A case study of lessons learned through empowering and mobilizing unemployed youth into sustainable green jobs within the SANBI – Groen Sebenza partnership programme by a Host Institution in South Africa
- Authors: Fullard, Donovan
- Date: 2021-10-29
- Subjects: South African National Biodiversity Institute , Green movement South Africa , Environmental education South Africa , Communities of practice South Africa , Social learning South Africa , Biodiversity conservation Employees , Job creation South Africa , Mentoring South Africa , Groen Sebenza
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191964 , vital:45183
- Description: This research project constituted as a thesis of limited scope for a Masters in Education Degree (i.e. as 50% of the degree) focusses on a job creation programme named ‘Groen Sebenza’ [Green Work]. Groen Sebenza is an environmental education ‘incubator’ programme driven and implemented by the South African National Biodiversity Institute (SANBI) to unlock green jobs and bridge the gap between education and job opportunities in the biodiversity sector in South Africa. The programme is a key intervention to strengthen biodiversity human capacity development in the biodiversity sector in South Africa, seeking to contribute to transformation of the biodiversity sector, and also address issues of youth unemployment in the country. The young ‘interns’ in the programme were called ‘pioneers’ at the start of the project. This research project explores how a host institution operating as a community of practice within a landscape of practice managed to implement the Groen Sebenza programme by absorbing and appointing all their pioneers into sustainable jobs beyond the pilot project. I sought to better understand the process of supporting and empowering unemployed youth into sustainable green jobs within the Groen Sebenza partnership programme. I drew on Community of Practice (CoP) theory, and its value creation framework to develop this understanding, and I under-laboured the analysis with a social realist analysis of enabling and constraining factors. The unit of analysis of a Community of Practice was a useful focus for the study, as these mentors, managers, and administrators were all involved in supporting the empowerment and retention of the young pioneers in the host institution. To develop deeper insight into the learning and knowing, and value created in and by the Groen Sebenza CoP in the Host Institution, I also sought insight into enabling and constraining factors and how these shaped and contributed to empowerment and retention of the pioneers in sustainable green jobs. The research addressed the main question of ‘How do processes of learning, knowing and value creation contribute to empowerment and retention of unemployed youth in a successful Host Institution in the Groen Sebenza programme, and what enabled or constrained the empowerment and retention processes and outcomes?’. Three sub-questions were used in the study, which focussed on the mentoring, training and workplace experiences and how they contribute to the process of learning and knowing within the Groen Sebenza Community of Practice in the Host Institution? [Addressed in Chapter 4], the value creation elements that emerged in the implementation of the programme in support and empowerment of the pioneers in the Host institution’s Groen Sebenza CoP? [Addressed in Chapter 5], and the enabling and constraining factors that shaped and contributed to the uptake of the Pioneers into sustainable green jobs at the Host Institution within the Groen Sebenza Programme? [Addressed in Chapter 6]. The research was conducted as a qualitative case study, in which I used semi-structured interviews as a key data source, as well as document analysis, and a questionnaire. The study drew on inductive, abductive and retroductive modes of inference since I sought to explore an understanding of the practices and learning that occurred that contributed and led to the successful uptake of Pioneers into jobs, as well as the enabling and constraining factors. The study was interpretive at the epistemic level, and had a social realist under-labouring at the ontological level. Key findings of the study point to the development of enabling cultures of mentoring in workplaces, and the provision of a diversity of workplace learning experiences including formal training. It also points to the importance of personal emergent properties amongst mentors and pioneers that embrace a willingness to work together and build strong relationships, and to learn together. Learning in the community of practice was shown to develop identity and a sense of belonging as pioneers were given meaningful tasks to do and their training and interactions with mentors was experienced as meaningful and relevant. The contributions of the pioneers to the institutional mandate was appreciated by the mentors and therefore also well supported within an empowerment orientation. Various structural factors contributed to this enabling situation, most notably strong support from management as well as good co-operation across divisions. Constraining factors included the physical distances in the province, as well as financial and technical issues such as poor ICT communication systems. Overall, though the study showed that a strong approach to learning in communities of practice supported by empowering mentoring can lead to the integration of young pioneers into sustainable green jobs in the environmental sector. A whole institution approach to this process is, however, needed, and the organisation needs to develop a culture of social learning. As recently as September 2020 as this study was being finalised, the Presidential Employment Stimulus Plan (Office of the President, 2020) following the initial economic shocks emanating from the COVID-19 pandemic, made yet another commitment to using the Groen Sebenza model to create and support sustainable job creation for young people in South Africa today in the environmental sector. This study has been developed and designed to understand those processes and enabling conditions that can support retention and empowerment of young people to take up jobs in the environmental sector today. Its recommendations may therefore be of value to those involved in seeking to support sustainable impacts in terms of retention and employment in programmes such as the Groen Sebenza, and in the Groen Sebenza programme itself as it continues to unfold as a key job creation tool for unemployed youth. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Fullard, Donovan
- Date: 2021-10-29
- Subjects: South African National Biodiversity Institute , Green movement South Africa , Environmental education South Africa , Communities of practice South Africa , Social learning South Africa , Biodiversity conservation Employees , Job creation South Africa , Mentoring South Africa , Groen Sebenza
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191964 , vital:45183
- Description: This research project constituted as a thesis of limited scope for a Masters in Education Degree (i.e. as 50% of the degree) focusses on a job creation programme named ‘Groen Sebenza’ [Green Work]. Groen Sebenza is an environmental education ‘incubator’ programme driven and implemented by the South African National Biodiversity Institute (SANBI) to unlock green jobs and bridge the gap between education and job opportunities in the biodiversity sector in South Africa. The programme is a key intervention to strengthen biodiversity human capacity development in the biodiversity sector in South Africa, seeking to contribute to transformation of the biodiversity sector, and also address issues of youth unemployment in the country. The young ‘interns’ in the programme were called ‘pioneers’ at the start of the project. This research project explores how a host institution operating as a community of practice within a landscape of practice managed to implement the Groen Sebenza programme by absorbing and appointing all their pioneers into sustainable jobs beyond the pilot project. I sought to better understand the process of supporting and empowering unemployed youth into sustainable green jobs within the Groen Sebenza partnership programme. I drew on Community of Practice (CoP) theory, and its value creation framework to develop this understanding, and I under-laboured the analysis with a social realist analysis of enabling and constraining factors. The unit of analysis of a Community of Practice was a useful focus for the study, as these mentors, managers, and administrators were all involved in supporting the empowerment and retention of the young pioneers in the host institution. To develop deeper insight into the learning and knowing, and value created in and by the Groen Sebenza CoP in the Host Institution, I also sought insight into enabling and constraining factors and how these shaped and contributed to empowerment and retention of the pioneers in sustainable green jobs. The research addressed the main question of ‘How do processes of learning, knowing and value creation contribute to empowerment and retention of unemployed youth in a successful Host Institution in the Groen Sebenza programme, and what enabled or constrained the empowerment and retention processes and outcomes?’. Three sub-questions were used in the study, which focussed on the mentoring, training and workplace experiences and how they contribute to the process of learning and knowing within the Groen Sebenza Community of Practice in the Host Institution? [Addressed in Chapter 4], the value creation elements that emerged in the implementation of the programme in support and empowerment of the pioneers in the Host institution’s Groen Sebenza CoP? [Addressed in Chapter 5], and the enabling and constraining factors that shaped and contributed to the uptake of the Pioneers into sustainable green jobs at the Host Institution within the Groen Sebenza Programme? [Addressed in Chapter 6]. The research was conducted as a qualitative case study, in which I used semi-structured interviews as a key data source, as well as document analysis, and a questionnaire. The study drew on inductive, abductive and retroductive modes of inference since I sought to explore an understanding of the practices and learning that occurred that contributed and led to the successful uptake of Pioneers into jobs, as well as the enabling and constraining factors. The study was interpretive at the epistemic level, and had a social realist under-labouring at the ontological level. Key findings of the study point to the development of enabling cultures of mentoring in workplaces, and the provision of a diversity of workplace learning experiences including formal training. It also points to the importance of personal emergent properties amongst mentors and pioneers that embrace a willingness to work together and build strong relationships, and to learn together. Learning in the community of practice was shown to develop identity and a sense of belonging as pioneers were given meaningful tasks to do and their training and interactions with mentors was experienced as meaningful and relevant. The contributions of the pioneers to the institutional mandate was appreciated by the mentors and therefore also well supported within an empowerment orientation. Various structural factors contributed to this enabling situation, most notably strong support from management as well as good co-operation across divisions. Constraining factors included the physical distances in the province, as well as financial and technical issues such as poor ICT communication systems. Overall, though the study showed that a strong approach to learning in communities of practice supported by empowering mentoring can lead to the integration of young pioneers into sustainable green jobs in the environmental sector. A whole institution approach to this process is, however, needed, and the organisation needs to develop a culture of social learning. As recently as September 2020 as this study was being finalised, the Presidential Employment Stimulus Plan (Office of the President, 2020) following the initial economic shocks emanating from the COVID-19 pandemic, made yet another commitment to using the Groen Sebenza model to create and support sustainable job creation for young people in South Africa today in the environmental sector. This study has been developed and designed to understand those processes and enabling conditions that can support retention and empowerment of young people to take up jobs in the environmental sector today. Its recommendations may therefore be of value to those involved in seeking to support sustainable impacts in terms of retention and employment in programmes such as the Groen Sebenza, and in the Groen Sebenza programme itself as it continues to unfold as a key job creation tool for unemployed youth. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
A comparative analysis of environmental policies of South African universities
- Authors: Gyan, Cecilia Adwoa
- Date: 2006
- Subjects: Environmental education -- South Africa , Sustainable development -- Study and teaching , Education, Higher -- South Africa , Universities and colleges -- Environmental aspects , Environmental policy -- South Africa , Campus planning -- Environmental aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4773 , http://hdl.handle.net/10962/d1008067 , Environmental education -- South Africa , Sustainable development -- Study and teaching , Education, Higher -- South Africa , Universities and colleges -- Environmental aspects , Environmental policy -- South Africa , Campus planning -- Environmental aspects -- South Africa
- Description: There has been ongoing global concern on environmental issues and which is supposed to have moved down into smaller institutions and areas through local agenda 2l. Environmental issues are associated not only with care for the environment but also sustainable development. Various universities are beginning to strive for sustainable development and care for the environment. Some universities are therefore integrating care for the environment in their curricula and in their daily operations on campus. The greening of higher educational institutions as models is important as they are the seat for research and training of undergraduates who will become future leaders and policymakers and caretakers of the environment. It is therefore important for undergraduates to be exposed to greening processes in operations, research and curricula whilst still on campus. This study examines the process of formulating a policy and applies that to forming an environmental policy. The study involved a comparative analysis of environmental policies of various tertiary educational institutions from different countries. The study focused on how many universities in South Africa have environmental policies and how the universities which have environmental policies went about their formulation process. The study further examines the duration of the formulation process and the constraints encountered by universities. The study then reviews strategies on how the environmental policy is being implemented and how effective the implementation process is practically and the constraints these institutions face. The findings of the study reveal that few universities ill South Africa have an environmental policy. The universities are making efforts in their implementation process however, not all the principles found in the policies are being implemented effectively as there are no environmental management systems in place and there are no measurable objectives and targets set for proper evaluation of the success or failure of the policy.
- Full Text:
- Date Issued: 2006
- Authors: Gyan, Cecilia Adwoa
- Date: 2006
- Subjects: Environmental education -- South Africa , Sustainable development -- Study and teaching , Education, Higher -- South Africa , Universities and colleges -- Environmental aspects , Environmental policy -- South Africa , Campus planning -- Environmental aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4773 , http://hdl.handle.net/10962/d1008067 , Environmental education -- South Africa , Sustainable development -- Study and teaching , Education, Higher -- South Africa , Universities and colleges -- Environmental aspects , Environmental policy -- South Africa , Campus planning -- Environmental aspects -- South Africa
- Description: There has been ongoing global concern on environmental issues and which is supposed to have moved down into smaller institutions and areas through local agenda 2l. Environmental issues are associated not only with care for the environment but also sustainable development. Various universities are beginning to strive for sustainable development and care for the environment. Some universities are therefore integrating care for the environment in their curricula and in their daily operations on campus. The greening of higher educational institutions as models is important as they are the seat for research and training of undergraduates who will become future leaders and policymakers and caretakers of the environment. It is therefore important for undergraduates to be exposed to greening processes in operations, research and curricula whilst still on campus. This study examines the process of formulating a policy and applies that to forming an environmental policy. The study involved a comparative analysis of environmental policies of various tertiary educational institutions from different countries. The study focused on how many universities in South Africa have environmental policies and how the universities which have environmental policies went about their formulation process. The study further examines the duration of the formulation process and the constraints encountered by universities. The study then reviews strategies on how the environmental policy is being implemented and how effective the implementation process is practically and the constraints these institutions face. The findings of the study reveal that few universities ill South Africa have an environmental policy. The universities are making efforts in their implementation process however, not all the principles found in the policies are being implemented effectively as there are no environmental management systems in place and there are no measurable objectives and targets set for proper evaluation of the success or failure of the policy.
