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Short Course Handouts Bundle for the Training of Trainers Course: Introductory course to facilitating social learning and stakeholder engagement in natural resource management contexts

Supporting social learning and knowledge management withing the ecological infrastructure for water security project

Women farmers leading and co-learning in an agroecology movement at the intersections of gender and climate

  • Authors: Chanyau, Ludwig , Rosenberg, Eureta
  • Date: 2023
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/373873 , vital:66730 , xlink:href="https://doi.org/10.1080/10130950.2023.2239313"
  • Description: This study, carried out in the Eastern Cape Province of South Africa, was particularly interested in women farmers’ access to social learning spaces for expanding their knowledge about farming in the context of climate change. Small-scale women and peasant farmers face historical intersectional inequalities as a result of the colonial and apartheid past which has continued to disadvantage women in the present through exclusion, limited or no access to finance, insecure or no land tenure, little bargaining power and unequal access to water. The gender prejudices and unequal access to resources experienced by women is brought into sharp relief by climate change. The article provides a case study of an agroecology movement led by women farmers that promotes climate-appropriate, low-cost farming practices using community and home gardens. The practices are tried out and further developed by women farmers themselves, relying on agroecology-informed extension services, open dialogue and the support of communities of practice. Unlike traditional top-down approaches to farmer learning common in public extension services, extension officers in the movement participate in creating conditions for co-learning and co-construction of new knowledge − that is, social learning − thus responding directly to their needs as farmers. The lead researcher joined in and observed farming and learning activities following an ethnographic approach. Farmers and other movement members were engaged in semi-structured interviews which explored the value derived from social learning (Wenger-Trayner and Wenger-Trayner Citation2020). The article concludes that the movement is responding to many of the intersectional challenges that women farmers in the Eastern Cape face. Further, its social learning approach holds potential for expanding women farmers’ ability to provide for themselves and their communities and inform their climate change adaptation.
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  • Date Issued: 2023

Is education blithely producing unemployed graduates?: A reflection based on a review of environmental skills initiatives 2016-2021

  • Authors: Rosenberg, Eureta
  • Date: 2022
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/370619 , vital:66360 , xlink:href="http://dx.doi.org/10.17159/2520-9868/i89a08"
  • Description: A statement from the president of the Black Business Council (BBC) that "our education system continues to produce the unemployed graduates" (NewZRoomAfrika, 2021) because "the courses they are doing are not required by industry" reflects the perennial perception that South Africa's education system is a cause of unemployment. In this paper, I explore aspects of this perception through a meta-review of environmental skills-related studies conducted over the past five years. Data used in these studies include graduation trends based on higher education, employer surveys, analyses of skills needs in the workplace compared to courses offered, and case examples of internships and teacher development. Using an ecological-systems model, I relate the findings, in a layered critical realist analysis, to the socio-cultural milieu in South Africa. I challenge the conception of relevant graduate education evident in the BBC's statement.
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  • Date Issued: 2022

Development and education that sustain: Expanding value chains in agriculture, mining and higher education in southern Africa

  • Authors: Rosenberg, Eureta , Shumba, Overson , Ngoma, Justine , Cobban, Leigh
  • Date: 2021
  • Subjects: To be catalogued
  • Language: English
  • Type: text , book chapter
  • Identifier: http://hdl.handle.net/10962/435811 , vital:73203 , ISBN 978-3-030-74693-3 , https://doi.org/10.1007/978-3-030-74693-3_16
  • Description: Deep sustainability, as defined in this chapter, requires a rad-ical conceptual shift, and aligned practical strategies for cre-ating livelihoods and value in new ways. This chapter ex-plores an expanded value chain approach through which in-dustries, communities and higher education institutions in Af-rica can transition towards development that sustains eco-systems and society. An analysis is presented, based on ex-amples from agriculture and mining, two of the most signifi-cant industries on the continent, as well as higher education. The analysis is done by applying key concepts to existing case studies from Zambia and South Africa, and then explor-ing implications for higher education institutions. The chapter concludes that possibilities for more sustainable and shared value creation are already evident in the selected industries, but achieving the shifts required is challenging. Higher edu-cation emerges as having a very significant role to play, through new curriculum and research directions, with greater local relevance, to enable graduates and industries to critical-ly and creatively engage with the challenges on the road to greater sustainability. In this way, higher education institu-tions would become partners in expanded, shared value cre-ation towards deep sustainability.
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  • Date Issued: 2021

