, Kate, Hasan, Mohammed Mehedi, Hayward, Bronwyn, Jackson, Tim, Jha, Vimlendu, Mattar, Helio, Schudel, Ingrid J, Venn, Sue, Yoshida, Aya
- Authors: Nissen, Sylvia , Prendergast, Kate , Aoyagi, Midori , Burningham, Kate , Hasan, Mohammed Mehedi , Hayward, Bronwyn , Jackson, Tim , Jha, Vimlendu , Mattar, Helio , Schudel, Ingrid J , Venn, Sue , Yoshida, Aya
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294460 , vital:57223 , xlink:href="https://doi.org/10.1186/s42055-020-00039-w"
- Description: Background: Cities are at the fore of sustainability challenges of the twenty-first century, and many, particularly in Asia and Africa, are predominantly youthful spaces. Understanding young people's experiences in urban environments is therefore important as we strive to achieve both the Sustainable Development Goals and the Paris Agreement. Two amenities identified in the urban Sustainable Development Goal 11, transport and public and green space, are specifically recognised as applying to youth. Yet, there is little analysis that explicitly considers how youth experience these amenities across the Global North and South, and no current measures for understanding progress in youth experiences of green space and transport. Results: This paper provides a comparative analysis of young people's experiences with local transport and green space in seven diverse urban communities (Christchurch, New Zealand; Dhaka, Bangladesh; Lambeth/London, UK; Makhanda, South Africa; New Delhi, India; São Paulo, Brazil; and Yokohama, Japan). Our study contributes to a growing body of literature that seeks to listen to child and youth perspectives to understand their environmental experiences. We examine the 'affordances' young residents aged 12 to 24 years currently associate with green space and transport amenities. Affordances are defined here as the inter-relationships between what a local environment offers young people and their perceptions and actions. Drawing on focus groups and interviews conducted with 332 young people, we identify five affordances young people associate in relation to transport and public space across these diverse urban settings: (1) social inclusion and belonging; (2) autonomy; (3) physical comfort and security; (4) relaxation and reflection; and (5) health and fitness. Conclusions The paper contributes to growing interdisciplinary research interest in measuring affordances as a way to advance the Sustainable Development Goals in an urban context. In providing a comparative account of young people's experiences across diverse contexts, our discussion highlights how affordances in relation to transport or public and green space can help understand the multiple interconnections between the well-being of young people and sustainability. In particular, we argue that it is not merely the provision of transport or public and green space that matters, but the nuanced meaning of places and experiences as understood by local communities that needs to be recognised if we are to better support urban youth wellbeing and advance sustainable development goals.
- Full Text:
- Date Issued: 2020
- Authors: Nissen, Sylvia , Prendergast, Kate , Aoyagi, Midori , Burningham, Kate , Hasan, Mohammed Mehedi , Hayward, Bronwyn , Jackson, Tim , Jha, Vimlendu , Mattar, Helio , Schudel, Ingrid J , Venn, Sue , Yoshida, Aya
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294460 , vital:57223 , xlink:href="https://doi.org/10.1186/s42055-020-00039-w"
- Description: Background: Cities are at the fore of sustainability challenges of the twenty-first century, and many, particularly in Asia and Africa, are predominantly youthful spaces. Understanding young people's experiences in urban environments is therefore important as we strive to achieve both the Sustainable Development Goals and the Paris Agreement. Two amenities identified in the urban Sustainable Development Goal 11, transport and public and green space, are specifically recognised as applying to youth. Yet, there is little analysis that explicitly considers how youth experience these amenities across the Global North and South, and no current measures for understanding progress in youth experiences of green space and transport. Results: This paper provides a comparative analysis of young people's experiences with local transport and green space in seven diverse urban communities (Christchurch, New Zealand; Dhaka, Bangladesh; Lambeth/London, UK; Makhanda, South Africa; New Delhi, India; São Paulo, Brazil; and Yokohama, Japan). Our study contributes to a growing body of literature that seeks to listen to child and youth perspectives to understand their environmental experiences. We examine the 'affordances' young residents aged 12 to 24 years currently associate with green space and transport amenities. Affordances are defined here as the inter-relationships between what a local environment offers young people and their perceptions and actions. Drawing on focus groups and interviews conducted with 332 young people, we identify five affordances young people associate in relation to transport and public space across these diverse urban settings: (1) social inclusion and belonging; (2) autonomy; (3) physical comfort and security; (4) relaxation and reflection; and (5) health and fitness. Conclusions The paper contributes to growing interdisciplinary research interest in measuring affordances as a way to advance the Sustainable Development Goals in an urban context. In providing a comparative account of young people's experiences across diverse contexts, our discussion highlights how affordances in relation to transport or public and green space can help understand the multiple interconnections between the well-being of young people and sustainability. In particular, we argue that it is not merely the provision of transport or public and green space that matters, but the nuanced meaning of places and experiences as understood by local communities that needs to be recognised if we are to better support urban youth wellbeing and advance sustainable development goals.