- Full Text:
- Date Issued: 2006
A Pedagogy of Love: reflections on 25 years of informal vocational education and training practices in the commercial fishing industry in South Africa
- Authors: Ferguson, Robin Anne
- Date: 2023-03-29
- Subjects: Vocational education South Africa , Fisheries Vocational guidance South Africa , Practice theory , Transformative learning , Technical and Vocational Education and Training
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366189 , vital:65841 , DOI https://doi.org/10.21504/10962/366189
- Description: This thesis is a reflection of informal vocational education and training (IVET) practices conducted by the Researcher in the commercial fishing industry between 1995-2021. Fourteen interventions took place during this time which involved several hundred sea-going employees who are disadvantaged by low levels of literacies and low/no Internet Computer Technology connectivity. The Production Programme was chosen as the focus of study and draws upon the influence of the other thirteen programmes. The purpose of the Production Programme was to teach technical fish processing skills to the production management teams and factory hands who work in the factories on board the vessels. The programme ran for five years and evolved through three distinct generations. At the heart of this work lies the question: ‘What made these programmes successful?’ This is an intra-programmatic study and seeks to identify the pedagogical practices which promoted or confounded the efficacy of the Production Programme; and based upon this understanding how such programmes could be improved, transferred, and taken to scale. These questions are both descriptive and explorative in nature. IVET is regarded as training which takes place outside of the formal South African National Qualifications Framework. This work is relevant because approximately 80% of sea-going staff neither finish school, nor get the opportunity of Post School Education and Training by going to a university, a technical institution, or a community college. This statistic is reflected in the general population (Department of Higher Education and Training [DHET], 2022). There is a fine line between being employed and unemployed for people working at this level in the formal economy which makes this project relevant to youth or persons who are ‘not in employment, education or training’ too. This means that for most South African adults IVET presents a significant opportunity for post-school education. Therefore, it is important to answer the questions raised above to rapidly improve inclusion of the majority of South Africans into meaningful education which improves livelihoods. The Theory of Practice Architectures (TPA), from the collection of social-material practice theories, is the conceptual framework for this thesis. The smallest unit of analysis of TPA are practices which may be ‘sayings/thinkings’, ‘doings’, or ‘relatings’. These practices bundle together into practice arrangements and form practice architectures. The reason that TPA was chosen was that practices were the only data available as we (learners, managers, facilitators, and me) knew what we had said/thought or done, and we were aware of the relationships between us over the years as the fourteen interventions played out. Under conventional research circumstances data would be collected in real time, however in this project, most of the data is historical. In addition to the fundamental building blocks of TPA, the theory is embedded in a Theory of Education. There have also been contemporary enhancements to the TPA which were significant to this study, for example, the Ecologies of Practices, a Trellis of Practices which Support Professional Learning, Middle Leadership, Travelling Practices, and moves towards transformative or transgressive education using the TPA in IVET. This is empirical, qualitative research and an ethnographic case study was chosen as the research design which is a methodology particularly suited to answering both descriptive and explorative questions. Nine methods for data collection were used, namely an historical reflective narrative; two focused-group interviews; three individual interviews; four Whatsapp videos; one WhatsApp voice note; two mobisodes; ten questionnaires; 29 documents; and 16 photographs. Because this data was collected under Covid-19 pandemic conditions, two conceptions were employed to guide the generation of data under these uncertain and constrained conditions. These were firstly, the ‘methodology of chance’ which allowed for a ‘methodological agility’; and secondly, the idea of ‘information power’ which is helpful in deciding on how much data is enough. In order to be explicit concerning a key research activity, the approach and method used to review the literature is explicated. Key practices were identified in the data set and described; and then the data was analysed using heuristics provided by TPA theorists. Seven Tables of Invention were used to synthesise the data arising from these practices. An eighth Table of Invention was used to synthesise all the practices and practice arrangements characterised; and to indicate how these evolved over time and space. The data description and analysis is supported by eight Analytic Memos, a comprehensive Data Code Table and a hyperlink to a data repository which provides access to oral and video material. The findings distinguished five key practices and practice arrangements which were: Practices of the Creation of Courseware; Practices of Teaching and Learning; Practices of Assessment; Practices of Love; Practices of Management. The thesis title is reflective of the impact which love has upon the pedagogical process of IVET. Based upon the analysis and synthesis of the corpus of data, practices which either promoted or confounded the Production Programme became visible; it is these insights which inform future improvements to similar programmes. Emanating from these findings, two overarching practice architectures (PA) were identified which restrained the Production Programme in the same manner that the banks of a river restrain a river, and yet simultaneously, are changed by the river over time. These are the PA of Methodology and Methods and the PA of Maturing Ecologies of Practices. The inferences drawn from the data were achieved through the use of deductive, inductive, and abductive reasoning. My claim to new knowledge is a lamination of a practical contribution on one side of the coin, and a theoretical contribution on the other side of the coin. The PA of Methodology and Methods provides a practical mechanism to create, deliver and assess IVET. This is done by explicating the three practice architectures which constitute the overarching PA of Methodology and Methods which are, the PA of Informality; the PA of Range, and the PA of Relationality. An IVET programme constitutes Ecologies of Practices. The theoretical conception of the overarching PA of Maturing Ecologies of Practices provides a conceptual tool which enables the transferring and scaling of IVET programmes. It does this by providing theoretical indicators to establish the ‘state’ of an IVET programme as it matures over time from a pioneer state to a settler state. An IVET educator can then work towards creating a PA which is conducive for a mature ecologies of practices to form; and the programme can then be transferred and/or taken to scale, if this is desirable in the particular context. The power of my claim to new knowledge does not lie on one side or the other of the coin, but in the lamination of the practical and theoretical contributions put to use in the service of IVET. This thesis concludes with a number of theoretical and practical recommendations which are loosely grouped according to ‘sayings/thinkings’, ‘doings’ and ‘relatings’ in deference to the value of TPA to this thesis. An urgency is conveyed in these recommendations as there is an immediate need to improve the livelihoods of ordinary South Africans. One of the ways of doing this is through informal ‘education for living well’ which contributes to a ‘world worth living in’. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Ferguson, Robin Anne
- Date: 2023-03-29
- Subjects: Vocational education South Africa , Fisheries Vocational guidance South Africa , Practice theory , Transformative learning , Technical and Vocational Education and Training
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366189 , vital:65841 , DOI https://doi.org/10.21504/10962/366189
- Description: This thesis is a reflection of informal vocational education and training (IVET) practices conducted by the Researcher in the commercial fishing industry between 1995-2021. Fourteen interventions took place during this time which involved several hundred sea-going employees who are disadvantaged by low levels of literacies and low/no Internet Computer Technology connectivity. The Production Programme was chosen as the focus of study and draws upon the influence of the other thirteen programmes. The purpose of the Production Programme was to teach technical fish processing skills to the production management teams and factory hands who work in the factories on board the vessels. The programme ran for five years and evolved through three distinct generations. At the heart of this work lies the question: ‘What made these programmes successful?’ This is an intra-programmatic study and seeks to identify the pedagogical practices which promoted or confounded the efficacy of the Production Programme; and based upon this understanding how such programmes could be improved, transferred, and taken to scale. These questions are both descriptive and explorative in nature. IVET is regarded as training which takes place outside of the formal South African National Qualifications Framework. This work is relevant because approximately 80% of sea-going staff neither finish school, nor get the opportunity of Post School Education and Training by going to a university, a technical institution, or a community college. This statistic is reflected in the general population (Department of Higher Education and Training [DHET], 2022). There is a fine line between being employed and unemployed for people working at this level in the formal economy which makes this project relevant to youth or persons who are ‘not in employment, education or training’ too. This means that for most South African adults IVET presents a significant opportunity for post-school education. Therefore, it is important to answer the questions raised above to rapidly improve inclusion of the majority of South Africans into meaningful education which improves livelihoods. The Theory of Practice Architectures (TPA), from the collection of social-material practice theories, is the conceptual framework for this thesis. The smallest unit of analysis of TPA are practices which may be ‘sayings/thinkings’, ‘doings’, or ‘relatings’. These practices bundle together into practice arrangements and form practice architectures. The reason that TPA was chosen was that practices were the only data available as we (learners, managers, facilitators, and me) knew what we had said/thought or done, and we were aware of the relationships between us over the years as the fourteen interventions played out. Under conventional research circumstances data would be collected in real time, however in this project, most of the data is historical. In addition to the fundamental building blocks of TPA, the theory is embedded in a Theory of Education. There have also been contemporary enhancements to the TPA which were significant to this study, for example, the Ecologies of Practices, a Trellis of Practices which Support Professional Learning, Middle Leadership, Travelling Practices, and moves towards transformative or transgressive education using the TPA in IVET. This is empirical, qualitative research and an ethnographic case study was chosen as the research design which is a methodology particularly suited to answering both descriptive and explorative questions. Nine methods for data collection were used, namely an historical reflective narrative; two focused-group interviews; three individual interviews; four Whatsapp videos; one WhatsApp voice note; two mobisodes; ten questionnaires; 29 documents; and 16 photographs. Because this data was collected under Covid-19 pandemic conditions, two conceptions were employed to guide the generation of data under these uncertain and constrained conditions. These were firstly, the ‘methodology of chance’ which allowed for a ‘methodological agility’; and secondly, the idea of ‘information power’ which is helpful in deciding on how much data is enough. In order to be explicit concerning a key research activity, the approach and method used to review the literature is explicated. Key practices were identified in the data set and described; and then the data was analysed using heuristics provided by TPA theorists. Seven Tables of Invention were used to synthesise the data arising from these practices. An eighth Table of Invention was used to synthesise all the practices and practice arrangements characterised; and to indicate how these evolved over time and space. The data description and analysis is supported by eight Analytic Memos, a comprehensive Data Code Table and a hyperlink to a data repository which provides access to oral and video material. The findings distinguished five key practices and practice arrangements which were: Practices of the Creation of Courseware; Practices of Teaching and Learning; Practices of Assessment; Practices of Love; Practices of Management. The thesis title is reflective of the impact which love has upon the pedagogical process of IVET. Based upon the analysis and synthesis of the corpus of data, practices which either promoted or confounded the Production Programme became visible; it is these insights which inform future improvements to similar programmes. Emanating from these findings, two overarching practice architectures (PA) were identified which restrained the Production Programme in the same manner that the banks of a river restrain a river, and yet simultaneously, are changed by the river over time. These are the PA of Methodology and Methods and the PA of Maturing Ecologies of Practices. The inferences drawn from the data were achieved through the use of deductive, inductive, and abductive reasoning. My claim to new knowledge is a lamination of a practical contribution on one side of the coin, and a theoretical contribution on the other side of the coin. The PA of Methodology and Methods provides a practical mechanism to create, deliver and assess IVET. This is done by explicating the three practice architectures which constitute the overarching PA of Methodology and Methods which are, the PA of Informality; the PA of Range, and the PA of Relationality. An IVET programme constitutes Ecologies of Practices. The theoretical conception of the overarching PA of Maturing Ecologies of Practices provides a conceptual tool which enables the transferring and scaling of IVET programmes. It does this by providing theoretical indicators to establish the ‘state’ of an IVET programme as it matures over time from a pioneer state to a settler state. An IVET educator can then work towards creating a PA which is conducive for a mature ecologies of practices to form; and the programme can then be transferred and/or taken to scale, if this is desirable in the particular context. The power of my claim to new knowledge does not lie on one side or the other of the coin, but in the lamination of the practical and theoretical contributions put to use in the service of IVET. This thesis concludes with a number of theoretical and practical recommendations which are loosely grouped according to ‘sayings/thinkings’, ‘doings’ and ‘relatings’ in deference to the value of TPA to this thesis. An urgency is conveyed in these recommendations as there is an immediate need to improve the livelihoods of ordinary South Africans. One of the ways of doing this is through informal ‘education for living well’ which contributes to a ‘world worth living in’. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
A review of Climate-Smart system innovations in two Agricultural Colleges in the North West Province of South Africa
- Authors: Van Staden, Wilma
- Date: 2018
- Subjects: Crops and climate South Africa North-West , Sustainable agriculture South Africa North-West , Agriculture Environmental aspects South Africa North-West , Agricultural colleges Curricula South Africa , Agricultural innovations , Agricultural ecology South Africa North-West
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63426 , vital:28410
- Description: This study was centred on the Agricultural Innovation System in the North West Province, South Africa as a response to climate change. The study developed during a time when Climate-Smart Agriculture emerged in policy and was developed as a strategic agricultural innovation process in response to changes in climate that increased food insecurity. The Agricultural Colleges embedded in the agricultural system realised that they were teaching students without a clear provision for climate change and therefore needed to initiate climate responsive innovations to comply with the Climate-Smart strategy that had been proposed by the provincial authorities. This provided the context for the study to track and support the innovation process of transitioning towards Climate-Smart responsive curriculum and learning practices within the system. A theoretical framework for the study was developed using a Cultural Historical Activity Theory perspective. This allowed the researcher to approach the research process as two case studies of innovation within the Agricultural Innovation System of the North West Province. The study developed as an iterative process of innovation support and tracking. At the early stages of the research process, data were generated through document analysis and a survey completed by the research participants at the preliminary consultative workshop. The contextual data allowed the researcher to begin to develop a clear contextual profile for both case studies. The consultative workshops were held to orientate the research around the central problems and challenges related to curriculum alignment with provincial Climate-Smart Agricultural policies. The methodology thereafter was developed as an iterative process of successive intervention-innovation workshops where the participating staff in each college reviewed their curriculum with the support of a Climate-Smart Innovation Tool. This tool was developed as a mediating resource for participants to undertake intervention work towards curriculum innovation in their context. The historical analysis from the two consultative workshops and the data derived from the initial use of the Climate-Smart Innovation Tool was used to model the activity systems in the respective colleges and the provincial system. This analysis enabled the researcher to scope how the system was currently functioning and how it had changed over time. During the workshops, curriculum innovations were reviewed and a fuller picture of the challenges of system innovation emerged, especially from a curriculum innovation vantage point. This system analysis was used to analyse emergent tensions and contradictions within the system and to build a picture of the complexities of participating staff initiating innovations towards Climate-Smart responsiveness in the colleges and within the Agricultural Innovation System. During the review and tracking of the supported innovation process the Climate-Smart Innovation Tool was developed into online sub-tools where either Departments or individual lecturers could review and track their own Climate-Smart responsiveness. The tool was shown to be a useful tool for surfacing contradictions, and identifying absences, and thus for charting out the start of reflexive learning and change processes needed for introducing climate responsive knowledge into the system. The study reveals that catalysing of curriculum and learning system innovation aligned with wider innovations in the agricultural innovation system requires specific tools, time and the understanding of the importance of micro-level innovation. The innovations within the system revealed the significance of allowing for time and processes that facilitate ‘ascending’ from the abstract concept of Climate-Smart Agriculture into more concrete curriculum processes. The curriculum review tool developed for this study served as an important double stimulation tool, along with activity system mapping, and ongoing refinement and clarification of the object of Climate-Smart Agriculture and associated contradictions and action plans for climate smart responsiveness in the college context. The tools and processes that were developed during this study, assisting in the emergence of micro-level innovation of the curriculum and learning system. The barriers and processes hampering curriculum and learning innovation within the system were identified. The study concludes with the recommendations on how a Climate-Smart innovation process might best be supported with reflexive tools within a curriculum and learning system during a time of institutional flux.
- Full Text:
- Date Issued: 2018
- Authors: Van Staden, Wilma
- Date: 2018
- Subjects: Crops and climate South Africa North-West , Sustainable agriculture South Africa North-West , Agriculture Environmental aspects South Africa North-West , Agricultural colleges Curricula South Africa , Agricultural innovations , Agricultural ecology South Africa North-West
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63426 , vital:28410
- Description: This study was centred on the Agricultural Innovation System in the North West Province, South Africa as a response to climate change. The study developed during a time when Climate-Smart Agriculture emerged in policy and was developed as a strategic agricultural innovation process in response to changes in climate that increased food insecurity. The Agricultural Colleges embedded in the agricultural system realised that they were teaching students without a clear provision for climate change and therefore needed to initiate climate responsive innovations to comply with the Climate-Smart strategy that had been proposed by the provincial authorities. This provided the context for the study to track and support the innovation process of transitioning towards Climate-Smart responsive curriculum and learning practices within the system. A theoretical framework for the study was developed using a Cultural Historical Activity Theory perspective. This allowed the researcher to approach the research process as two case studies of innovation within the Agricultural Innovation System of the North West Province. The study developed as an iterative process of innovation support and tracking. At the early stages of the research process, data were generated through document analysis and a survey completed by the research participants at the preliminary consultative workshop. The contextual data allowed the researcher to begin to develop a clear contextual profile for both case studies. The consultative workshops were held to orientate the research around the central problems and challenges related to curriculum alignment with provincial Climate-Smart Agricultural policies. The methodology thereafter was developed as an iterative process of successive intervention-innovation workshops where the participating staff in each college reviewed their curriculum with the support of a Climate-Smart Innovation Tool. This tool was developed as a mediating resource for participants to undertake intervention work towards curriculum innovation in their context. The historical analysis from the two consultative workshops and the data derived from the initial use of the Climate-Smart Innovation Tool was used to model the activity systems in the respective colleges and the provincial system. This analysis enabled the researcher to scope how the system was currently functioning and how it had changed over time. During the workshops, curriculum innovations were reviewed and a fuller picture of the challenges of system innovation emerged, especially from a curriculum innovation vantage point. This system analysis was used to analyse emergent tensions and contradictions within the system and to build a picture of the complexities of participating staff initiating innovations towards Climate-Smart responsiveness in the colleges and within the Agricultural Innovation System. During the review and tracking of the supported innovation process the Climate-Smart Innovation Tool was developed into online sub-tools where either Departments or individual lecturers could review and track their own Climate-Smart responsiveness. The tool was shown to be a useful tool for surfacing contradictions, and identifying absences, and thus for charting out the start of reflexive learning and change processes needed for introducing climate responsive knowledge into the system. The study reveals that catalysing of curriculum and learning system innovation aligned with wider innovations in the agricultural innovation system requires specific tools, time and the understanding of the importance of micro-level innovation. The innovations within the system revealed the significance of allowing for time and processes that facilitate ‘ascending’ from the abstract concept of Climate-Smart Agriculture into more concrete curriculum processes. The curriculum review tool developed for this study served as an important double stimulation tool, along with activity system mapping, and ongoing refinement and clarification of the object of Climate-Smart Agriculture and associated contradictions and action plans for climate smart responsiveness in the college context. The tools and processes that were developed during this study, assisting in the emergence of micro-level innovation of the curriculum and learning system. The barriers and processes hampering curriculum and learning innovation within the system were identified. The study concludes with the recommendations on how a Climate-Smart innovation process might best be supported with reflexive tools within a curriculum and learning system during a time of institutional flux.
- Full Text:
- Date Issued: 2018
A systems approach to mainstreaming environment and sustainability in universities : the case of Rhodes University, South Africa
- Authors: Togo, Muchaiteyi
- Date: 2009
- Subjects: Rhodes University Education, Higher -- South Africa Universities and colleges -- South Africa Universities and colleges -- Environmental aspects -- South Africa -- Case studies Environmental education -- South Africa -- Case studies Sustainable development -- South Africa -- Case studies
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4768 , http://hdl.handle.net/10962/d1007175
- Description: This study is influenced by the objectives of the Mainstreaming Environment and Sustainability in African Universities Partnership which aims to enhance the quality and relevance of university education through implementation of Environmental Education and sustainability across university functions and operations. It contributes to Education for Sustainable Development through the development of tools to assess sustainability in higher education, investigating sustainability practices in universities and proposing strategies for improving mainstreaming of sustainability. It also contributes to systems approaches in mainstreaming contextual sustainability challenges in university functions and operations. The aim of the study was to investigate how universities can mainstream sustainability in their functions and operations in response to contextual sustainability challenges in a changing environment using a systems approach. The research was a case study of Rhodes University in South Africa, which is situated in the impoverished Eastern Cape Province. The study involved 12 teaching departments (representing all faculties at the university), four research units and institutes, five managements units, the Estates Division and the Student Representative Council. The theoretical framework of the study draws from a critical realist ontology and systems thinking epistemology. Systems thinking emphasises the interdependencies of phenomena, thus providing the methodology and tools for a systems view of relationships between education and the environmental context in which it is embedded. Critical realism was employed as an underlabourer to systems thinking as it provides for some of the dimensions absent in systems thinking including its depth ontology which facilitates isolating causal factors influencing empirical reality. It recognises that explanation of phenomena can be embedded in history and acknowledges the fallibility of knowledge. The data collection methods employed in the study include a sustainability assessment using a Unit-based Sustainability Assessment Tool developed as part of the study, interviews, content analyses and observations. Data analyses were performed through employing morphogenetic analysis, and inductive, abductive and retroductive modes of inference. The morphogenetic analysis of social transformation/reproduction was employed to trace the historical emergence of sustainability initiatives at Rhodes University. Induction facilitated reorganisation of the data into themes which particularly represent the main sustainability activities at Rhodes University. Abduction, through recontextualising data in a systems thinking framework, enabled further insights into the phenomena. In the study, it enabled use of systems lenses as a framework and led to identification of systemic issues affecting mainstreaming and later, the development of systems thinking approaches in mainstreaming sustainability. Retroduction enabled identification of causal mechanisms which influenced the emergence of sustainability initiatives at the university. The study established that the emergence of sustainability initiatives at Rhodes University followed the 1990 Talloires Declaration and paralleled international institutional developments in relation to environmental and sustainability challenges. Since then, sustainability initiatives have continuously been emerging in various operational dimensions of the university in line with emerging sustainability challenges which resulted in a morphogenetic cycle. The study revealed that Rhodes University has mainstreamed sustainability across the functions and operations of most of the departments/divisions/units forming part of the study, especially in functions like teaching, research, community engagement and operations. There were a few exceptions like the Human Resources Division and to an extent the Research Office/Management Division which are not yet considering sustainability in their operations. While most of the teaching departments had sustainability initiatives in teaching, research and community engagement, there was diversity in the dimension(s) of sustainable development that the departments addressed and this seemed to relate to the disciplinary content of their subjects. In the Estates Division sustainability initiatives included sustainable landscaping, campus environmental management, water and energy conservation initiatives, waste recycling, use of biodiesel, to mention a few. Students were also involved in various sustainability activities especially through voluntary community engagement initiatives. Sustainability initiatives at the university were also discovered to be embedded within and responding to sustainability challenges of the immediate university environment of Makana District. The study unearthed the causal mechanisms enabling and constraining mainstreaming activities at the university. These were found to be embedded in the history and context within which the university is operating, and other factors related to university structures and agency of lecturers, other employees and students. Examples of these factors are unsustainable patterns in society, policies and the need to redress past inequalities. The study noted the existence of systemic issues at the university which need to be addressed to enable and enhance the promotion of a systems approach to mainstreaming: notably, complexity owing to diversity of approaches employed in mainstreaming, the absence of clearly defined university sustainability goals, problems of institutional support and in some cases, disciplinary governing rules which do not leave room for mainstreaming sustainability. The study established the possibility of improving mainstreaming of sustainability through the adoption of more explicit systems approaches. It suggests use of systems models including the systems-environment model, the functions/structure model and the motion picture model in the process. It recommends making the goal of mainstreaming more upfront, developing a shared understanding of sustainability and mapping out/defining contextual sustainable development issues to grapple with. The study also recommends adopting a holistic approach in mainstreaming, making it a campus-wide initiative, involving all students and developing interdisciplinary curricula. It suggests setting up of supporting mechanisms to strengthen, extend and spearhead mainstreaming and enhancement of collaborative work in sustainable development issues.