Editorial

  • Authors: Rosenberg, Eureta
  • Date: 2021
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/389759 , vital:68481 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/216901"
  • Description: This issue of the Southern African Journal of Environmental Education coincides with the start of the 26th United Nations Conference on Climate Change. COP26 in Glasgow is, like its predecessors, a Conference of Parties who will deliberate how to lower global greenhouse emissions and build adaptive capacity so as to reduce the risk and impacts of climate change.
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  • Date Issued: 2021

Evaluating and reflecting on coproduction of protected area management plans

  • Authors: Roux, Dirk J , Nel, Jeanne L , Freitag, Stefanie , Novellie, Peter , Rosenberg, Eureta
  • Date: 2021
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/370550 , vital:66353 , xlink:href="https://doi.org/10.1111/csp2.542"
  • Description: Protected areas are complex social-ecological systems, hence their management should be guided by engagement and co-learning with diverse stakeholders. The challenge of effective stakeholder participation has generated a body of literature on the design and facilitation of coproduction processes. In this study, we used this literature to develop a principle-based framework for assessing coproduction. We then applied this framework to evaluate how well “adaptive planning” (a sub-process of adaptive management used for visioning and objective setting with stakeholders), as applied to the Garden Route National Park in South Africa, aligned with the ideals of coproduction. Our analysis revealed shortcomings in the adaptive planning process, which could be improved through broadening the agenda beyond the mandate and control of national parks, empowering collective agency among a wider stakeholder network, and embedding co-learning with stakeholders as an ongoing journey. A significant finding was that adaptive management does not align well with the ideals of coproduction, which may be better supported by an adaptive comanagement approach. The latter is particularly necessary in complex national parks that are diverse in terms of both ecosystems and stakeholders, and where governance may be contested.
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  • Date Issued: 2021

A relational approach to landscape stewardship: Towards a new perspective for multi-actor collaboration

  • Authors: Cockburn, Jessica J , Rosenberg, Eureta , Copteros, Athina , Cornelius, Susanna F , Libala, Notiswa , Metcalfe, Liz , van der Waal, Benjamin
  • Date: 2020
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/370098 , vital:66297 , xlink:href="https://doi.org/10.3390/land9070224"
  • Description: Landscape stewardship is increasingly understood within the framing of complex social-ecological systems. To consider the implications of this, we focus on one of the key characteristics of complex social-ecological systems: they are relationally constituted, meaning that system characteristics emerge out of dynamic relations between system components. We focus on multi-actor collaboration as a key form of relationality in landscapes, seeking a more textured understanding of the social relations between landscape actors. We draw on a set of ‘gardening tools’ to analyse the boundary-crossing work of multi-actor collaboration. These tools comprise three key concepts: relational expertise, common knowledge, and relational agency. We apply the tools to two cases of landscape stewardship in South Africa: the Langkloof Region and the Tsitsa River catchment. These landscapes are characterised by economically, socio-culturally, and politically diverse groups of actors. Our analysis reveals that history and context strongly influence relational processes, that boundary-crossing work is indeed difficult, and that doing boundary-crossing work in smaller pockets within a landscape is helpful. The tools also helped to identify three key social-relational practices which lend a new perspective on boundary-crossing work: 1. belonging while differing, 2. growing together by interacting regularly and building common knowledge, and 3. learning and adapting together with humility and empathy.
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  • Date Issued: 2020