- Full Text:
- Date Issued: 2020
Deliberations on a changing curriculum landscape and emergent environmental and sustainability education practices in South Africa
- Authors: Schudel, Ingrid J
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436206 , vital:73239 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_3
- Description: This chapter describes Environmental and Sustainability Edu-cation (ESE) in South Africa against the backdrop of a chang-ing educational system. It discusses changing educational im-peratives in post-apartheid South Africa and how these have been interpreted and applied in three curriculum revisions in South Africa since 1994: Curriculum 2005, the Revised Na-tional Curriculum Statements and the Curriculum Assessment Policy Statement. The narrative also examines a changing pic-ture of teacher professional development in South Africa high-lighting how constructivist and social realist understandings of education, development and learning have entered the dis-course and influenced practice in South Africa. The chapter concludes with highlighting how a relational approach to learn-ing, as evident in ESE practices in South Africa, can help to avoid a pendulum swing between the dichotomies of compet-ing discourses.
- Full Text:
- Date Issued: 2017
- Authors: Schudel, Ingrid J
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436206 , vital:73239 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_3
- Description: This chapter describes Environmental and Sustainability Edu-cation (ESE) in South Africa against the backdrop of a chang-ing educational system. It discusses changing educational im-peratives in post-apartheid South Africa and how these have been interpreted and applied in three curriculum revisions in South Africa since 1994: Curriculum 2005, the Revised Na-tional Curriculum Statements and the Curriculum Assessment Policy Statement. The narrative also examines a changing pic-ture of teacher professional development in South Africa high-lighting how constructivist and social realist understandings of education, development and learning have entered the dis-course and influenced practice in South Africa. The chapter concludes with highlighting how a relational approach to learn-ing, as evident in ESE practices in South Africa, can help to avoid a pendulum swing between the dichotomies of compet-ing discourses.
- Full Text:
- Date Issued: 2017
Modelling dialectical processes in environmental learning
- Authors: Schudel, Ingrid J
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294409 , vital:57219 , xlink:href="https://doi.org/10.1080/14767430.2017.1288061"
- Description: This paper describes a critical realist intensive case study, which develops and tests a ‘dialectic process model of transformative learning’. The model is inspired by Bhaskar's (1993) onto-axiological chain (or MELD Schema) as outlined in his formulation of dialectical critical realism. The study describes transformative environmental learning processes focusing on food security in two primary schools in rural South Africa. The model elaborates on the four links in the onto-axiological chain by describing four knowledge interests across the two cases: knowledge of ‘what is and what is not’, knowledge of ‘what could be’, knowledge of ‘what should be’, and knowledge of ‘what can be’. The model also highlights the emergent nature of epistemic relations in transformative learning processes. The paper discusses the model in relation to a transformative, open-ended and context specific approach to Environmental Education (EE)/ESD. The paper illustrates that Bhaskar’s MELD is a robust schema for investigating learning-led change in EE and suggests its relevance in other research contexts concerned with societal transformation.