- Full Text:
- Date Issued: 2009
- Authors: Togo, Muchaiteyi
- Date: 2009
- Subjects: Rhodes University Education, Higher -- South Africa Universities and colleges -- South Africa Universities and colleges -- Environmental aspects -- South Africa -- Case studies Environmental education -- South Africa -- Case studies Sustainable development -- South Africa -- Case studies
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4768 , http://hdl.handle.net/10962/d1007175
- Description: This study is influenced by the objectives of the Mainstreaming Environment and Sustainability in African Universities Partnership which aims to enhance the quality and relevance of university education through implementation of Environmental Education and sustainability across university functions and operations. It contributes to Education for Sustainable Development through the development of tools to assess sustainability in higher education, investigating sustainability practices in universities and proposing strategies for improving mainstreaming of sustainability. It also contributes to systems approaches in mainstreaming contextual sustainability challenges in university functions and operations. The aim of the study was to investigate how universities can mainstream sustainability in their functions and operations in response to contextual sustainability challenges in a changing environment using a systems approach. The research was a case study of Rhodes University in South Africa, which is situated in the impoverished Eastern Cape Province. The study involved 12 teaching departments (representing all faculties at the university), four research units and institutes, five managements units, the Estates Division and the Student Representative Council. The theoretical framework of the study draws from a critical realist ontology and systems thinking epistemology. Systems thinking emphasises the interdependencies of phenomena, thus providing the methodology and tools for a systems view of relationships between education and the environmental context in which it is embedded. Critical realism was employed as an underlabourer to systems thinking as it provides for some of the dimensions absent in systems thinking including its depth ontology which facilitates isolating causal factors influencing empirical reality. It recognises that explanation of phenomena can be embedded in history and acknowledges the fallibility of knowledge. The data collection methods employed in the study include a sustainability assessment using a Unit-based Sustainability Assessment Tool developed as part of the study, interviews, content analyses and observations. Data analyses were performed through employing morphogenetic analysis, and inductive, abductive and retroductive modes of inference. The morphogenetic analysis of social transformation/reproduction was employed to trace the historical emergence of sustainability initiatives at Rhodes University. Induction facilitated reorganisation of the data into themes which particularly represent the main sustainability activities at Rhodes University. Abduction, through recontextualising data in a systems thinking framework, enabled further insights into the phenomena. In the study, it enabled use of systems lenses as a framework and led to identification of systemic issues affecting mainstreaming and later, the development of systems thinking approaches in mainstreaming sustainability. Retroduction enabled identification of causal mechanisms which influenced the emergence of sustainability initiatives at the university. The study established that the emergence of sustainability initiatives at Rhodes University followed the 1990 Talloires Declaration and paralleled international institutional developments in relation to environmental and sustainability challenges. Since then, sustainability initiatives have continuously been emerging in various operational dimensions of the university in line with emerging sustainability challenges which resulted in a morphogenetic cycle. The study revealed that Rhodes University has mainstreamed sustainability across the functions and operations of most of the departments/divisions/units forming part of the study, especially in functions like teaching, research, community engagement and operations. There were a few exceptions like the Human Resources Division and to an extent the Research Office/Management Division which are not yet considering sustainability in their operations. While most of the teaching departments had sustainability initiatives in teaching, research and community engagement, there was diversity in the dimension(s) of sustainable development that the departments addressed and this seemed to relate to the disciplinary content of their subjects. In the Estates Division sustainability initiatives included sustainable landscaping, campus environmental management, water and energy conservation initiatives, waste recycling, use of biodiesel, to mention a few. Students were also involved in various sustainability activities especially through voluntary community engagement initiatives. Sustainability initiatives at the university were also discovered to be embedded within and responding to sustainability challenges of the immediate university environment of Makana District. The study unearthed the causal mechanisms enabling and constraining mainstreaming activities at the university. These were found to be embedded in the history and context within which the university is operating, and other factors related to university structures and agency of lecturers, other employees and students. Examples of these factors are unsustainable patterns in society, policies and the need to redress past inequalities. The study noted the existence of systemic issues at the university which need to be addressed to enable and enhance the promotion of a systems approach to mainstreaming: notably, complexity owing to diversity of approaches employed in mainstreaming, the absence of clearly defined university sustainability goals, problems of institutional support and in some cases, disciplinary governing rules which do not leave room for mainstreaming sustainability. The study established the possibility of improving mainstreaming of sustainability through the adoption of more explicit systems approaches. It suggests use of systems models including the systems-environment model, the functions/structure model and the motion picture model in the process. It recommends making the goal of mainstreaming more upfront, developing a shared understanding of sustainability and mapping out/defining contextual sustainable development issues to grapple with. The study also recommends adopting a holistic approach in mainstreaming, making it a campus-wide initiative, involving all students and developing interdisciplinary curricula. It suggests setting up of supporting mechanisms to strengthen, extend and spearhead mainstreaming and enhancement of collaborative work in sustainable development issues.
- Full Text:
- Date Issued: 2009
A theory-based approach to evaluating a Continuing Teacher Professional Development Programme aimed at strengthening environment and sustainability education
- Authors: Songqwaru, Nonyameko Zintle
- Date: 2020
- Subjects: Fundisa for Change , Environmental education -- South Africa , Teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145267 , vital:38423
- Description: This study uses a theory-based approach to evaluate the Fundisa for Change training programme, a continuing teacher professional development programme aimed at strengthening environment and sustainability education. The aim of the study was to surface assumptions that underpin the design and implementation of the Fundisa for Change training programme. The Fundisa for Change Teacher Education programme is a national collaborative programme that is implemented in all the nine provinces of South Africa. The study reports on the implementation of the programme in five provinces. The study aimed to surface the Fundisa for Change training programme’s implementation theory and programme theory as these affect programme delivery. The Fundisa for Change training programme was implemented in diverse contexts by different facilitators to different participants. To determine how training programme outcomes were achieved, use was made of context-mechanism-outcome (CMO) configurations for each site where the programme was implemented. Data used to construct CMO configurations was generated through document analysis of Fundisa for Change documents, interviews with stakeholders and participants, as well as observations of programme implementation at five sites. There were three phases to data analysis: content analysis of Fundisa for Change documents, content analysis of observation transcripts and use of the CMO configuration, an analytical tool used in realist evaluation. An initial CMO configuration was constructed prior to observing implementation of the programme and a refined CMO configuration for the Fundisa for Change training programme was constructed based on similarities between the CMO configurations constructed for each of the five sites under study. The partnership model of the Fundisa for Change training programme brought diverse expertise and resources (material, cognitive, social and emotional) which were conducive to the achievement of programme outcomes. The programme’s action context (structure, culture, agency and relations) contributed to the achievement of programme outcomes by participants. Participants’ subject content knowledge, teaching practice and assessment practice was enhanced through attending the Fundisa for Change training. On-course tasks were mediated during training and this created opportunities for participants to discuss and reflect on current practice in ways that could lead to a change in practice. In evaluating professional development programmes, an elaborated definition of context in terms of structure, culture, agency and relations enables a comprehensive exploration of potential programme mechanisms that can be activated when programmes are implemented. It is also important to disaggregate resources and reasons when identifying mechanisms as this assists with differentiating between context and mechanisms. The study offers insights into the professional learning of teachers grappling with new content and pedagogical content knowledges related to environment in the context of recent curriculum changes where the South African national school curriculum has come into focus. Environmental education programmes in South Africa have implicitly used a realist approach. This study offers the first substantive professional learning evaluation that develops this approach explicitly using Theory of Change and Realist Evaluation in combination.
- Full Text:
- Date Issued: 2020
- Authors: Songqwaru, Nonyameko Zintle
- Date: 2020
- Subjects: Fundisa for Change , Environmental education -- South Africa , Teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145267 , vital:38423
- Description: This study uses a theory-based approach to evaluate the Fundisa for Change training programme, a continuing teacher professional development programme aimed at strengthening environment and sustainability education. The aim of the study was to surface assumptions that underpin the design and implementation of the Fundisa for Change training programme. The Fundisa for Change Teacher Education programme is a national collaborative programme that is implemented in all the nine provinces of South Africa. The study reports on the implementation of the programme in five provinces. The study aimed to surface the Fundisa for Change training programme’s implementation theory and programme theory as these affect programme delivery. The Fundisa for Change training programme was implemented in diverse contexts by different facilitators to different participants. To determine how training programme outcomes were achieved, use was made of context-mechanism-outcome (CMO) configurations for each site where the programme was implemented. Data used to construct CMO configurations was generated through document analysis of Fundisa for Change documents, interviews with stakeholders and participants, as well as observations of programme implementation at five sites. There were three phases to data analysis: content analysis of Fundisa for Change documents, content analysis of observation transcripts and use of the CMO configuration, an analytical tool used in realist evaluation. An initial CMO configuration was constructed prior to observing implementation of the programme and a refined CMO configuration for the Fundisa for Change training programme was constructed based on similarities between the CMO configurations constructed for each of the five sites under study. The partnership model of the Fundisa for Change training programme brought diverse expertise and resources (material, cognitive, social and emotional) which were conducive to the achievement of programme outcomes. The programme’s action context (structure, culture, agency and relations) contributed to the achievement of programme outcomes by participants. Participants’ subject content knowledge, teaching practice and assessment practice was enhanced through attending the Fundisa for Change training. On-course tasks were mediated during training and this created opportunities for participants to discuss and reflect on current practice in ways that could lead to a change in practice. In evaluating professional development programmes, an elaborated definition of context in terms of structure, culture, agency and relations enables a comprehensive exploration of potential programme mechanisms that can be activated when programmes are implemented. It is also important to disaggregate resources and reasons when identifying mechanisms as this assists with differentiating between context and mechanisms. The study offers insights into the professional learning of teachers grappling with new content and pedagogical content knowledges related to environment in the context of recent curriculum changes where the South African national school curriculum has come into focus. Environmental education programmes in South Africa have implicitly used a realist approach. This study offers the first substantive professional learning evaluation that develops this approach explicitly using Theory of Change and Realist Evaluation in combination.
- Full Text:
- Date Issued: 2020
A transdisciplinary explanatory critique of environmental education
- Authors: Price, Leigh
- Date: 2007
- Subjects: Environmental education Business enterprises -- Environmental aspects Corporations -- Environmental aspects Social responsibility of business Social responsibility of business -- Study and teaching Environmental education -- Philosophy Environmental ethics -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1804 , http://hdl.handle.net/10962/d1003689
- Description: This study originates out of my experience as an environmental educator working within business and industry in Zimbabwe and South Africa. It is motivated by my observation that, despite much environmental rhetoric and training, environmental education in industry rarely leads to significant advances towards environmental protection. I assume that the problem of the mismatch between rhetoric and action involves both semiotic and non-semiotic components and therefore, after a thorough exploration of my methodological options, I adopt a qualitative transdisciplinary textual analysis of relevant documents using Fairclough’s Critical Discourse Analysis and Bhaskar’s Dialectical Critical Realism, with some insights taken from Bhaskar’s more recent concept of Meta-Reality. My main conclusions from the study indicate that causally efficacious philosophical mistakes, relating to theories of structure/agency and theories of epistemology, are an important aspect of the problem being considered. Specifically, I demonstrate that these mistakes function to buttress ideology and its attendant contradictions which in turn function to provide the preconditions that maintain inequalities and poor environmental practice in business and industry. Prior and current events, such as climate change and the trend towards globalisation, the ‘free market economy’ and psychological characteristics of the author, relevant to the problem, are also important. In line with Bhaskar’s emancipatory aim for explanatory critique, I end with tentative recommendations for a re-imagined environmental education for business and industry which require (un)action. Consistent with my methodological choices, my recommendations have a (qualified) universal application, despite my focus on texts from South Africa and Zimbabwe. My recommendations are summarised below: • there should be consistency between theory and practice such that performance contradictions are avoided; • we should not act from a fear of survival based on past, no longer relevant experiences (e.g. from childhood) as this is unlikely to be an adequate base for present actions; • we should avoid voluntarism by acting with the resources at our disposal, based on a true understanding of our strengths and weaknesses and our own specificities; • we should avoid assuming the stance of the ‘victim’ by refusing to blame other agents or circumstances, without distorting or underestimating the causal efficacy of those agents or circumstances (related to avoiding voluntarism, whilst nevertheless not resorting to determinism either); • we should direct our action towards the abolition of inequalities and master-slave relationships (related to the avoidance of performance contradictions); • we should act from the position of epistemological humility, rather than from the position of epistemological privilege; • we should consider action as ‘shedding’ based on an understanding of the Transformational Model of Social Activity (TMSA); and • we should consider learning to be ‘shedding’ based on the necessity of (un)knowledge, or ignorance, as a requirement of arriving at relatively new knowledge. This study is also a contribution to contemporary methodological discussions relevant to Critical Discourse Analysis in that it extends these discussions to include psychoanalytical (as well as the more familiar phenomenological and ideological) depth explanations of lived illusion. Furthermore, this study is an experimental attempt to apply the concept of ‘meta-reflexivity’ in Critical Discourse Analysis.
- Full Text:
- Date Issued: 2007
- Authors: Price, Leigh
- Date: 2007
- Subjects: Environmental education Business enterprises -- Environmental aspects Corporations -- Environmental aspects Social responsibility of business Social responsibility of business -- Study and teaching Environmental education -- Philosophy Environmental ethics -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1804 , http://hdl.handle.net/10962/d1003689
- Description: This study originates out of my experience as an environmental educator working within business and industry in Zimbabwe and South Africa. It is motivated by my observation that, despite much environmental rhetoric and training, environmental education in industry rarely leads to significant advances towards environmental protection. I assume that the problem of the mismatch between rhetoric and action involves both semiotic and non-semiotic components and therefore, after a thorough exploration of my methodological options, I adopt a qualitative transdisciplinary textual analysis of relevant documents using Fairclough’s Critical Discourse Analysis and Bhaskar’s Dialectical Critical Realism, with some insights taken from Bhaskar’s more recent concept of Meta-Reality. My main conclusions from the study indicate that causally efficacious philosophical mistakes, relating to theories of structure/agency and theories of epistemology, are an important aspect of the problem being considered. Specifically, I demonstrate that these mistakes function to buttress ideology and its attendant contradictions which in turn function to provide the preconditions that maintain inequalities and poor environmental practice in business and industry. Prior and current events, such as climate change and the trend towards globalisation, the ‘free market economy’ and psychological characteristics of the author, relevant to the problem, are also important. In line with Bhaskar’s emancipatory aim for explanatory critique, I end with tentative recommendations for a re-imagined environmental education for business and industry which require (un)action. Consistent with my methodological choices, my recommendations have a (qualified) universal application, despite my focus on texts from South Africa and Zimbabwe. My recommendations are summarised below: • there should be consistency between theory and practice such that performance contradictions are avoided; • we should not act from a fear of survival based on past, no longer relevant experiences (e.g. from childhood) as this is unlikely to be an adequate base for present actions; • we should avoid voluntarism by acting with the resources at our disposal, based on a true understanding of our strengths and weaknesses and our own specificities; • we should avoid assuming the stance of the ‘victim’ by refusing to blame other agents or circumstances, without distorting or underestimating the causal efficacy of those agents or circumstances (related to avoiding voluntarism, whilst nevertheless not resorting to determinism either); • we should direct our action towards the abolition of inequalities and master-slave relationships (related to the avoidance of performance contradictions); • we should act from the position of epistemological humility, rather than from the position of epistemological privilege; • we should consider action as ‘shedding’ based on an understanding of the Transformational Model of Social Activity (TMSA); and • we should consider learning to be ‘shedding’ based on the necessity of (un)knowledge, or ignorance, as a requirement of arriving at relatively new knowledge. This study is also a contribution to contemporary methodological discussions relevant to Critical Discourse Analysis in that it extends these discussions to include psychoanalytical (as well as the more familiar phenomenological and ideological) depth explanations of lived illusion. Furthermore, this study is an experimental attempt to apply the concept of ‘meta-reflexivity’ in Critical Discourse Analysis.