Attitudinal difference surveys perpetuate harmful tropes: A comment on Nattrass

  • Authors: Rosenberg, Eureta , Le Grange, Lesley
  • Date: 2020
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/370129 , vital:66300 , xlink:href="https://doi.org/10.17159/sajs.2020/8469"
  • Description: We reply to the article, ‘Why are black South African students less likely to consider studying biological sciences?’, authored by University of Cape Town (UCT) researcher Nicoli Nattrass1 and published in the South African Journal of Science on 27 May 2020. At the time of writing our reply the article had already received sharp criticism from the Black Academic Caucus at UCT and in a statement released on 5 June 2020, the UCT executive distanced itself from the content of the paper, inviting rigorous, respectful review of the published research. Nattrass’ article1 follows two papers published in 2019 by scholars associated with South African universities, both of which were widely denounced for the racist undertones of their content. The first article was authored by Stellenbosch University researchers who reported on low cognitive functioning of coloured women linked to education levels and lifestyles2 ; see comment by Le Grange3 . The second article was co-authored by an adjunct professor at UCT and examined the role of cognitive ability or intelligence on slave exports from Africa4 . These publications gave rise to a broader debate on enduring racism in science and the re-ascendency of race science internationally. In this reply, we focus on the methodology of attitudinal survey used for the study reported by Nattrass (and by many other scientists). There are two lines of argument that we weave together: the quality of the research as reported, and problems inherent to comparative attitudinal survey research (regardless of how well it is executed). It should be noted that the Black Academic Caucus at UCT has also critiqued the research design, identifying many of the points we make here, and they have additionally included a discourse analysis of the paper (circulated via e-mail). To demonstrate how problematic a survey design can be, particularly when it is not rigorously executed, we share data and observations that counter the apparent findings of Nattrass’ study. We then argue that the publication of this research, in this manner, is detrimental to the biodiversity sector in which the tropes being perpetuated, can cause enormous harm. In the process we hope to encourage scientists to be more reflexive about their methodology, and we encourage the South African Journal of Science to publish works that are worthy of the young people of this country - research in which they can recognise themselves, rather than being forced to look at reductionist portrayals, legitimised under the banner of science.
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  • Date Issued: 2020

Eco-schools as education for sustainable development in rural South Africa

  • Authors: Rosenberg, Eureta
  • Date: 2020
  • Subjects: To be catalogued
  • Language: English
  • Type: text , book chapter
  • Identifier: http://hdl.handle.net/10962/436854 , vital:73310 , ISBN 978-3-030-46820-0 , https://doi.org/10.1007/978-3-030-46820-0_16
  • Description: This chapter takes the reader into the context of rural South Africa with a sketch of developmental and educational chal-lenges from the point of view of a young person born here. It goes on to ask whether Eco-Schools has a role in this chal-lenging context, as a vehicle for or form of Education for Sus-tainable Development (ESD). Past Eco-Schools evaluations are reviewed against current educational needs and livelihood opportunities. The findings suggest that Eco-Schools gives teachers greater environmental awareness and motivates pedagogical practices such as active learning in relation to lo-cally relevant issues. Learners develop environmental com-mitment and a sense of agency, and may become more com-mitted to academic learning – all of which is necessary to pre-pare them for thriving in and also improving their socio-ecological contexts. Eco-Schools further supports schools sys-temically through meaningful partnerships with external agen-cies. The conclusion is that attempts should be made to scale up and scale out this impact. In the process, key features of the programme should be preserved. These include a focus on sustainable solutions.
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  • Date Issued: 2020

Editorial for Special Issue: Education for Sustainability in a Time of Crises

  • Authors: Rosenberg, Eureta
  • Date: 2020
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/370533 , vital:66352 , xlink:href="10.4314/sajee.v36i1.1"
  • Description: There is an old and still popular saying that a crisis is an opportunity for change. The Chinese symbol for crisis is translated in Wikipedia as “danger at a point of juncture”. In the year 2020, first China and then the rest of humanity have been presented with a monumental crisis: a new and lethal virus that spread fast and far, causing actions and reactions, with dramatic consequences for social and economic life around the globe. Rebecca Solnit wrote of another crisis in her book Hope in the Dark: The Untold Story of People Power. In Grounds for Hope, a foreword to the 2015 edition (p.2), she stated: “This is an extraordinary time full of vital, transformative movements, that could not be foreseen. It’s also a nightmarish time. Full engagement requires the ability to perceive both.”.
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  • Date Issued: 2020

Environment and sustainability education research as policy engagement: (re-) invigorating ‘politics as potentia’ in South Africa