- Full Text:
- Date Issued: 2017
- Authors: Schudel, Ingrid J
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294409 , vital:57219 , xlink:href="https://doi.org/10.1080/14767430.2017.1288061"
- Description: This paper describes a critical realist intensive case study, which develops and tests a ‘dialectic process model of transformative learning’. The model is inspired by Bhaskar's (1993) onto-axiological chain (or MELD Schema) as outlined in his formulation of dialectical critical realism. The study describes transformative environmental learning processes focusing on food security in two primary schools in rural South Africa. The model elaborates on the four links in the onto-axiological chain by describing four knowledge interests across the two cases: knowledge of ‘what is and what is not’, knowledge of ‘what could be’, knowledge of ‘what should be’, and knowledge of ‘what can be’. The model also highlights the emergent nature of epistemic relations in transformative learning processes. The paper discusses the model in relation to a transformative, open-ended and context specific approach to Environmental Education (EE)/ESD. The paper illustrates that Bhaskar’s MELD is a robust schema for investigating learning-led change in EE and suggests its relevance in other research contexts concerned with societal transformation.
- 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
Mapping epistemic cultures and learning potential of participants in citizen science projects
- Vallabh, Priya, Lotz-Sisitka, Heila, O'Donoghue, Rob B, Schudel, Ingrid J
- Authors: Vallabh, Priya , Lotz-Sisitka, Heila , O'Donoghue, Rob B , Schudel, Ingrid J
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/128939 , vital:36192 , https://doi.org/10.1111/cobi.12701
- Description: The ever-widening scope and range of global change and interconnected systemic risks arising from people–environment relationships (social‐ecological risks) appears to be increasing concern among, and involvement of, citizens in an increasingly diversified number of citizen science projects responding to these risks. We examined the relationship between epistemic cultures in citizen science projects and learning potential related to matters of concern. We then developed a typology of purposes and a citizen science epistemic‐cultures heuristic and mapped 56 projects in southern Africa using this framework. The purpose typology represents the range of knowledge‐production purposes, ranging from laboratory science to social learning, whereas the epistemic‐cultures typology is a relational representation of scientist and citizen participation and their approach to knowledge production. Results showed an iterative relationship between matters of fact and matters of concern across the projects; the nexus of citizens’ engagement in knowledge‐production activities varied. The knowledge‐production purposes informed and shaped the epistemic cultures of all the sampled citizen science projects, which in turn influenced the potential for learning within each project. Through a historical review of 3 phases in a long‐term river health‐monitoring project, we found that it is possible to evolve the learning curve of citizen science projects. This evolution involved the development of scientific water monitoring tools, the parallel development of pedagogic practices supporting monitoring activities, and situated engagement around matters of concern within social activism leading to learning‐led change. We conclude that such evolutionary processes serve to increase potential for learning and are necessary if citizen science is to contribute to wider restructuring of the epistemic culture of science under conditions of expanding social-ecological risk.
- Full Text:
- Date Issued: 2016
- Authors: Vallabh, Priya , Lotz-Sisitka, Heila , O'Donoghue, Rob B , Schudel, Ingrid J
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/128939 , vital:36192 , https://doi.org/10.1111/cobi.12701
- Description: The ever-widening scope and range of global change and interconnected systemic risks arising from people–environment relationships (social‐ecological risks) appears to be increasing concern among, and involvement of, citizens in an increasingly diversified number of citizen science projects responding to these risks. We examined the relationship between epistemic cultures in citizen science projects and learning potential related to matters of concern. We then developed a typology of purposes and a citizen science epistemic‐cultures heuristic and mapped 56 projects in southern Africa using this framework. The purpose typology represents the range of knowledge‐production purposes, ranging from laboratory science to social learning, whereas the epistemic‐cultures typology is a relational representation of scientist and citizen participation and their approach to knowledge production. Results showed an iterative relationship between matters of fact and matters of concern across the projects; the nexus of citizens’ engagement in knowledge‐production activities varied. The knowledge‐production purposes informed and shaped the epistemic cultures of all the sampled citizen science projects, which in turn influenced the potential for learning within each project. Through a historical review of 3 phases in a long‐term river health‐monitoring project, we found that it is possible to evolve the learning curve of citizen science projects. This evolution involved the development of scientific water monitoring tools, the parallel development of pedagogic practices supporting monitoring activities, and situated engagement around matters of concern within social activism leading to learning‐led change. We conclude that such evolutionary processes serve to increase potential for learning and are necessary if citizen science is to contribute to wider restructuring of the epistemic culture of science under conditions of expanding social-ecological risk.
- Full Text:
- Date Issued: 2016