- Full Text:
- Date Issued: 2007
An exploration of how Grade 3 Foundation Phase teachers develop basic scientific process skills using an inquiry-based approach in their classrooms
- Authors: Nhase, Zukiswa
- Date: 2020
- Subjects: Elementary school teaching-- South Africa , Elementary school teachers -- South Africa , Elementary school teachers -- In-service training -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Learning, Psychology of , Cognition in children , Inquiry-based learning -- South Africa , Active learning -- South Africa , Pedagogical content knowledge -- South Africa , Educational change -- South Africa , Socio-cultural theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145181 , vital:38416
- Description: Some studies have looked at Foundation Phase teachers’ perspectives on the teaching of science in this phase. Such studies have highlighted various challenges on the teaching of science in the Foundation Phase. They pointed out issues such as large class numbers, lack of resources and lack of science knowledge from Foundation Phase teachers. However, none of these studies have looked at how Foundation Phase teachers are using an Inquiry-Based Approach in their classrooms instead few studies have looked at the Foundation Phase teachers’ perspectives about scientific inquiry in this phase. Even though many scholars have presented several challenges to the teaching of science both at secondary and primary level, the argument is strongly made that Foundation Phase learners should be exposed to the learning of science. Generally, children at the Foundation Phase level naturally enjoy observing and thinking about nature; exposing learners to science develops positive attitudes towards science; the use of scientifically informed language at an early age influences the eventual development of scientific concepts; children can understand scientific concepts and reason scientifically; and science is an efficient means for developing scientific thinking. It is within these arguments and discussions that this interpretive case study research sought to explore the Pedagogical Content Knowledge of four Foundation Phase teachers in developing the Scientific Process Skills using an Inquiry-Based Approach in their classrooms and subsequently, the significance of this research study. The socio-cultural theory, Topic Specific Pedagogical Content Knowledge, Zaretskii’s six conditions for development during mediation and the principles of an Inquiry-Based Approach were used as analytical lenses in this research. To use an Inquiry-Based Approach, generally teachers have to understand its principles and know how to develop basic Scientific Process Skills while teaching the science content. In the Foundation Phase, the Natural Sciences component or content is embedded in the Beginning Knowledge study area of the Life Skills subject and this can create difficulties for teachers to even recognise the scientific concepts in the Life Skills. The four IsiXhosa female teachers used the home language of learners as the language of instruction to implement an Inquiry-Based Approach in their classrooms. Data were generated in four phases. Phase one was baseline data through document analysis. Three of the phases were directed by the research question asked. Data were generated using questionnaires, interviews (semi-structured and stimulated recall), lesson observations (videotaped) and group reflections and discussions. From the work of Vygotsky, Zaretskii formulated six conditions that can be used to develop learners’ zone of proximal development in learning and these were used as analytical lenses to analyse data to understand how teachers mediated learning and development of Scientific Inquiry in their Grade 3 classrooms. In addition, the principles of an Inquiry-Based Approach were used as analytical lenses as to how teachers implemented the scientific inquiry approach. The categories or components of Topic Specific Pedagogical Content Knowledge were used as analytical lenses as to how these teachers dealt with science concepts or content when using an inquiry-based Approach in their classrooms. Using the home language of learners as an instructional tool, data showed that learners were afforded the opportunity to freely engage in activities and as a result, the context of learning was non-threatening for both teachers and learners. Although learning activities could be improved, teachers created social spaces for learners to take part in learning. In addition, the use of learners’ environments in the observed lessons made it comfortable for learners to act as young scientists. The new knowledge in this research was presented by the use of the adapted analytical tool, which combined diverse components of theory and literature that aligned with each other. The reflection space for the participants did not only afford the participants to discuss about each other’s lessons or experiences in this research, it allowed the participants to engage with the research objectives. The reflection space strengthened the research ethics if this study. Hence, the concept that says, ‘Absenting the absences’. In conclusion, the study thus recommends further professional development spaces that promote community of practice in using an Inquiry-Based Approach in the Foundation Phase.
- Full Text:
- Date Issued: 2020
- Authors: Nhase, Zukiswa
- Date: 2020
- Subjects: Elementary school teaching-- South Africa , Elementary school teachers -- South Africa , Elementary school teachers -- In-service training -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Learning, Psychology of , Cognition in children , Inquiry-based learning -- South Africa , Active learning -- South Africa , Pedagogical content knowledge -- South Africa , Educational change -- South Africa , Socio-cultural theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145181 , vital:38416
- Description: Some studies have looked at Foundation Phase teachers’ perspectives on the teaching of science in this phase. Such studies have highlighted various challenges on the teaching of science in the Foundation Phase. They pointed out issues such as large class numbers, lack of resources and lack of science knowledge from Foundation Phase teachers. However, none of these studies have looked at how Foundation Phase teachers are using an Inquiry-Based Approach in their classrooms instead few studies have looked at the Foundation Phase teachers’ perspectives about scientific inquiry in this phase. Even though many scholars have presented several challenges to the teaching of science both at secondary and primary level, the argument is strongly made that Foundation Phase learners should be exposed to the learning of science. Generally, children at the Foundation Phase level naturally enjoy observing and thinking about nature; exposing learners to science develops positive attitudes towards science; the use of scientifically informed language at an early age influences the eventual development of scientific concepts; children can understand scientific concepts and reason scientifically; and science is an efficient means for developing scientific thinking. It is within these arguments and discussions that this interpretive case study research sought to explore the Pedagogical Content Knowledge of four Foundation Phase teachers in developing the Scientific Process Skills using an Inquiry-Based Approach in their classrooms and subsequently, the significance of this research study. The socio-cultural theory, Topic Specific Pedagogical Content Knowledge, Zaretskii’s six conditions for development during mediation and the principles of an Inquiry-Based Approach were used as analytical lenses in this research. To use an Inquiry-Based Approach, generally teachers have to understand its principles and know how to develop basic Scientific Process Skills while teaching the science content. In the Foundation Phase, the Natural Sciences component or content is embedded in the Beginning Knowledge study area of the Life Skills subject and this can create difficulties for teachers to even recognise the scientific concepts in the Life Skills. The four IsiXhosa female teachers used the home language of learners as the language of instruction to implement an Inquiry-Based Approach in their classrooms. Data were generated in four phases. Phase one was baseline data through document analysis. Three of the phases were directed by the research question asked. Data were generated using questionnaires, interviews (semi-structured and stimulated recall), lesson observations (videotaped) and group reflections and discussions. From the work of Vygotsky, Zaretskii formulated six conditions that can be used to develop learners’ zone of proximal development in learning and these were used as analytical lenses to analyse data to understand how teachers mediated learning and development of Scientific Inquiry in their Grade 3 classrooms. In addition, the principles of an Inquiry-Based Approach were used as analytical lenses as to how teachers implemented the scientific inquiry approach. The categories or components of Topic Specific Pedagogical Content Knowledge were used as analytical lenses as to how these teachers dealt with science concepts or content when using an inquiry-based Approach in their classrooms. Using the home language of learners as an instructional tool, data showed that learners were afforded the opportunity to freely engage in activities and as a result, the context of learning was non-threatening for both teachers and learners. Although learning activities could be improved, teachers created social spaces for learners to take part in learning. In addition, the use of learners’ environments in the observed lessons made it comfortable for learners to act as young scientists. The new knowledge in this research was presented by the use of the adapted analytical tool, which combined diverse components of theory and literature that aligned with each other. The reflection space for the participants did not only afford the participants to discuss about each other’s lessons or experiences in this research, it allowed the participants to engage with the research objectives. The reflection space strengthened the research ethics if this study. Hence, the concept that says, ‘Absenting the absences’. In conclusion, the study thus recommends further professional development spaces that promote community of practice in using an Inquiry-Based Approach in the Foundation Phase.
- Full Text:
- Date Issued: 2020
Can expansive (social) learning processes strengthen organisational learning for improved wetland management in a plantation forestry company, and if so how? : a case study of Mondi
- Authors: Lindley, David Stewart
- Date: 2014
- Subjects: Mondi Group , Wetland management -- South Africa , Wetland conservation -- Study and teaching (Continuing education) , Employees -- Training of -- South Africa , Action theory , Critical realism , Social learning , Environmental education -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2003 , http://hdl.handle.net/10962/d1015661
- Description: Mondi is an international packaging and paper company that manages over 300 000 ha of land in South Africa. After over a decade of working with Mondi to improve its wetland management, wetland sustainability practices were still not integrated into the broader forestry operations, despite some significant cases of successful wetland rehabilitation. An interventionist research project was therefore conducted to explore the factors inhibiting improved wetland management, and determine if and how expansive social learning processes could strengthen organisational learning and development to overcome these factors. In doing so, the research has investigated how informal adult learning supports organisational change to strengthen wetland and environmental sustainability practices, within a corporate plantation forestry context. How individual and/or group-based learning interactions translate to the collective, at the level of organisational change was a key issue probed in this study. The following three research questions were used to guide the research: 1. What tensions and contradictions exist in wetland management in a plantation forestry company? 2. Can expansive learning begin to address the tensions and contradictions that exist in wetland management in a plantation forestry company, for improved sustainability practices? 3. Can expansive social learning strengthen organisational learning and development, enabling Mondi to improve its wetland sustainability practices, and if so how does it do this? Cultural historical activity theory (CHAT) and the theory of expansive learning provided an epistemological framework for the research. The philosophy of critical realism gave ontological depth to the research, and contributed to a deeper understanding of CHAT and expansive learning. Critical realism was therefore used as a philosophy to underlabour the theoretical framework of the research. However CHAT and expansive learning could not provide the depth of detail required to explain how the expansive learning, organisational social change, and boundary crossings that are necessary for assembling the collective were taking place. Realist social theory (developed out of critical realism by Margaret Archer as an ontologically located theory of how and why social change occurs, or does not) supported the research to do this. The morphogenetic framework was used as a methodology for applying realist social theory. The expansive learning cycle was used as a methodology for applying CHAT and the theory of expansive learning; guiding the development of new knowledge creation required by Mondi staff to identify contradictions and associated tensions inhibiting wetland management, understand their root causes, and develop solutions. Through the expansive learning process, the tensions and contradictions become generative as a tool supporting expansive social learning, rather than as a means to an end where universal consensus was reached on how to circumvent the contradictions. The research was conducted in five phases: • Phase 1: Contextual profiling to identify and describe three activity systems in Mondi responsible for wetland management: 1) siviculture foresters; 2) environmental specialists; 3) community engagement facilitators. The data was generated and analysed through through document analysis, 17 interviews, 2nd generation CHAT analysis, and Critical Realist generative mechanism analysis; • Phase 2: Analysis and identification of tensions and contradictions through a first interventionist workshop. Modelling new solutions to deal with contractions, and examining and testing new models in and after the second interventionist workshop; • Phase 3: Implementing new models as wetland management projects and involved project implementation. This included boundary crossing practices of staff in the three activity systems, reflection and re-view in a further five progress review/interventionist workshops, and a management meeting and seminar; • Phase 4: Reflecting on the expansive learning process, results, and consolidation of changed practices, through nine reflective interviews and field observations; • Phase 5: Morphogenic/stasis analysis of the organisational change and development catalysed via the expansive social learning process (or not). The research found that expansive social learning processes supported organisational learning and development for improved wetland management by: 1) strengthening the scope, depth, and sophistication of participant understanding; 2) expanding the ways staff interact and collaboratively work together; 3) democratising decision making; 4) improving social relations between staff, reducing power differentials, and creating stronger relationships; 5) enhancing participant reflexivity through deeper understanding of social structures and cultural systems, and changing them to support improved wetland and environmental practice of staff, and developing the organisational structures and processes to strengthen organisational learning and development; and 6) using the contradictions identified as generative mechanisms to stimulate and catalyse organisational learning and development for changed wetland/environmental management.
- Full Text:
- Date Issued: 2014
- Authors: Lindley, David Stewart
- Date: 2014
- Subjects: Mondi Group , Wetland management -- South Africa , Wetland conservation -- Study and teaching (Continuing education) , Employees -- Training of -- South Africa , Action theory , Critical realism , Social learning , Environmental education -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2003 , http://hdl.handle.net/10962/d1015661
- Description: Mondi is an international packaging and paper company that manages over 300 000 ha of land in South Africa. After over a decade of working with Mondi to improve its wetland management, wetland sustainability practices were still not integrated into the broader forestry operations, despite some significant cases of successful wetland rehabilitation. An interventionist research project was therefore conducted to explore the factors inhibiting improved wetland management, and determine if and how expansive social learning processes could strengthen organisational learning and development to overcome these factors. In doing so, the research has investigated how informal adult learning supports organisational change to strengthen wetland and environmental sustainability practices, within a corporate plantation forestry context. How individual and/or group-based learning interactions translate to the collective, at the level of organisational change was a key issue probed in this study. The following three research questions were used to guide the research: 1. What tensions and contradictions exist in wetland management in a plantation forestry company? 2. Can expansive learning begin to address the tensions and contradictions that exist in wetland management in a plantation forestry company, for improved sustainability practices? 3. Can expansive social learning strengthen organisational learning and development, enabling Mondi to improve its wetland sustainability practices, and if so how does it do this? Cultural historical activity theory (CHAT) and the theory of expansive learning provided an epistemological framework for the research. The philosophy of critical realism gave ontological depth to the research, and contributed to a deeper understanding of CHAT and expansive learning. Critical realism was therefore used as a philosophy to underlabour the theoretical framework of the research. However CHAT and expansive learning could not provide the depth of detail required to explain how the expansive learning, organisational social change, and boundary crossings that are necessary for assembling the collective were taking place. Realist social theory (developed out of critical realism by Margaret Archer as an ontologically located theory of how and why social change occurs, or does not) supported the research to do this. The morphogenetic framework was used as a methodology for applying realist social theory. The expansive learning cycle was used as a methodology for applying CHAT and the theory of expansive learning; guiding the development of new knowledge creation required by Mondi staff to identify contradictions and associated tensions inhibiting wetland management, understand their root causes, and develop solutions. Through the expansive learning process, the tensions and contradictions become generative as a tool supporting expansive social learning, rather than as a means to an end where universal consensus was reached on how to circumvent the contradictions. The research was conducted in five phases: • Phase 1: Contextual profiling to identify and describe three activity systems in Mondi responsible for wetland management: 1) siviculture foresters; 2) environmental specialists; 3) community engagement facilitators. The data was generated and analysed through through document analysis, 17 interviews, 2nd generation CHAT analysis, and Critical Realist generative mechanism analysis; • Phase 2: Analysis and identification of tensions and contradictions through a first interventionist workshop. Modelling new solutions to deal with contractions, and examining and testing new models in and after the second interventionist workshop; • Phase 3: Implementing new models as wetland management projects and involved project implementation. This included boundary crossing practices of staff in the three activity systems, reflection and re-view in a further five progress review/interventionist workshops, and a management meeting and seminar; • Phase 4: Reflecting on the expansive learning process, results, and consolidation of changed practices, through nine reflective interviews and field observations; • Phase 5: Morphogenic/stasis analysis of the organisational change and development catalysed via the expansive social learning process (or not). The research found that expansive social learning processes supported organisational learning and development for improved wetland management by: 1) strengthening the scope, depth, and sophistication of participant understanding; 2) expanding the ways staff interact and collaboratively work together; 3) democratising decision making; 4) improving social relations between staff, reducing power differentials, and creating stronger relationships; 5) enhancing participant reflexivity through deeper understanding of social structures and cultural systems, and changing them to support improved wetland and environmental practice of staff, and developing the organisational structures and processes to strengthen organisational learning and development; and 6) using the contradictions identified as generative mechanisms to stimulate and catalyse organisational learning and development for changed wetland/environmental management.