  • Authors: Lotz-Sisitka, Heila , Rosenberg, Eureta , Ramsarup, Presha
  • Date: 2020
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/158230 , vital:40164 , https://0-doi.org.wam.seals.ac.za/10.1080/13504622.2020.1759511
  • Description: Using a meta-review approach organized historically in relation to critical policy incidents, this paper critically reviews the process of developing and (re) invigorating Environment and Sustainability Education (ESE) (policy) research as ESE policy engagement over a 30+ year period in a rapidly transforming society, South Africa. It offers an example of long term policy-research meta-review in a context of policy flux. It adds to a body of international ESE policy studies that are seeking to understand and develop the ESE research/policy interface as this relation emerges under more complex conditions. In particular, we respond to the finding in the systematic review of ESE policy research undertaken by Aikens, McKenzie and Vaughter (2016) which reports a geographic under-representation of Africa (amongst other places) in ESE policy studies, and González-Gaudiano (2016, 118)’s insight that ESE policy research in current neo-liberally dominated political conditions and as political process, is essentially an “open, unsteady, incomplete, and relational process”.
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  • Date Issued: 2020

Monitoring and evaluation in a changing world: A Southern African perspective on the skills needed for a new approach

  • Authors: Rosenberg, Eureta , Kotschy, Karen
  • Date: 2020
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/370711 , vital:66369 , xlink:href="https://doi.org/ 10.4102/aej.v8i1.472"
  • Description: Background: As science and modern technology have brought many advances, we have also come to overshoot planetary boundaries, while still falling short of development goals to eradicate poverty and inequality. A growing recognition of the complexity of development problems and contexts calls for new framings, including a new approach to monitoring and evaluation (M and E) as one of the mechanisms by which modern societies aim to steer towards a more sustainable future. New approaches to M and E mean new skills for the M and E practitioner. Objectives: This article proposed a framing for M and E skills, comprising of technical, relational and transformational (T-R-T) competences. Method: Adapted from the literature, this competence framework was tested in a broader learning needs assessment and then applied retrospectively to author’s experience in developmental evaluations in complex social–ecological contexts in southern Africa. Results: The emerging insights were that not only technical competence is needed, but also relational competence that goes beyond interpersonal skills, to enable the production and uptake of evaluation findings. In addition, the limitations of mainstream M and E methods in the face of complexity seemed to create a need for ‘transformational’ competence, which included evaluators’ ability to develop credible M and E alternatives. Conclusion: The T-R-T framework helped to advance the notions of ‘hard’ and ‘soft’ skills and expanded on existing M and E competence frameworks. Recommendations included a call for innovative educational and professional development approaches to develop relational and transformational competencies, in addition to training for technical competence.
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  • Date Issued: 2020

Understanding the context of multifaceted collaborations for social-ecological sustainability: A methodology for cross-case analysis

  • Authors: Cockburn, Jessica J , Schoon, Michael , Cundill, Georgina , Robinson, Cathy , Aburto, Jamie A , Alexander, Steve M , Baggio, Jacopo A , Barnaud, Cecile , Chapman, Mollie , Llorente, Marina G , Garcia-Lopez, Gustavo A , Hill, Rosemary , Speranza, Chinwe I , Lee, Jean , Meek, Chanda L , Rosenberg, Eureta , Schultz, Lisen , Thondhlana, Gladman
  • Date: 2020
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/370725 , vital:66371 , xlink:href="https://doi.org/10.5751/ES-11527-250307"
  • Description: There are limited approaches available that enable researchers and practitioners to conduct multiple case study comparisons of complex cases of collaboration in natural resource management and conservation. The absence of such tools is felt despite the fact that over the past several years a great deal of literature has reviewed the state of the science regarding collaboration. Much of this work is based on case studies of collaboration and highlights the importance of contextual variables, further complicating efforts to compare outcomes across case-study areas and the likely failure of approaches based on one size fits all generalizations. We expand on the standard overview of the field by identifying some of the challenges associated with managing complex systems with multiple resources, multiple stakeholder groups with diverse knowledges/understandings, and multiple objectives across multiple scales, i.e., multifaceted collaborative initiatives. We then elucidate how a realist methodology, within a critical realist framing, can support efforts to compare multiple case studies of such multifaceted initiatives. The methodology we propose considers the importance and impact of context for the origins, purpose, and success of multifaceted collaborative natural resource management and conservation initiatives in social-ecological systems.
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  • Date Issued: 2020