- Full Text:
- Date Issued: 2014
Climate for changing lenses: Reconciliation through site-specific, media arts-based environmental education on the water and climate change nexus in South Africa and Canada
- Authors: Van Borek, Sarah
- Date: 2021-10-29
- Subjects: Environmental education South Africa , Environmental education Canada , Climatic changes in art , Water-supply Climatic factors , Decolonization , Reconciliation South Africa , Curriculum change , Traditional ecological knowledge
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192754 , vital:45260 , 10.21504/10962/192754
- Description: This study took place in the context of a growing racialised global water crisis and increasing demands worldwide for transforming higher education at institutions of ongoing settler colonialism. It presents a conceptualisation of what education, research and activism can look like and unfolded inside a doctoral research project that expands what doctoral education can look like. Using a media arts-based praxis process, I developed a relational model of university curriculum –site-specific, media arts-based, environmental education –with potential to cultivate relations (human and nonhuman) towards reconciliation while contributing to justice at the water-climate change nexus. My aim as a settler-ally was to expand my teaching and curriculum practices, thereby also offering curriculum transformation inspiration to others. My research was rooted in my concept of reconciliation as a practice towards thriving together, where the ‘together’ was inclusive of both humans and nonhumans. The curriculum engaged students in de/re/constructing water narratives through making site-specific videos focused on local water bodies. Decolonising artistic approaches known as slow media and soundscape recording were strategically incorporated into audio/video mapping assignments where students observed water aesthetics in ways that shifted their perceptions about water and entities entangled with it. Students met with Knowledge Keepers (Indigenous and non-Indigenous people from outside the academy with existing relationships to water bodies). A photovoice methodology was used in these meetings with Knowledge Keepers to reconfigure traditional film director-subject power relations. Guest lecturers from non-traditional backgrounds contributed diverse perspectives. Ecomotricity was incorporated, whereby students were in deliberate movement in/with water bodies through canoeing together. The curriculum culminated in a public screening/education event where resulting videos, interspersed with educational games facilitated by students, surfaced emotions, knowledge co-production and new synergies amongst the event’s temporary community. Through two iterations of the curriculum, where I co-designed and taught a course called Making Waveforms, one in Vancouver, Canada and one in Cape Town, South Africa, I explored the primary research question: How can a relational site specific, media arts-based university environmental education curriculum cultivate students’ relational sensibilities and abilities oriented towards reconciliation of diverse peoples and ecosystems in South Africa and Canada? Iterating the curriculum across these two contexts allowed me to assess which aspect(s)of the curriculum may have been applicable across these and other contexts. By using mixed methods of data collection and sharing throughout the research journey, I explored the sub-questions: a) How is reconciliation understood currently by university students in South Africa and Canada? and b) How can a relational site-specific, media arts-based university environmental education curriculum and my PhD methodologies (PhD-by-publication, website, and participatory approaches to podcasting, video making, and song creation), contribute to decolonising higher education, and thereby further contribute to reconciliation of diverse peoples and ecosystems in South Africa and Canada? Integral to my praxis process, I undertook a PhD-by-publication that involved writing four academic journal articles, with each paper presenting a key stage in the process. The papers, all of which have been submitted to peer-reviewed academic journals, form part of this thesis and can be found in the Appendices. The course was originally developed around Donati’s (2011) relational sociology and Gergen’s (2009) relational education theory. Throughout my praxis process, I expanded my theoretical influences as called for by the research and teaching practice. The journey behind my first PhD paper, (Towards) Sound research practice: Podcast-building as modeling relational sensibilities at the water-climate change nexus in Cape Town, began when I officially started my doctoral studies in early 2018. The paper was co-authored with a fellow PhD scholar from Rhodes University’s Environmental Learning Research Centre (ELRC), Anna James. It presents an experimental arts-based methodology we co-developed for doing contextual profiling by building a socially-engaged podcast series, called Day One, to explore the lived experiences of the Cape Town water crisis of 2018. It includes my initial tool of analysis for exploring how the curriculum might cultivate relational sensibilities and abilities towards reconciliation. The podcast pedagogy offered opportunities to develop some relational learning processes. The analytical tool was developed from cross-referencing reconciliation and relational educational theories. This paper also incorporated theories in relational solidarity and social movement learning. The podcast episodes included personal narratives that, in turn, revealed diverse ideologies and polarisations in the water situation. Working with the audio medium highlighted possibilities for creating and shifting affective relations. Recording and editing soundscapes of waterbodies began explorations of the agential qualities of water. These were foundational dynamics to explore in building the reconciliation curriculum. The paper is published in the International Journal of New Media, Technology, and the Arts (2019, Volume14, Issue1). My second PhD paper, A media arts-based praxis process of building towards a relational model of curriculum oriented towards reconciliation through water justice, presents my methodology for and analysis of a pilot course I co-designed and taught at the Emily Carr University of Art + Design (ECUAD) in Vancouver, Canada in 2018. This course served as contextual profiling around the water situation in Vancouver. The course was offered in partnership with a science-based environmental non-profit called the David Suzuki Foundation and an Indigenous-led post-secondary school called the Native Education College. The course’s public event was hosted at the Beaty Biodiversity Museum. At this stage, I was introduced to Cree/Métis filmmaker, Gregory Coyes, and his Indigenous cinematic narrative approach known as Slow Media. Integrating slow media into video mapping assignments presented exciting possibilities for shifting views and valuing of water. This was the stage at which my concept of reconciliation expanded to explicitly include nonhumans. I applied my initial analytical tool to the curriculum here, which revealed the three most prominent relational sensibilities and abilities towards reconciliation cultivated by students through the course: (1) knowledge ecologies; (2) a hopeful social imaginary; and (3) embodied ways of knowing. I began to make connections between the curriculum and Mi’kmaq elder Albert Marshall’s concept of ‘Two-Eyed-Seeing’, and expanded the notion to ‘Three-Eyed-Seeing’ to include artistic approaches. Deeply inspired by Bekerman and Zembylas’s (2012) Teaching Contested Narratives, I began to see the growing importance of the narrative aspects of reconciliation education. The paper is published in the University of Pretoria’s Journal of Decolonising Disciplines (2021, Volume 1, Issue 2). My third PhD paper, Water as artist-collaborator: Posthumanism and reconciliation in relational media arts-based education, presents a 2019 iteration of the curriculum at ECUAD in Vancouver, and illustrates my shift to include posthuman theories in my analysis. This course was offered in affiliation with the David Suzuki Foundation, and in collaboration with the Native Education College. The culminating public event was hosted by the Beaty Biodiversity Museum. Decentring the human in this data analysis better supported my research and curricular aims. The strong technoculture of the media arts-based curriculum fits well with many posthuman concepts. This posthuman reading of the course and data enabled me to see what changes were emerging through student-water-technology intra-actions, and how these supported relations towards reconciliation as well as water justice. Most notable of these changes was the emergence of water’s agential qualities, specifically of water as becoming collaborator in artistic/knowledge co-production, where students think with water. I argued this contributes to reconciliation by decentring the human, enabling relations in which power is more equal, and where there are greater possibilities for mutual responsibility between related entities. This is where I developed the concept of audio/video as relational texts, supporting the creating and shifting of affective relations more than the monumentalised verbal/written knowledge of traditional universities. This is also where I realised that relational work towards reconciliation would require engaging with the hidden curriculum of institutions. The paper is published in the journal Reconceptualizing Educational Research Methodology (2021, Volume 12, Issue 1), as part of a special issue on Posthuman Conceptions of Change in Empirical Educational Research. My fourth PhD paper, originally entitled Making waveforms: Implicit knowledge representation through video water narratives as decolonising practice towards reconciliation in South Africa’s higher education, presents an analysis of the 2019 iteration of the curriculum in South Africa. I co-designed and led a course called Making Waveforms at the University of Cape Town’s Future Water Institute (FWI) in collaboration with Rhodes University. The course was co-designed/facilitated with FWI’s Research Fellow Amber Abrams, who also co-authored this paper. The course’s public event was hosted by a non-profit organisation called the Tshisimani Centre for Activist Education. This paper explored the ways that non-verbalisable, implicit learning –understood as part of many non-Euro/Western ways of knowing– takes place in the Making Waveforms course and how this influenced water-specific climate behaviours while contributing to decolonised reconciliation practice for higher education institutions. Drawing on theories of implicit and explicit knowledge, we first showed how implicit learning primarily took place through: 1) site-specific audio/video mapping of water bodies; 2) meetings with Knowledge Keepers; and 3) an interactive public screening event. We highlighted how this non-verbalisable learning produced feelings of empathy for diverse peoples and waterways, as well as aesthetic appreciation of water, and how this can contribute to more response-able water behaviours. This, we argued, supported the valuing of implicit knowledge within a traditional educational setting, thereby pluralising knowledge, and was key to reconciliation/decolonisation in higher education. Iterating the curriculum for the South African context emphasised the importance of context-specificity of the course overall, and also of the relational work embedded in the curriculum. This paper is under review by the University of Toronto’s journal Curriculum Inquiry (CI). Following receipt of CI's internal review process, the title of the paper has since been updated to Non-verbalisable, implicit knowledge through cellphilms as decolonised reconciliation practice towards response-able water behaviours in South Africa. Through reflective analysis of my four papers, I developed a concept for an Anatomy of Decoloniz/sed Curriculum consisting of five key parts: 1) relationality; 2) multimodality; 3) narratives/counter-narratives; 4) context-specificity; and 5) unhidden curriculum. Four meta reflections have been included in this thesis, each corresponding with one of the four papers, and presented chronologically according to the stage of the praxis process with which they correspond. In these meta reflections, I applied Kolb’s (1984) Experiential Learning Cycle model for reflective writing, based on the premise that through experiences we can expand our understanding, and included four key stages: 1) concrete experience; 2) reflective observation; 3) abstract conceptualisation; and 4) active experimentation. For the concrete experience, I provided a thick description of my process in writing the paper, as well as aspects of the phase in my praxis process that was the focus of the paper, not included in but relevant to the paper. For the reflective observation, I identified any aspects of the experience that were new to me and which therefore presented opportunities for me to learn. For the abstract conceptualisation, I critically analysed my concrete experience and reflective observation to determine which, if any, of the five key parts of the Anatomy of Decoloniz/sed Curriculum that I outline in my introduction relate to this phase of my PhD praxis process. For the active experimentation, I made conclusions about the extent to which this phase of my PhD embraced decoloniality in practice, and built on this new understanding to make recommendations for myself and others committed to the decolonial project as part of my contribution to knowledge. These meta reflections also invite readers to follow my personal narrative of becoming-with water, meaning my transformation from being water illiterate to embracing a ‘watershed mind’ (Wong,2011). Multimodality, which I propose as a key part of an Anatomy of Decoloniz/sed Curriculum, is embedded in the representational aspects of this thesis. The courses I co-designed and taught as part of this project resulted in the creation of 20 short student films. My contextual profiling involved a podcast methodology that was ongoing throughout my study, as a model of decolonised research-communication-education-action at the water-climate change nexus. This methodology resulted in the creation of four Day One podcast episodes, co-produced with a PhD colleague, Anna James. Some of these episodes are available in all three main languages of Cape Town (Xhosa, Afrikaans, and English). I evolved the podcast methodology in a later stage of my praxis process as a form of member checking with contributors involved in various stages and aspects of the research. Once the four papers were written, I created a series of four short videos called In the Flow, with each video representing a translation of one of the four papers. I invited various contributors of the research project to either watch one or more of the In the Flow videos and/or read one or more of the academic papers, and then to respond in a Zoom call with me. The responses were then shared publicly in a series of seven Climate for Changing Lenses podcast episodes. Parts of these are included in a final song/music video called Please Don’t Blow It. A Climate for Changing Lenses website was created to host all of this multimedia content that forms part of this thesis. A link to this website is provided in the Introduction section of this thesis. My research contributes to the advancement of knowledge in the areas of relational and reconciliation pedagogy, decolonising higher education, arts-based teaching, learning and research methodologies and the water-climate change nexus. My praxis process provided a relational model of reconciliation curriculum that has been tried and tested in two international contexts: Canada and South Africa. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Van Borek, Sarah
- Date: 2021-10-29
- Subjects: Environmental education South Africa , Environmental education Canada , Climatic changes in art , Water-supply Climatic factors , Decolonization , Reconciliation South Africa , Curriculum change , Traditional ecological knowledge
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192754 , vital:45260 , 10.21504/10962/192754
- Description: This study took place in the context of a growing racialised global water crisis and increasing demands worldwide for transforming higher education at institutions of ongoing settler colonialism. It presents a conceptualisation of what education, research and activism can look like and unfolded inside a doctoral research project that expands what doctoral education can look like. Using a media arts-based praxis process, I developed a relational model of university curriculum –site-specific, media arts-based, environmental education –with potential to cultivate relations (human and nonhuman) towards reconciliation while contributing to justice at the water-climate change nexus. My aim as a settler-ally was to expand my teaching and curriculum practices, thereby also offering curriculum transformation inspiration to others. My research was rooted in my concept of reconciliation as a practice towards thriving together, where the ‘together’ was inclusive of both humans and nonhumans. The curriculum engaged students in de/re/constructing water narratives through making site-specific videos focused on local water bodies. Decolonising artistic approaches known as slow media and soundscape recording were strategically incorporated into audio/video mapping assignments where students observed water aesthetics in ways that shifted their perceptions about water and entities entangled with it. Students met with Knowledge Keepers (Indigenous and non-Indigenous people from outside the academy with existing relationships to water bodies). A photovoice methodology was used in these meetings with Knowledge Keepers to reconfigure traditional film director-subject power relations. Guest lecturers from non-traditional backgrounds contributed diverse perspectives. Ecomotricity was incorporated, whereby students were in deliberate movement in/with water bodies through canoeing together. The curriculum culminated in a public screening/education event where resulting videos, interspersed with educational games facilitated by students, surfaced emotions, knowledge co-production and new synergies amongst the event’s temporary community. Through two iterations of the curriculum, where I co-designed and taught a course called Making Waveforms, one in Vancouver, Canada and one in Cape Town, South Africa, I explored the primary research question: How can a relational site specific, media arts-based university environmental education curriculum cultivate students’ relational sensibilities and abilities oriented towards reconciliation of diverse peoples and ecosystems in South Africa and Canada? Iterating the curriculum across these two contexts allowed me to assess which aspect(s)of the curriculum may have been applicable across these and other contexts. By using mixed methods of data collection and sharing throughout the research journey, I explored the sub-questions: a) How is reconciliation understood currently by university students in South Africa and Canada? and b) How can a relational site-specific, media arts-based university environmental education curriculum and my PhD methodologies (PhD-by-publication, website, and participatory approaches to podcasting, video making, and song creation), contribute to decolonising higher education, and thereby further contribute to reconciliation of diverse peoples and ecosystems in South Africa and Canada? Integral to my praxis process, I undertook a PhD-by-publication that involved writing four academic journal articles, with each paper presenting a key stage in the process. The papers, all of which have been submitted to peer-reviewed academic journals, form part of this thesis and can be found in the Appendices. The course was originally developed around Donati’s (2011) relational sociology and Gergen’s (2009) relational education theory. Throughout my praxis process, I expanded my theoretical influences as called for by the research and teaching practice. The journey behind my first PhD paper, (Towards) Sound research practice: Podcast-building as modeling relational sensibilities at the water-climate change nexus in Cape Town, began when I officially started my doctoral studies in early 2018. The paper was co-authored with a fellow PhD scholar from Rhodes University’s Environmental Learning Research Centre (ELRC), Anna James. It presents an experimental arts-based methodology we co-developed for doing contextual profiling by building a socially-engaged podcast series, called Day One, to explore the lived experiences of the Cape Town water crisis of 2018. It includes my initial tool of analysis for exploring how the curriculum might cultivate relational sensibilities and abilities towards reconciliation. The podcast pedagogy offered opportunities to develop some relational learning processes. The analytical tool was developed from cross-referencing reconciliation and relational educational theories. This paper also incorporated theories in relational solidarity and social movement learning. The podcast episodes included personal narratives that, in turn, revealed diverse ideologies and polarisations in the water situation. Working with the audio medium highlighted possibilities for creating and shifting affective relations. Recording and editing soundscapes of waterbodies began explorations of the agential qualities of water. These were foundational dynamics to explore in building the reconciliation curriculum. The paper is published in the International Journal of New Media, Technology, and the Arts (2019, Volume14, Issue1). My second PhD paper, A media arts-based praxis process of building towards a relational model of curriculum oriented towards reconciliation through water justice, presents my methodology for and analysis of a pilot course I co-designed and taught at the Emily Carr University of Art + Design (ECUAD) in Vancouver, Canada in 2018. This course served as contextual profiling around the water situation in Vancouver. The course was offered in partnership with a science-based environmental non-profit called the David Suzuki Foundation and an Indigenous-led post-secondary school called the Native Education College. The course’s public event was hosted at the Beaty Biodiversity Museum. At this stage, I was introduced to Cree/Métis filmmaker, Gregory Coyes, and his Indigenous cinematic narrative approach known as Slow Media. Integrating slow media into video mapping assignments presented exciting possibilities for shifting views and valuing of water. This was the stage at which my concept of reconciliation expanded to explicitly include nonhumans. I applied my initial analytical tool to the curriculum here, which revealed the three most prominent relational sensibilities and abilities towards reconciliation cultivated by students through the course: (1) knowledge ecologies; (2) a hopeful social imaginary; and (3) embodied ways of knowing. I began to make connections between the curriculum and Mi’kmaq elder Albert Marshall’s concept of ‘Two-Eyed-Seeing’, and expanded the notion to ‘Three-Eyed-Seeing’ to include artistic approaches. Deeply inspired by Bekerman and Zembylas’s (2012) Teaching Contested Narratives, I began to see the growing importance of the narrative aspects of reconciliation education. The paper is published in the University of Pretoria’s Journal of Decolonising Disciplines (2021, Volume 1, Issue 2). My third PhD paper, Water as artist-collaborator: Posthumanism and reconciliation in relational media arts-based education, presents a 2019 iteration of the curriculum at ECUAD in Vancouver, and illustrates my shift to include posthuman theories in my analysis. This course was offered in affiliation with the David Suzuki Foundation, and in collaboration with the Native Education College. The culminating public event was hosted by the Beaty Biodiversity Museum. Decentring the human in this data analysis better supported my research and curricular aims. The strong technoculture of the media arts-based curriculum fits well with many posthuman concepts. This posthuman reading of the course and data enabled me to see what changes were emerging through student-water-technology intra-actions, and how these supported relations towards reconciliation as well as water justice. Most notable of these changes was the emergence of water’s agential qualities, specifically of water as becoming collaborator in artistic/knowledge co-production, where students think with water. I argued this contributes to reconciliation by decentring the human, enabling relations in which power is more equal, and where there are greater possibilities for mutual responsibility between related entities. This is where I developed the concept of audio/video as relational texts, supporting the creating and shifting of affective relations more than the monumentalised verbal/written knowledge of traditional universities. This is also where I realised that relational work towards reconciliation would require engaging with the hidden curriculum of institutions. The paper is published in the journal Reconceptualizing Educational Research Methodology (2021, Volume 12, Issue 1), as part of a special issue on Posthuman Conceptions of Change in Empirical Educational Research. My fourth PhD paper, originally entitled Making waveforms: Implicit knowledge representation through video water narratives as decolonising practice towards reconciliation in South Africa’s higher education, presents an analysis of the 2019 iteration of the curriculum in South Africa. I co-designed and led a course called Making Waveforms at the University of Cape Town’s Future Water Institute (FWI) in collaboration with Rhodes University. The course was co-designed/facilitated with FWI’s Research Fellow Amber Abrams, who also co-authored this paper. The course’s public event was hosted by a non-profit organisation called the Tshisimani Centre for Activist Education. This paper explored the ways that non-verbalisable, implicit learning –understood as part of many non-Euro/Western ways of knowing– takes place in the Making Waveforms course and how this influenced water-specific climate behaviours while contributing to decolonised reconciliation practice for higher education institutions. Drawing on theories of implicit and explicit knowledge, we first showed how implicit learning primarily took place through: 1) site-specific audio/video mapping of water bodies; 2) meetings with Knowledge Keepers; and 3) an interactive public screening event. We highlighted how this non-verbalisable learning produced feelings of empathy for diverse peoples and waterways, as well as aesthetic appreciation of water, and how this can contribute to more response-able water behaviours. This, we argued, supported the valuing of implicit knowledge within a traditional educational setting, thereby pluralising knowledge, and was key to reconciliation/decolonisation in higher education. Iterating the curriculum for the South African context emphasised the importance of context-specificity of the course overall, and also of the relational work embedded in the curriculum. This paper is under review by the University of Toronto’s journal Curriculum Inquiry (CI). Following receipt of CI's internal review process, the title of the paper has since been updated to Non-verbalisable, implicit knowledge through cellphilms as decolonised reconciliation practice towards response-able water behaviours in South Africa. Through reflective analysis of my four papers, I developed a concept for an Anatomy of Decoloniz/sed Curriculum consisting of five key parts: 1) relationality; 2) multimodality; 3) narratives/counter-narratives; 4) context-specificity; and 5) unhidden curriculum. Four meta reflections have been included in this thesis, each corresponding with one of the four papers, and presented chronologically according to the stage of the praxis process with which they correspond. In these meta reflections, I applied Kolb’s (1984) Experiential Learning Cycle model for reflective writing, based on the premise that through experiences we can expand our understanding, and included four key stages: 1) concrete experience; 2) reflective observation; 3) abstract conceptualisation; and 4) active experimentation. For the concrete experience, I provided a thick description of my process in writing the paper, as well as aspects of the phase in my praxis process that was the focus of the paper, not included in but relevant to the paper. For the reflective observation, I identified any aspects of the experience that were new to me and which therefore presented opportunities for me to learn. For the abstract conceptualisation, I critically analysed my concrete experience and reflective observation to determine which, if any, of the five key parts of the Anatomy of Decoloniz/sed Curriculum that I outline in my introduction relate to this phase of my PhD praxis process. For the active experimentation, I made conclusions about the extent to which this phase of my PhD embraced decoloniality in practice, and built on this new understanding to make recommendations for myself and others committed to the decolonial project as part of my contribution to knowledge. These meta reflections also invite readers to follow my personal narrative of becoming-with water, meaning my transformation from being water illiterate to embracing a ‘watershed mind’ (Wong,2011). Multimodality, which I propose as a key part of an Anatomy of Decoloniz/sed Curriculum, is embedded in the representational aspects of this thesis. The courses I co-designed and taught as part of this project resulted in the creation of 20 short student films. My contextual profiling involved a podcast methodology that was ongoing throughout my study, as a model of decolonised research-communication-education-action at the water-climate change nexus. This methodology resulted in the creation of four Day One podcast episodes, co-produced with a PhD colleague, Anna James. Some of these episodes are available in all three main languages of Cape Town (Xhosa, Afrikaans, and English). I evolved the podcast methodology in a later stage of my praxis process as a form of member checking with contributors involved in various stages and aspects of the research. Once the four papers were written, I created a series of four short videos called In the Flow, with each video representing a translation of one of the four papers. I invited various contributors of the research project to either watch one or more of the In the Flow videos and/or read one or more of the academic papers, and then to respond in a Zoom call with me. The responses were then shared publicly in a series of seven Climate for Changing Lenses podcast episodes. Parts of these are included in a final song/music video called Please Don’t Blow It. A Climate for Changing Lenses website was created to host all of this multimedia content that forms part of this thesis. A link to this website is provided in the Introduction section of this thesis. My research contributes to the advancement of knowledge in the areas of relational and reconciliation pedagogy, decolonising higher education, arts-based teaching, learning and research methodologies and the water-climate change nexus. My praxis process provided a relational model of reconciliation curriculum that has been tried and tested in two international contexts: Canada and South Africa. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Continuing teacher professional development in the Environment Sector: A case study of Fundisa for Change continuing teacher professional development programme
- Authors: Nkhahle, Lebona Jerome
- Date: 2021-10-29
- Subjects: Environmental education South Africa , Pedagogical content knowledge , Teachers In-service training South Africa , Curriculum-based assessment South Africa , Fundisa for Change , Practice Architectures
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192724 , vital:45254 , 10.21504/10962/192724
- Description: The importance of teachers being engaged in professional development initiatives is widely acknowledged in the literature and in most cases these initiatives are largely focused on addressing teachers’ lack of subject content knowledge. The problem of teachers having inadequate environmental knowledge is common in South Africa due to the fact that much of the environmental content knowledge in the curriculum is new, and environmental education itself is a new field. This is an area of interest in South Africa as a third iteration of the post-apartheid curriculum, the Curriculum and Assessment Policy Statement (CAPS) has recently been introduced into schools and many subjects have environmental learning content. Inadequate subject content knowledge influences teachers’ abilities to choose appropriate teaching and assessment methods and this might negatively affect the process of teaching and learning. Knowledgeable teachers are needed to help learners understand the current issues affecting citizens, and in particular, environmental issues, which form the focus of this study. The main research questions addressed are: 1. What are the teachers’ experiences of the Fundisa for Change continuing teacher professional development programme in relation to environment and sustainability content knowledge? 2. How does the Fundisa for Change continuing teacher professional development programme influence teachers’ practice? 3. What practices of the Fundisa for Change teacher professional development programme are characteristic of effective continuing teacher professional development initiatives? 4. How are (if at all) the practices of teacher training, teacher learning, teaching and assessment of Biodiversity content in CAPS living practices? This work was conducted as a qualitative case study and it was carried out in the provinces of Gauteng, Eastern Cape and Mpumalanga in South Africa. It included four teachers from the Eastern Cape and five from Mpumalanga. Seven teacher trainers also participated, two of which were based in Gauteng and the rest in the Eastern Cape. Data were generated through interviews and document analysis, and included analysis of teacher portfolios showing evidence of classroom practice. The study explored teachers’ experiences of an environmental education training programme called ‘Fundisa for Change’, which has been set up as a national partnership initiative to strengthen teachers’ environmental knowledge and teaching skills in order to address the above-mentioned problem. It focused on training teachers in the Life Sciences, particularly on new content knowledge on Biodiversity, and on teaching and assessment skills. It also looked into how the training influenced teaching practice. The study worked with practice theory, in particular Kemmis and Grootenboer’s (2008) theory of practice architectures, to look at the sayings, doings and relatings pertaining to the teaching of Biodiversity, and the enabling and constraining of this practice. The features and the teachers’ experiences of the Fundisa for Change professional development programme have been presented and explained. The study also used the ecologies of practices theory to describe the living nature of practices. The following are the key findings: • The Fundisa for Change programme improved the participating teachers’ Biodiversity content knowledge, teaching and assessment skills. • Practices of the Fundisa for Change teacher professional development programme characteristic of effective continuing teacher professional development initiatives are: duration; active involvement of teachers; providing teachers with subject content knowledge; promoting establishment of professional learning communities; coherence; follow-up; and assessment of teachers. • The conditions that affect the participating teachers’ teaching practice are: the use of language (both scientific and instructional); infrastructure (availability of computer laboratories, science laboratories, extra classrooms and libraries); teaching and learning support materials including laboratory apparatus; class size; and policies. • The Fundisa for Change programme encourages teachers to improvise and use the local environment in their teaching to try to tackle the problem of lack of funds and equipment. • Teaching Biodiversity practice is ‘living’ as it is characterised by the principles of living ecologies. Recommendations based on the findings are: • There is a need for more teacher training by Fundisa for Change and other organisations whose training activities are SACE approved to cater for more teachers. • A more structured plan of action from the Department of Basic Education (DBE) is needed to assist and involve more organisations and stakeholders. • Provision of infrastructure and teaching and learning resource materials to schools by the DBE needs to be accelerated as it is legally binding. • Follow-up should be formally incorporated into Fundisa for Change programme activities. • Formation of professional learning communities is very important to help new teachers as there is no formal induction programme in South Africa. • An induction policy by the DBE needs to be formulated to help establish an induction programme for newly qualified teachers. Recommendations for further research are: • Use of lesson observation for data collection to improve results. • A larger sample could be used to expand the insights gained in this study. • Fundisa for Change practices can be studied at the level of teacher professional development practices. • Other modes of teacher professional development initiatives such as Lesson Study can be tested out to overcome the challenge of teachers not wanting to be observed. • More research can be carried out on the practices of teacher training, teacher learning, student learning and assessment, as practices associated with teaching Biodiversity. The study was important in that it gave an understanding of what makes continuing teacher professional development initiatives effective. The study also looked at teaching Biodiversity through the use of contemporary forms of a practice theory which are the theory of practice architectures and the theory of the ecologies of practices. This provided understandings into how professional development programmes are experienced in practice, and showed that though the teachers were trained and positive benefits accrued, there are factors which enable or constrain their actual teaching Biodiversity practice. The study also showed that practices are interrelated in ecologies of practices. These factors need to be considered in professional development programming. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Nkhahle, Lebona Jerome
- Date: 2021-10-29
- Subjects: Environmental education South Africa , Pedagogical content knowledge , Teachers In-service training South Africa , Curriculum-based assessment South Africa , Fundisa for Change , Practice Architectures
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192724 , vital:45254 , 10.21504/10962/192724
- Description: The importance of teachers being engaged in professional development initiatives is widely acknowledged in the literature and in most cases these initiatives are largely focused on addressing teachers’ lack of subject content knowledge. The problem of teachers having inadequate environmental knowledge is common in South Africa due to the fact that much of the environmental content knowledge in the curriculum is new, and environmental education itself is a new field. This is an area of interest in South Africa as a third iteration of the post-apartheid curriculum, the Curriculum and Assessment Policy Statement (CAPS) has recently been introduced into schools and many subjects have environmental learning content. Inadequate subject content knowledge influences teachers’ abilities to choose appropriate teaching and assessment methods and this might negatively affect the process of teaching and learning. Knowledgeable teachers are needed to help learners understand the current issues affecting citizens, and in particular, environmental issues, which form the focus of this study. The main research questions addressed are: 1. What are the teachers’ experiences of the Fundisa for Change continuing teacher professional development programme in relation to environment and sustainability content knowledge? 2. How does the Fundisa for Change continuing teacher professional development programme influence teachers’ practice? 3. What practices of the Fundisa for Change teacher professional development programme are characteristic of effective continuing teacher professional development initiatives? 4. How are (if at all) the practices of teacher training, teacher learning, teaching and assessment of Biodiversity content in CAPS living practices? This work was conducted as a qualitative case study and it was carried out in the provinces of Gauteng, Eastern Cape and Mpumalanga in South Africa. It included four teachers from the Eastern Cape and five from Mpumalanga. Seven teacher trainers also participated, two of which were based in Gauteng and the rest in the Eastern Cape. Data were generated through interviews and document analysis, and included analysis of teacher portfolios showing evidence of classroom practice. The study explored teachers’ experiences of an environmental education training programme called ‘Fundisa for Change’, which has been set up as a national partnership initiative to strengthen teachers’ environmental knowledge and teaching skills in order to address the above-mentioned problem. It focused on training teachers in the Life Sciences, particularly on new content knowledge on Biodiversity, and on teaching and assessment skills. It also looked into how the training influenced teaching practice. The study worked with practice theory, in particular Kemmis and Grootenboer’s (2008) theory of practice architectures, to look at the sayings, doings and relatings pertaining to the teaching of Biodiversity, and the enabling and constraining of this practice. The features and the teachers’ experiences of the Fundisa for Change professional development programme have been presented and explained. The study also used the ecologies of practices theory to describe the living nature of practices. The following are the key findings: • The Fundisa for Change programme improved the participating teachers’ Biodiversity content knowledge, teaching and assessment skills. • Practices of the Fundisa for Change teacher professional development programme characteristic of effective continuing teacher professional development initiatives are: duration; active involvement of teachers; providing teachers with subject content knowledge; promoting establishment of professional learning communities; coherence; follow-up; and assessment of teachers. • The conditions that affect the participating teachers’ teaching practice are: the use of language (both scientific and instructional); infrastructure (availability of computer laboratories, science laboratories, extra classrooms and libraries); teaching and learning support materials including laboratory apparatus; class size; and policies. • The Fundisa for Change programme encourages teachers to improvise and use the local environment in their teaching to try to tackle the problem of lack of funds and equipment. • Teaching Biodiversity practice is ‘living’ as it is characterised by the principles of living ecologies. Recommendations based on the findings are: • There is a need for more teacher training by Fundisa for Change and other organisations whose training activities are SACE approved to cater for more teachers. • A more structured plan of action from the Department of Basic Education (DBE) is needed to assist and involve more organisations and stakeholders. • Provision of infrastructure and teaching and learning resource materials to schools by the DBE needs to be accelerated as it is legally binding. • Follow-up should be formally incorporated into Fundisa for Change programme activities. • Formation of professional learning communities is very important to help new teachers as there is no formal induction programme in South Africa. • An induction policy by the DBE needs to be formulated to help establish an induction programme for newly qualified teachers. Recommendations for further research are: • Use of lesson observation for data collection to improve results. • A larger sample could be used to expand the insights gained in this study. • Fundisa for Change practices can be studied at the level of teacher professional development practices. • Other modes of teacher professional development initiatives such as Lesson Study can be tested out to overcome the challenge of teachers not wanting to be observed. • More research can be carried out on the practices of teacher training, teacher learning, student learning and assessment, as practices associated with teaching Biodiversity. The study was important in that it gave an understanding of what makes continuing teacher professional development initiatives effective. The study also looked at teaching Biodiversity through the use of contemporary forms of a practice theory which are the theory of practice architectures and the theory of the ecologies of practices. This provided understandings into how professional development programmes are experienced in practice, and showed that though the teachers were trained and positive benefits accrued, there are factors which enable or constrain their actual teaching Biodiversity practice. The study also showed that practices are interrelated in ecologies of practices. These factors need to be considered in professional development programming. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Developing strategies for creating an environmental focus in a school: narrating the change process
- Authors: Hope, Megan Samantha
- Date: 2005
- Subjects: Environmental education Educational change School environment
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1946 , http://hdl.handle.net/10962/d1008093
- Description: Effective environmental education goes beyond raising environmental awareness and developing positive environmental values, to the encouragement of personal responsibility and action in response to contextual environmental issues in particular. The whole school approach has been advocated as the best approach to environmental education, based on the assumption that the values and attitudes espoused in the classroom need to be reflected in the day-to-day school practice. By practising what they teach, schools reinforce values with action. In contrast, inconsistencies between the formal and non-formal curriculum may lead young people to question the integrity of their teachers or condition them to accept such inconsistencies as cultural and social norms, which in turn may lead to apathy about the environment. Adjustments to the ethos of a school to foreground the environment, both within the curriculum , the management of the school and the behaviour of teachers, pupils and support staff, is not a straightforward undertaking. Institutional factors influence the change process in schools and each school presents a unique context. It is, therefore, difficult to develop a general strategy for the evolution of an environmental ethos. This case study narrates an attempt to implement a change towards an improved environmental focus in a school, and focuses on developing an understanding of how available resources can assist this process while engaging with complexity of change.
- Full Text:
- Date Issued: 2005
- Authors: Hope, Megan Samantha
- Date: 2005
- Subjects: Environmental education Educational change School environment
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1946 , http://hdl.handle.net/10962/d1008093
- Description: Effective environmental education goes beyond raising environmental awareness and developing positive environmental values, to the encouragement of personal responsibility and action in response to contextual environmental issues in particular. The whole school approach has been advocated as the best approach to environmental education, based on the assumption that the values and attitudes espoused in the classroom need to be reflected in the day-to-day school practice. By practising what they teach, schools reinforce values with action. In contrast, inconsistencies between the formal and non-formal curriculum may lead young people to question the integrity of their teachers or condition them to accept such inconsistencies as cultural and social norms, which in turn may lead to apathy about the environment. Adjustments to the ethos of a school to foreground the environment, both within the curriculum , the management of the school and the behaviour of teachers, pupils and support staff, is not a straightforward undertaking. Institutional factors influence the change process in schools and each school presents a unique context. It is, therefore, difficult to develop a general strategy for the evolution of an environmental ethos. This case study narrates an attempt to implement a change towards an improved environmental focus in a school, and focuses on developing an understanding of how available resources can assist this process while engaging with complexity of change.
- Full Text:
- Date Issued: 2005
Development of a school environmental policy to enable active learning in the context of the National Curriculum Statement
- Authors: Mvula-Jamela, Lungiswa Gwen
- Date: 2007
- Subjects: Environmental policy -- Study and teaching (Primary) -- South Africa -- Grahamstown Environmental education -- Study and teaching (Primary) -- South Africa -- Grahamstown Environmental education -- Activity programs -- South Africa -- Grahamstown Environmental education -- South Africa -- Grahamstown -- Case studies Competency-based education -- South Africa -- Grahamstown Teacher participation in curriculum planning -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1958 , http://hdl.handle.net/10962/d1008376
- Description: The transformation processes occurring in the South African curriculum context has highlighted a need for improving ways of interpreting and implementing curriculum requirements, in ways that are relevant to the context of learners and their experiences. Outcomes Based Education (OBE) encourages teachers to develop learner centred and active learning approaches. In this research I explore the development of how a School Environmental Policy can contribute to active learning in the context of the National Curriculum Statement for Grades R-9 (NCS R-9). I employed a participatory action research approach in which I worked with other teachers in my school to develop a School Environmental Policy, and then implement associated lessons. In cycle 1 this research focused on the School Environmental Policy development processes. In cycle 2 the research focused on designing and implementing three Lesson Plans in Makana Public Primary School (in three phases). I used a range of data generation strategies such as observations, use of a reflective journal, semi-structured interviews, focus group discussions, a workshop, photographs and document analysis to generate data for the study. All participants collaboratively discussed and agreed upon the research , and the two teachers who developed the lessons with me also reflected on the process of Lesson Planning and active learning, but I was responsible for the final interpretation presented in this thesis. The research indicates that the School Environmental Policy led to the planning of active learning processes and that the School Environmental Policy and the active learn ing approach are consistent with OBE policy and philosophy. The study also indicates that the School Environmental Policy and the active learning approach strengthened the use of Learning Outcomes, but not necessarily Assessment Standards and that the active learning approach promoted enquiry in lessons. The research further indicates that the School Environmental Policy and active learning processes contributed to school improvement and work towards a healthy environment. The School Environmental Policy also encouraged educators to address school community environmental issues and build stronger links with parents. The study also led to a set of recommendations to improve the School Environmental Policy and active learning process in ways that address the NCS requirements for learning and assessment.