Framing learning needs assessments for sustainability policy practices

  • Authors: Rosenberg, Eureta
  • Date: 2019
  • Subjects: To be catalogued
  • Language: English
  • Type: text , book chapter
  • Identifier: http://hdl.handle.net/10962/436016 , vital:73220 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
  • Description: A common (green) skills planning objective is to identify the learning needs of workers in particular sectors, programmes or organisations, in order to provide them with appropriate learn-ing opportunities. This chapter describes a design and concep-tual framing for learning needs assessments focused on sus-tainability or green economy policy practitioners. Measures for achieving credible results include design features for building consensus around the findings, but also a sound conceptual framing of learning needs. The chapter provides pointers for working critically with the notion of competencies, exploring both the value and the limitations of the concept, and framing it as relational transformational agency entailing technical, rela-tional and ethical affordances among collectives involved in sustainability policy-practice. The chapter draws on the Green Economy Learning Assessment for South Africa, which exlored the learning needs of sustainability practitioners in pol-icy contexts related to sustainable transport, renewable energy procurement and water resource management, among others. The chapter shares examples of competencies identified in these contexts, and concludes with a few curriculum pointers, in anticipation of the next chapter’s focus on the educational provider’s perspective. A common (green) skills planning objective is to identify the learning needs of workers in particular sectors, programmes or organisations, in order to provide them with appropriate learn-ing opportunities. This chapter describes a design and concep-tual framing for learning needs assessments focused on sus-tainability or green economy policy practitioners. Measures for achieving credible results include design features for building consensus around the findings, but also a sound conceptual framing of learning needs. The chapter provides pointers for working critically with the notion of competencies, exploring both the value and the limitations of the concept, and framing it as relational transformational agency entailing technical, rela-tional and ethical affordances among collectives involved in sustainability policy-practice. The chapter draws on the Green Economy Learning Assessment for South Africa, which exlored the learning needs of sustainability practitioners in pol-icy contexts related to sustainable transport, renewable energy procurement and water resource management, among others. The chapter shares examples of competencies identified in these contexts, and concludes with a few curriculum pointers, in anticipation of the next chapter’s focus on the educational provider’s perspective.
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  • Date Issued: 2019

Green skills for agriculture A method for focusing demand analysis and prioritisation

  • Authors: Rosenberg, Eureta
  • Date: 2019
  • Subjects: To be catalogued
  • Language: English
  • Type: text , book chapter
  • Identifier: http://hdl.handle.net/10962/436026 , vital:73221 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
  • Description: This chapter is the second of the occupational demand studies that share insights about a methodology for determining green skills demand with a laminated approach and value chain anal-ysis. Based on research into skills for Climate Smart Agriculture (Cobban and Visser, 2017), it provides insight into the history and features of agriculture in South Africa that shape current skills needs. Drawing on one component of Cobban and Visser’s study, and employing a critical revision of the ‘climate smart’ framing, it shares findings about what green skills are needed for more sustainable poultry farming in which occupations to contextualise the discussion on methodology. This chapter contrasts the layered, in-depth green skills studies with approaches aiming for broader coverage and representivity, and illustrates the use of multi-criterion ‘hotspotting’ to prioritise among skills needs at strategic leverage points for social-ecological trans-formation. The case of the agricultural study illustrates the val-ue of smaller scale, in-depth studies that provide the occupa-tion level insights to inform skills planning and investment that is needed if agriculture is to sustain itself and all those it could – and should – benefit.
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  • Date Issued: 2019