- Full Text:
- Date Issued: 2007
- Authors: Mvula-Jamela, Lungiswa Gwen
- Date: 2007
- Subjects: Environmental policy -- Study and teaching (Primary) -- South Africa -- Grahamstown Environmental education -- Study and teaching (Primary) -- South Africa -- Grahamstown Environmental education -- Activity programs -- South Africa -- Grahamstown Environmental education -- South Africa -- Grahamstown -- Case studies Competency-based education -- South Africa -- Grahamstown Teacher participation in curriculum planning -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1958 , http://hdl.handle.net/10962/d1008376
- Description: The transformation processes occurring in the South African curriculum context has highlighted a need for improving ways of interpreting and implementing curriculum requirements, in ways that are relevant to the context of learners and their experiences. Outcomes Based Education (OBE) encourages teachers to develop learner centred and active learning approaches. In this research I explore the development of how a School Environmental Policy can contribute to active learning in the context of the National Curriculum Statement for Grades R-9 (NCS R-9). I employed a participatory action research approach in which I worked with other teachers in my school to develop a School Environmental Policy, and then implement associated lessons. In cycle 1 this research focused on the School Environmental Policy development processes. In cycle 2 the research focused on designing and implementing three Lesson Plans in Makana Public Primary School (in three phases). I used a range of data generation strategies such as observations, use of a reflective journal, semi-structured interviews, focus group discussions, a workshop, photographs and document analysis to generate data for the study. All participants collaboratively discussed and agreed upon the research , and the two teachers who developed the lessons with me also reflected on the process of Lesson Planning and active learning, but I was responsible for the final interpretation presented in this thesis. The research indicates that the School Environmental Policy led to the planning of active learning processes and that the School Environmental Policy and the active learn ing approach are consistent with OBE policy and philosophy. The study also indicates that the School Environmental Policy and the active learning approach strengthened the use of Learning Outcomes, but not necessarily Assessment Standards and that the active learning approach promoted enquiry in lessons. The research further indicates that the School Environmental Policy and active learning processes contributed to school improvement and work towards a healthy environment. The School Environmental Policy also encouraged educators to address school community environmental issues and build stronger links with parents. The study also led to a set of recommendations to improve the School Environmental Policy and active learning process in ways that address the NCS requirements for learning and assessment.
- Full Text:
- Date Issued: 2007
Enabling social learning to stimulate value creation towards a circular economy: the case of the Food for Us food redistribution mobile application development process
- Authors: Durr, Sarah Jane
- Date: 2020-04
- Subjects: Social learning South Africa Eastern Cape , Mobile apps , Circular economy South Africa Eastern Cape , Communities of practice South Africa Eastern Cape , Social networks South Africa Eastern Cape , Food for Us (Application software)
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/245736 , vital:51401
- Description: This M.Ed. study investigates the social learning enabled by a food redistribution mobile application (app) project, Food for Us, in the Raymond Mhlaba municipality in the Eastern Cape, South Africa. Over an 18 month period, the Food for Us mobile app innovation project was piloted in two case study sites, Worcester, Western Cape, and the Raymond Mhlaba municipality, Eastern Cape, in South Africa, the latter being the focus of this study. In South Africa, one-third of the food produced for consumption is wasted; paradoxically, 26% of all households’ experience hunger. Food surplus occurs in many contexts, including communities of emerging small scale farmers, many of which are not able to find markets for their produce, resulting in wastage. In a time of mobile technology expansion, the wide infiltration of Internet-enabled smartphones into diverse communities has increased dramatically with the uptake of mobile apps being a key area of interest amongst environmental educators. The Food for Us app project aims to address the challenges of food insecurity and market access for smallscale farmers by creating an innovative technological solution in the form of a mobile app. This research project aimed to investigate the social learning that was enabled within the communities of practice that utilised and interacted with the Food for Us mobile app and Food for Us project support systems. Data was collected through a series of surveys, interviews and workshops and was analysed using Wenger, Trayner and de Laat’s (2011) Value Creation Framework. The Food for Us app pilot was not successful in the way that was originally anticipated by the Food for Us team; however, there were important social learning findings that emerged from the project which opened up a new way of looking at technological innovation in the supply chains with the small scale farming contexts. The key findings that emerged from this study indicated that technological innovation on its own is not effective in enabling deep social learning. When facilitated and supported by other networked social learning systems (such as WhatsApp group, workshops and course meetings), however, boundary crossing, intergenerational learning and network building emerged as important forms of value creation that can be enabled. Through the analysis it was noted that inhibiting factors such as app trial design, lack of critical mass participation and continued application software challenges, affected the development of value. These inhibiting factors informed recommendations around the need to develop strong social networked systems around technologically innovative solutions to promote the realisation of transformative value. , Thesis (MEd) -- Faculty of Education, Education, 2020
- Full Text:
- Date Issued: 2020-04
- Authors: Durr, Sarah Jane
- Date: 2020-04
- Subjects: Social learning South Africa Eastern Cape , Mobile apps , Circular economy South Africa Eastern Cape , Communities of practice South Africa Eastern Cape , Social networks South Africa Eastern Cape , Food for Us (Application software)
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/245736 , vital:51401
- Description: This M.Ed. study investigates the social learning enabled by a food redistribution mobile application (app) project, Food for Us, in the Raymond Mhlaba municipality in the Eastern Cape, South Africa. Over an 18 month period, the Food for Us mobile app innovation project was piloted in two case study sites, Worcester, Western Cape, and the Raymond Mhlaba municipality, Eastern Cape, in South Africa, the latter being the focus of this study. In South Africa, one-third of the food produced for consumption is wasted; paradoxically, 26% of all households’ experience hunger. Food surplus occurs in many contexts, including communities of emerging small scale farmers, many of which are not able to find markets for their produce, resulting in wastage. In a time of mobile technology expansion, the wide infiltration of Internet-enabled smartphones into diverse communities has increased dramatically with the uptake of mobile apps being a key area of interest amongst environmental educators. The Food for Us app project aims to address the challenges of food insecurity and market access for smallscale farmers by creating an innovative technological solution in the form of a mobile app. This research project aimed to investigate the social learning that was enabled within the communities of practice that utilised and interacted with the Food for Us mobile app and Food for Us project support systems. Data was collected through a series of surveys, interviews and workshops and was analysed using Wenger, Trayner and de Laat’s (2011) Value Creation Framework. The Food for Us app pilot was not successful in the way that was originally anticipated by the Food for Us team; however, there were important social learning findings that emerged from the project which opened up a new way of looking at technological innovation in the supply chains with the small scale farming contexts. The key findings that emerged from this study indicated that technological innovation on its own is not effective in enabling deep social learning. When facilitated and supported by other networked social learning systems (such as WhatsApp group, workshops and course meetings), however, boundary crossing, intergenerational learning and network building emerged as important forms of value creation that can be enabled. Through the analysis it was noted that inhibiting factors such as app trial design, lack of critical mass participation and continued application software challenges, affected the development of value. These inhibiting factors informed recommendations around the need to develop strong social networked systems around technologically innovative solutions to promote the realisation of transformative value. , Thesis (MEd) -- Faculty of Education, Education, 2020
- Full Text:
- Date Issued: 2020-04
Entrepreneurship education in the agro-biodiversity sector: a case study of G-Tech PLA roll planter value creation for a youth community of practice in Gauteng
- Authors: Thupana, Mabora
- Date: 2020
- Subjects: G-Tech PLA roll planter , Entrepreneurship -- South Africa -- Case studies , Entrepreneurship -- Study and teaching -- South Africa , Sustainable agriculture -- South Africa , Agriculture -- Environmental aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167620 , vital:41497
- Description: Entrepreneurship is widely recognised as a basic skill that can be learned through practice. The main focus of this study was to investigate entrepreneurship education and the type of biodiversity entrepreneurial practices and opportunities that could create value for youth via the use of green technology: the PLA Roll Planter in the biodiversity and agriculture sector. The study was inspired by the need to identify and analyse knowledge, skills and entrepreneurial aspects associated with the use of green technology to strengthen entrepreneurial learning for youth participation in the green economy and green work. The study employed the use of Communities of Practice (COP) and Value Creation adopted from Wenger as theories and a focal lens to portray the contribution of technological practices to youth sustainable livelihoods and green work in the biodiversity sector. Research on the GTECH technology that was in focus in this study, the PLA Roll Planter, shows that newly introduced green innovations can increase agricultural outputs without depleting presently available resources. The study applied qualitative research approaches in a case study of the G-Tech PLA Roll Planter training and participation of a youth Community of Practice (COP) in Gauteng. It started by examining the knowledge capital as potential value embedded in the training and knowledge, skills and entrepreneurial aspects of the G-Tech PLA Roll Planter practices. The study then constructed four value creation stories of youth in the COP to understand other forms of value that were created for youth. The findings of the study depicted that the adoption of improved agricultural technology (PLA Roll Planter) has positive impacts and knowledge capital that can translate into other forms of value to support the emergence of viable economic activity in the agricultural sector. This can help increase food security and the ability to withstand risk of damaging the environment. The study shows that different forms of value were created for youth, and offers insight into how learning in communities of practice can help to advance entrepreneursip education in the biodiversity and especially the agro-ecological production sector.
- Full Text:
- Date Issued: 2020
- Authors: Thupana, Mabora
- Date: 2020
- Subjects: G-Tech PLA roll planter , Entrepreneurship -- South Africa -- Case studies , Entrepreneurship -- Study and teaching -- South Africa , Sustainable agriculture -- South Africa , Agriculture -- Environmental aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167620 , vital:41497
- Description: Entrepreneurship is widely recognised as a basic skill that can be learned through practice. The main focus of this study was to investigate entrepreneurship education and the type of biodiversity entrepreneurial practices and opportunities that could create value for youth via the use of green technology: the PLA Roll Planter in the biodiversity and agriculture sector. The study was inspired by the need to identify and analyse knowledge, skills and entrepreneurial aspects associated with the use of green technology to strengthen entrepreneurial learning for youth participation in the green economy and green work. The study employed the use of Communities of Practice (COP) and Value Creation adopted from Wenger as theories and a focal lens to portray the contribution of technological practices to youth sustainable livelihoods and green work in the biodiversity sector. Research on the GTECH technology that was in focus in this study, the PLA Roll Planter, shows that newly introduced green innovations can increase agricultural outputs without depleting presently available resources. The study applied qualitative research approaches in a case study of the G-Tech PLA Roll Planter training and participation of a youth Community of Practice (COP) in Gauteng. It started by examining the knowledge capital as potential value embedded in the training and knowledge, skills and entrepreneurial aspects of the G-Tech PLA Roll Planter practices. The study then constructed four value creation stories of youth in the COP to understand other forms of value that were created for youth. The findings of the study depicted that the adoption of improved agricultural technology (PLA Roll Planter) has positive impacts and knowledge capital that can translate into other forms of value to support the emergence of viable economic activity in the agricultural sector. This can help increase food security and the ability to withstand risk of damaging the environment. The study shows that different forms of value were created for youth, and offers insight into how learning in communities of practice can help to advance entrepreneursip education in the biodiversity and especially the agro-ecological production sector.
- Full Text:
- Date Issued: 2020
Environmental policy processes surrounding South Africa's plastic bags regulations : tensions, debates and responses in waste product regulation
- Authors: Nhamo, Godwell
- Date: 2013-06-07
- Subjects: Environmental policy -- South Africa Plastic bags -- Law and legislation -- South Africa Environmental protection -- South Africa Environmental law -- South Africa Waste products -- South Africa Refuse and refuse disposal -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1944 , http://hdl.handle.net/10962/d1008051
- Description: This study was conducted in South Africa. South Africa is the first country within the Southern African Development Community to have regulated plastic shopping bags waste through the imposition of both a standard on thickness and a levy. Given this scenario, the Plastic Bags Regulations present an illustrative case for researching complexity, uncertainty and controversies surrounding a new trend in environmental policy making, namely waste product regulation. The thesis focuses on understanding and investigating tensions, debates and responses emerging from the policy process as actors and actor-networks put not only the Plastic Bags Regulations asfocal actant (token) but also other actants and actant-networks as well. To this end, a research question that addressed environmental policies, tensions, debates and responses that informed the development of South Africa's Plastic Bags Regulations was spelt out. The research objectives included the need to: (I) analyse selected international environmental policy processes surrounding plastic shopping bags litter and waste regulation and how these influenced developments in South Africa; (2) identify actors, actants and actor/actant-networks that shaped and were being transformed by South Africa's Plastic Bags Regulations and explain the tensions, debates and responses arising in the policy processes; (3) identify environmental policy outputs and assess outcomes emerging from the formulation and implementation of South Africa's Plastic Bags Regulations; and (4) establish patterns in environmental policy process reforms around South Africa's Plastic Bags Regulations. The language of actors (human), actants (non-human) and actor/actant-networks brings to the fore the aspects of processes and relationships that exist around them. As such, insights from the actor/actant-network theory (AANT) were drawn upon to inform the research. AANT enquiry framework collapses binaries such as nature/society, art/science, structure/agency and global/local historically associated with a particular type of social theory. AANT also denies that purely technical, scientific or social relations are possible (the notion of quaSi-objects or token). Data sets were generated following' the Plastic Bags Regulations as token actant with time frames ranging from prior to, during and after the formulation of the regulations. Similarly, data analysis drew insights from AANT's four moments of translation namely problematisation, interessement, enrolment and mobilisation, with the intervention theory providing an evaluative perspective that complemented AANT. The findings were that after the promulgation of the first draft of the Plastic Bags Regulations in May 2000, tensions emerged around the nature of regulation (whether command and control - preferred by government or self regulation - preferred by industry and labour). In this regard the latter group raised concerns about jobs, income and equipment loss as well as the need to have a holistic approach to waste management rather than targeting a single product at a time whilst the former maintained that this would not be so. As such, education, awareness and stringent antilitter penalties were proposed by industry and labour as sustainable responses to the problem of plastic shopping bags waste rather than regulation. These debates continued and resulted in minor amendments to the original regulations as finalised by Government in May 2002. However, industry and labour continued lobbying government resulting in the conclusion of the Plastic Bags Agreement in September 2002 and the ultimate repulsion of the May 2002 regulations in May 2003. As revealed by this research, these responses led to broader social responses and further tensions as demand for plastic shopping bags went down by about 80% although an estimated 1000 jobs were lost and a number of companies lost equipment and business (with some closing down) following the implementation of the regulations. During implementation, debates emerged around the need to promote locally made carry facilities with two alternatives in sight namely: the Green Bag and the Biodegradable Plastic Bag. Debates also took place regarding enforcement of the new law resulting in the amendments of various pieces of legislation including the Environmental Conservation Act, Environmental Management Act and the Revenue Laws Act. Overall, a 15-year policy reform cycle and sub-cycles was determined. The research also established that the government considered the regulations a success and was already implementing simi lar initiatives to regulate other waste products, among them, used tyres, used oil and glass, confirming the trend towards waste product regulation in South Africa. From these research findings, a series of conceptual frameworks were drawn up to clarify the nature of tensions, debates and responses surrounding certain lead actors, actants and actorlactant-networks. Some of the conceptual frameworks that emerged around the actors and actor-networks include Organised Government, Organised Industry and Organised Labour. Conceptual frameworks that emerged around key actants and actant-networks include the Integrated Pollution and Waste Management, Plastic Bags Regulations as well as the discourses surrounding the Green bag and biodegradable plastic bags. The thesis concludes by reflecting on how the above and the grand actor/actant-network conceptual frameworks emerging from this research might be adopted with varying degrees of flexibility to research environmental and waste management policy processes in different waste product regulation set-ups. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Authors: Nhamo, Godwell
- Date: 2013-06-07
- Subjects: Environmental policy -- South Africa Plastic bags -- Law and legislation -- South Africa Environmental protection -- South Africa Environmental law -- South Africa Waste products -- South Africa Refuse and refuse disposal -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1944 , http://hdl.handle.net/10962/d1008051