Green skills research in South Africa

  • Authors: Rosenberg, Eureta , Ramsarup, Preesha , Lotz-Sisitka, Heila
  • Date: 2019
  • Subjects: To be catalogued
  • Language: English
  • Type: text , book chapter
  • Identifier: http://hdl.handle.net/10962/436040 , vital:73222 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
  • Description: This book brings the diverse contributions offered in the different sections of this book together into a pathway for new policy development research, new forms of critical skills research and ongoing engagement with education and training system development. The chapter first provides a meta-reflection on the different types of green skills research that are needed to, in combination, make a stronger impact on the national system of skills research and planning. Secondly, the chapter makes a strong argument for aligning green skills research to the Sustainable Development Goals, and their critical and contextual articulation at national level, with emphasis on working with the cross-cutting Sustainable Development Goal (SDG) 4, Target 4.7 that motivates for governments to include a focus on education and sustainable development across the lifelong learning system in order to enable and support learning and skills for enabling the other SDGs to be realised in practice. Lastly, the chapter considers the shift in the way that work is considered when political economy meets political ecology, and we argue that work transforms towards not only a productive focus, or a social focus, but also an ontologically grounded regenerative focus, much needed at the start of the twenty-first century.
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  • Date Issued: 2019

Mining: A laminated, dialectic methodology for identifying not-yet-obvious green skills demand

  • Authors: Rosenberg, Eureta
  • Date: 2019
  • Subjects: To be catalogued
  • Language: English
  • Type: text , book chapter
  • Identifier: http://hdl.handle.net/10962/436077 , vital:73225 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
  • Description: This chapter shares insights about green skills demand research in South Africa, based on a 2015 study in coal mining. One purpose of that study was to develop methodology for green skills demand determination, and the chapter shares selected features of the multi-layered and multi-method research process used, including an extended contextual driver analysis and a value chain analysis. Some findings about what green skills are needed in coal mining are shared to contextualise and illustrate methodological insights. This chapter highlights the fact that whether or not a skill is scarce can be contested, and demonstrates how a laminated methodology can guide credible conclusions in such cases. It also introduces the value of ‘absenting absences’, a dialectic process that surfaced skills needs that are not-yet-obvious, but essential if mining is to achieve transformation towards sustainability.
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  • Date Issued: 2019

Skills for just transitions to sustainability: An orientation

  • Authors: Rosenberg, Eureta , Ramsarup, Presha
  • Date: 2019
  • Subjects: To be catalogued
  • Language: English
  • Type: text , book chapter
  • Identifier: http://hdl.handle.net/10962/436106 , vital:73227 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
  • Description: This chapter argues that a transformative approach is necessary, involving radical economic change towards environmental sustainability and social justice – conceived of as two sides of the same coin, rather than opposing forces. It provides conceptual framings for the change processes required that are to be found in a relational philosophy and complex systems thinking applied to a broader vision of the economy, including a framing of environmental sustainability as a social justice issue, and viewing the changes needed through a transitioning systems lens. New industries must be developed in a socially inclusive manner and workers will need re-skilling for different jobs. A new development path requires concerted interventions including aligned skills development. In the face of dire socio-economic issues, environmental concerns have been deemed less important, and juxtaposed as being in competition with poverty eradication and employment creation. Humanity surely does have the creativity to design different social, cultural and economic systems over time, suitable for different contexts.
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  • Date Issued: 2019

Synthesis and elaboration of critical realist methodology for green skills research

  • Authors: Rosenberg, Eureta
  • Date: 2019
  • Subjects: To be catalogued
  • Language: English
  • Type: text , book chapter
  • Identifier: http://hdl.handle.net/10962/436119 , vital:73228 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
  • Description: In the concluding section of the book, this penultimate chapter elaborates on the central quest for research design that approaches green skills questions as inextricably linked to complex economic, environmental and social justice contexts that are systemic and emergent in nature, therefore necessitating a depth ontology and a dialectic approach, given the transformative intent of researching towards a more just and sustainable society. The chapter highlights methodological insights from the studies reviewed in this book, and provides guidance for green skills research design. It does so in relation to four interacting domains that research and programme planners need to consider in relation to each other. These are: the political-institutional context; theory and conceptual considerations; researchers’ personal-professional commitments; and the aligned methodological considerations. The meta-theory underlabouring the work in this book is Bhaskar’s dialectical critical realism, and its practical implications are illustrated and elaborated here with reference to the most pertinent features including lamination, systems, emergence, absence and associated approaches to analysis. The result is not a blueprint for a single research design, but considerations that could give rise to a variety of different designs for green skills research.
  • Full Text:
  • Date Issued: 2019
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