- Description: This study was conducted in South Africa. South Africa is the first country within the Southern African Development Community to have regulated plastic shopping bags waste through the imposition of both a standard on thickness and a levy. Given this scenario, the Plastic Bags Regulations present an illustrative case for researching complexity, uncertainty and controversies surrounding a new trend in environmental policy making, namely waste product regulation. The thesis focuses on understanding and investigating tensions, debates and responses emerging from the policy process as actors and actor-networks put not only the Plastic Bags Regulations asfocal actant (token) but also other actants and actant-networks as well. To this end, a research question that addressed environmental policies, tensions, debates and responses that informed the development of South Africa's Plastic Bags Regulations was spelt out. The research objectives included the need to: (I) analyse selected international environmental policy processes surrounding plastic shopping bags litter and waste regulation and how these influenced developments in South Africa; (2) identify actors, actants and actor/actant-networks that shaped and were being transformed by South Africa's Plastic Bags Regulations and explain the tensions, debates and responses arising in the policy processes; (3) identify environmental policy outputs and assess outcomes emerging from the formulation and implementation of South Africa's Plastic Bags Regulations; and (4) establish patterns in environmental policy process reforms around South Africa's Plastic Bags Regulations. The language of actors (human), actants (non-human) and actor/actant-networks brings to the fore the aspects of processes and relationships that exist around them. As such, insights from the actor/actant-network theory (AANT) were drawn upon to inform the research. AANT enquiry framework collapses binaries such as nature/society, art/science, structure/agency and global/local historically associated with a particular type of social theory. AANT also denies that purely technical, scientific or social relations are possible (the notion of quaSi-objects or token). Data sets were generated following' the Plastic Bags Regulations as token actant with time frames ranging from prior to, during and after the formulation of the regulations. Similarly, data analysis drew insights from AANT's four moments of translation namely problematisation, interessement, enrolment and mobilisation, with the intervention theory providing an evaluative perspective that complemented AANT. The findings were that after the promulgation of the first draft of the Plastic Bags Regulations in May 2000, tensions emerged around the nature of regulation (whether command and control - preferred by government or self regulation - preferred by industry and labour). In this regard the latter group raised concerns about jobs, income and equipment loss as well as the need to have a holistic approach to waste management rather than targeting a single product at a time whilst the former maintained that this would not be so. As such, education, awareness and stringent antilitter penalties were proposed by industry and labour as sustainable responses to the problem of plastic shopping bags waste rather than regulation. These debates continued and resulted in minor amendments to the original regulations as finalised by Government in May 2002. However, industry and labour continued lobbying government resulting in the conclusion of the Plastic Bags Agreement in September 2002 and the ultimate repulsion of the May 2002 regulations in May 2003. As revealed by this research, these responses led to broader social responses and further tensions as demand for plastic shopping bags went down by about 80% although an estimated 1000 jobs were lost and a number of companies lost equipment and business (with some closing down) following the implementation of the regulations. During implementation, debates emerged around the need to promote locally made carry facilities with two alternatives in sight namely: the Green Bag and the Biodegradable Plastic Bag. Debates also took place regarding enforcement of the new law resulting in the amendments of various pieces of legislation including the Environmental Conservation Act, Environmental Management Act and the Revenue Laws Act. Overall, a 15-year policy reform cycle and sub-cycles was determined. The research also established that the government considered the regulations a success and was already implementing simi lar initiatives to regulate other waste products, among them, used tyres, used oil and glass, confirming the trend towards waste product regulation in South Africa. From these research findings, a series of conceptual frameworks were drawn up to clarify the nature of tensions, debates and responses surrounding certain lead actors, actants and actorlactant-networks. Some of the conceptual frameworks that emerged around the actors and actor-networks include Organised Government, Organised Industry and Organised Labour. Conceptual frameworks that emerged around key actants and actant-networks include the Integrated Pollution and Waste Management, Plastic Bags Regulations as well as the discourses surrounding the Green bag and biodegradable plastic bags. The thesis concludes by reflecting on how the above and the grand actor/actant-network conceptual frameworks emerging from this research might be adopted with varying degrees of flexibility to research environmental and waste management policy processes in different waste product regulation set-ups. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
Exploring aspects of Community of Inquiry (CoI) in Afrophilia learning processes for transformative education using an Afrophilic ‘Philosophy for Children’ approach: a case of Sebakwe resettlement primary schools in the Midlands Province of Zimbabwe
- Authors: Bhurekeni, John
- Date: 2023-03-29
- Subjects: Culturally relevant pedagogy Zimbabwe , Curriculum change Zimbabwe , Philosophy Study and teaching (Elementary) Zimbabwe , Critical thinking , Decolonization Zimbabwe , Technology Political aspects , Representation (Philosophy)
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366178 , vital:65840 , DOI https://doi.org/10.21504/10962/366178
- Description: This study focused on investigating and developing an Afrophilic orientation to a sociocultural approach to philosophy for children. The main aim was to foster a critical and generative approach to considering the heritage-based curriculum foundations of Zimbabwean primary schools, focusing on Sebakwe resettlement primary schools (the case study area). Afrophilia foundations in the study are regarded as “the discourses that are the medium of philosophical reflexion” (Rettova, 2004, p. 4) in each African society. As articulated in the study, such discourses include African proverbs, poems, stories, music, and folktales which are useful in the initiation of philosophical engagements with children in a community of inquiry approach. A community of inquiry is a framework that reflects a collaborative-dialogical approach to teaching and learning. Curriculum reviews in postcolonial Zimbabwe have revealed an unconscious misalignment of the Zimbabwean education system's philosophical underpinnings because it has continued to align itself with imperial British colonial philosophy, which contradicts the country's developmental needs (Presidential Commission of Inquiry into Education and Training [CIET], 1999, Zimbabwe Ministry of Primary and Secondary Education [MoPSE], 2014). The philosophical misalignment is an extension of the colonial history of Zimbabwe showing that vestiges of colonial rule still shape the education sector. This leaves the education system focusing mainly on abstracted concepts with continued marginalisation of local cultures, discourses, and knowledge. Consequently, it leaves Zimbabwe together with other postcolonial education systems with the task of dealing with the phenomenon of colonial continuity. One implication of these colonial continuities, is learner disinterest in learning, which affects the educational process negatively, affecting the learning of critical reflexive thinking, an issue which I have observed in the Sebakwe resettlement schools involved in this study where I have been teaching for 15 years. To address, this, the study sought to answer the following questions: What historical and contemporary barriers are affecting the promotion of a culture of learning in Zimbabwean resettlement primary schools, particularly as they relate to learners' underdevelopment of critical reflexive thinking skills? In addition, How can the Philosophy for Children Afrophilia curriculum intervention promote a culture of learning in Sebakwe resettlement primary schools that is oriented toward the development of critical reflexive thinking skills in children? In approaching the research questions, I applied postcolonial and decolonisation theory, sociocultural learning theory and curriculum theory aimed at transformative change, that is oriented towards achieving a more contextually oriented approach to teaching and learning, and a paradigm of ‘learning as connection’ (Lotz-Sisitka & Lupele, 2017; Shumba, 2017). This has been identified as a ‘missing’ discourse in mainstream educational quality discourses in southern Africa (Lotz-Sisitka & Lupele, 2017). Furthermore, to create space for curriculum development using multi-actor groups in a community of inquiry, I used decolonial research methodologies in the data generation process. The study is constituted as an interventionist case study, and I applied a four-stage process comprising document analysis, workshops, participant observations involving children between 8-11 years, and reflective interviews with parents, educators and children as instruments for data gathering. I also used process-based analytical tools developed in Philosophy of Children research to analyse the processes of critical reflexive thinking development that emerged from the Philosophy for Children pedagogy involving ten lessons which I facilitated, and videorecorded. Moreover, I used postcolonial and decolonial discourse analysis to provide the broader analytical insights that informed the interpretations of the lesson analysis data from the perspective of the research problem that I address across the research project. This PhD is produced as a PhD by publication, which involves publishing of papers, and orientation to, and interpretation of the papers. The main findings of this study are reported in articles that I prepared for publication, three of which have already been published (see Appendices A1, A4 and A5), and four which have been submitted for publication (A2, A3, A6, A7) with some already at an advanced stage of finalisation via review. The conceptual paper (A1) that served as the foundation for the publication journey revealed that, in addition to the weight of cultural technologies of domination, the curriculum is shaped by the paradox of a superficial interpretation of unhu/ubuntu educational philosophy. As a result, the curriculum becomes disconnected from the learners' real-world experiences. The second paper (A2), which focuses on why Zimbabwe needs the Philosophy for Children approach with a sociocultural medley, unveils Zimbabwe's complex decolonial curriculum reforms and their many contradictions and paradoxes. However, it also emerged that the approach used in this study empowers teachers, is relevant to the emerging constellation of practices in the Sebakwe resettlement, and influences power sharing beyond teacher-child relationships. The third paper (A3), based on children’s philosophy for children practice, defends the study’s decision to bring children’s heritage and cultural lens to bear on curriculum and pedagogical praxis. In essence, the article explores a synergy between philosophy for children and the Zimbabwean heritage-based educational curriculum, serving to enrich both. The fourth paper (A4) makes the case that philosophy for children could be a viable pedagogy for transformative education, and it provides evidence-based implementation of a context-based philosophy for children. According to this paper, the approach is effective in strengthening strong community relationships, instilling pride in local heritage, and advancing curriculum transformation. The fifth paper (A5) focusses on the approach's implications for teachers' roles, practices, and competencies. Six dimensions of teacher roles, practices, and competences surfaced, including the role of the teacher as a decoloniser and pedagogical innovator, among others. The sixth paper (A6), influenced by the previous papers' findings, focused on decolonisation and improving learning opportunities for children in the Sebakwe area using the philosophy for children approach. This paper's data depicts a ‘third space’ in which learners consolidate their cultural capital and curriculum content into their own meaning construction. The implication is that schools become neutral sites that improve learners' interdependence and inclusivity while also taking contextual realities into account. The findings of the seventh and final paper (A7) presented in this write-up advance the idea that a Philosophy for Children approach with a sociocultural medley influences an ethics of care by demonstrating how Afrophilia experiences influence a new path to wildlife conservation and sustainability. The study highlights that integrating Philosophy for Children and Afrophilia foundations of knowledge into the school curriculum promotes critical reflexive thinking skills, helps to address real-life problems and adds relevance to the curriculum. The study further shows that the integration of philosophy for children in the advancement of curriculum transformation in Zimbabwe is a successful formative interventionist approach in the resettlement schools that are characterised by a critical shortage of teaching and learning resources. In essence, the research opens an understanding that curriculum transformation and decolonisation are context-based and multi-actor processes, as showcased in the experiences of parents, teachers, education inspectors, and children in this study. Furthermore, this study posits that situating curriculum decolonization and transformation within unhu/ubuntu dialectical rationality and advancing diversity in reasoning necessitates deeper engagement with heritage-based curriculum and provides teachers with appropriate agency to modify and adapt their pedagogies in alignment with the learners' life world. According to the study, this emerged as a rational possible solution to the problem of curriculum decontextualisation. Curriculum decontextualisation as highlighted in the study via the problem of colonial continuity mentioned above, appears to be further influenced by the emphasis on examination assessment scores which seem to widen the gap between the adult and child worlds, as well as the gap between contextual realities and [curriculum] examination content. Overall, the study offers an approach that can deepen an unhu/ubuntu foundation for the heritage-based curriculum reform in Zimbabwe, and strengthen the learning of children in the resettlement schools, where the case was explored. Implications for further research are elaborated, as are possible implications for policy and practice. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Bhurekeni, John
- Date: 2023-03-29
- Subjects: Culturally relevant pedagogy Zimbabwe , Curriculum change Zimbabwe , Philosophy Study and teaching (Elementary) Zimbabwe , Critical thinking , Decolonization Zimbabwe , Technology Political aspects , Representation (Philosophy)
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366178 , vital:65840 , DOI https://doi.org/10.21504/10962/366178
- Description: This study focused on investigating and developing an Afrophilic orientation to a sociocultural approach to philosophy for children. The main aim was to foster a critical and generative approach to considering the heritage-based curriculum foundations of Zimbabwean primary schools, focusing on Sebakwe resettlement primary schools (the case study area). Afrophilia foundations in the study are regarded as “the discourses that are the medium of philosophical reflexion” (Rettova, 2004, p. 4) in each African society. As articulated in the study, such discourses include African proverbs, poems, stories, music, and folktales which are useful in the initiation of philosophical engagements with children in a community of inquiry approach. A community of inquiry is a framework that reflects a collaborative-dialogical approach to teaching and learning. Curriculum reviews in postcolonial Zimbabwe have revealed an unconscious misalignment of the Zimbabwean education system's philosophical underpinnings because it has continued to align itself with imperial British colonial philosophy, which contradicts the country's developmental needs (Presidential Commission of Inquiry into Education and Training [CIET], 1999, Zimbabwe Ministry of Primary and Secondary Education [MoPSE], 2014). The philosophical misalignment is an extension of the colonial history of Zimbabwe showing that vestiges of colonial rule still shape the education sector. This leaves the education system focusing mainly on abstracted concepts with continued marginalisation of local cultures, discourses, and knowledge. Consequently, it leaves Zimbabwe together with other postcolonial education systems with the task of dealing with the phenomenon of colonial continuity. One implication of these colonial continuities, is learner disinterest in learning, which affects the educational process negatively, affecting the learning of critical reflexive thinking, an issue which I have observed in the Sebakwe resettlement schools involved in this study where I have been teaching for 15 years. To address, this, the study sought to answer the following questions: What historical and contemporary barriers are affecting the promotion of a culture of learning in Zimbabwean resettlement primary schools, particularly as they relate to learners' underdevelopment of critical reflexive thinking skills? In addition, How can the Philosophy for Children Afrophilia curriculum intervention promote a culture of learning in Sebakwe resettlement primary schools that is oriented toward the development of critical reflexive thinking skills in children? In approaching the research questions, I applied postcolonial and decolonisation theory, sociocultural learning theory and curriculum theory aimed at transformative change, that is oriented towards achieving a more contextually oriented approach to teaching and learning, and a paradigm of ‘learning as connection’ (Lotz-Sisitka & Lupele, 2017; Shumba, 2017). This has been identified as a ‘missing’ discourse in mainstream educational quality discourses in southern Africa (Lotz-Sisitka & Lupele, 2017). Furthermore, to create space for curriculum development using multi-actor groups in a community of inquiry, I used decolonial research methodologies in the data generation process. The study is constituted as an interventionist case study, and I applied a four-stage process comprising document analysis, workshops, participant observations involving children between 8-11 years, and reflective interviews with parents, educators and children as instruments for data gathering. I also used process-based analytical tools developed in Philosophy of Children research to analyse the processes of critical reflexive thinking development that emerged from the Philosophy for Children pedagogy involving ten lessons which I facilitated, and videorecorded. Moreover, I used postcolonial and decolonial discourse analysis to provide the broader analytical insights that informed the interpretations of the lesson analysis data from the perspective of the research problem that I address across the research project. This PhD is produced as a PhD by publication, which involves publishing of papers, and orientation to, and interpretation of the papers. The main findings of this study are reported in articles that I prepared for publication, three of which have already been published (see Appendices A1, A4 and A5), and four which have been submitted for publication (A2, A3, A6, A7) with some already at an advanced stage of finalisation via review. The conceptual paper (A1) that served as the foundation for the publication journey revealed that, in addition to the weight of cultural technologies of domination, the curriculum is shaped by the paradox of a superficial interpretation of unhu/ubuntu educational philosophy. As a result, the curriculum becomes disconnected from the learners' real-world experiences. The second paper (A2), which focuses on why Zimbabwe needs the Philosophy for Children approach with a sociocultural medley, unveils Zimbabwe's complex decolonial curriculum reforms and their many contradictions and paradoxes. However, it also emerged that the approach used in this study empowers teachers, is relevant to the emerging constellation of practices in the Sebakwe resettlement, and influences power sharing beyond teacher-child relationships. The third paper (A3), based on children’s philosophy for children practice, defends the study’s decision to bring children’s heritage and cultural lens to bear on curriculum and pedagogical praxis. In essence, the article explores a synergy between philosophy for children and the Zimbabwean heritage-based educational curriculum, serving to enrich both. The fourth paper (A4) makes the case that philosophy for children could be a viable pedagogy for transformative education, and it provides evidence-based implementation of a context-based philosophy for children. According to this paper, the approach is effective in strengthening strong community relationships, instilling pride in local heritage, and advancing curriculum transformation. The fifth paper (A5) focusses on the approach's implications for teachers' roles, practices, and competencies. Six dimensions of teacher roles, practices, and competences surfaced, including the role of the teacher as a decoloniser and pedagogical innovator, among others. The sixth paper (A6), influenced by the previous papers' findings, focused on decolonisation and improving learning opportunities for children in the Sebakwe area using the philosophy for children approach. This paper's data depicts a ‘third space’ in which learners consolidate their cultural capital and curriculum content into their own meaning construction. The implication is that schools become neutral sites that improve learners' interdependence and inclusivity while also taking contextual realities into account. The findings of the seventh and final paper (A7) presented in this write-up advance the idea that a Philosophy for Children approach with a sociocultural medley influences an ethics of care by demonstrating how Afrophilia experiences influence a new path to wildlife conservation and sustainability. The study highlights that integrating Philosophy for Children and Afrophilia foundations of knowledge into the school curriculum promotes critical reflexive thinking skills, helps to address real-life problems and adds relevance to the curriculum. The study further shows that the integration of philosophy for children in the advancement of curriculum transformation in Zimbabwe is a successful formative interventionist approach in the resettlement schools that are characterised by a critical shortage of teaching and learning resources. In essence, the research opens an understanding that curriculum transformation and decolonisation are context-based and multi-actor processes, as showcased in the experiences of parents, teachers, education inspectors, and children in this study. Furthermore, this study posits that situating curriculum decolonization and transformation within unhu/ubuntu dialectical rationality and advancing diversity in reasoning necessitates deeper engagement with heritage-based curriculum and provides teachers with appropriate agency to modify and adapt their pedagogies in alignment with the learners' life world. According to the study, this emerged as a rational possible solution to the problem of curriculum decontextualisation. Curriculum decontextualisation as highlighted in the study via the problem of colonial continuity mentioned above, appears to be further influenced by the emphasis on examination assessment scores which seem to widen the gap between the adult and child worlds, as well as the gap between contextual realities and [curriculum] examination content. Overall, the study offers an approach that can deepen an unhu/ubuntu foundation for the heritage-based curriculum reform in Zimbabwe, and strengthen the learning of children in the resettlement schools, where the case was explored. Implications for further research are elaborated, as are possible implications for policy and practice. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
Exploring expansive learning and co-management in the uMzimvumbu catchment
- Authors: Kuse, Mzukisi
- Date: 2024-04-05
- Subjects: Expansive learning , Natural resources Co-management , Water security South Africa Mzimvubu River Watershed , Cultural-historical activity theory , Learning Evaluation
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436547 , vital:73281 , DOI 10.21504/10962/436547
- Description: South Africa is a water-stressed country which is currently confronting numerous water challenges which include security of supply, degradation of ecological infrastructure, poor landscape governance and resource pollution. These are compounded by built infrastructure, which is ageing, an increasing population and the impact of climate change. South Africa’s water issues are influenced by a myriad of factors such as weather patterns, governance issues, historical apartheid policies, structural integrity of ecological and built infrastructure, and general provision of services. The most vulnerable members of society usually positioned in low-income communities are the ones who mostly bear the brunt of these harsh conditions. To address water insecurities and challenges, South Africa has defined several Strategic Water Source Areas (SWSAs), which are important for water security in South Africa. The Living Catchments Project (LCP) is a collaborative project, situated in four catchments in South Africa, with the aim to strengthen the enabling environment for the governance of water in South Africa’s strategic water resource areas. The central focus of the LCP is on co-learning and co-creation through communities of practice in order to enable, collaborate, and amplify the practice of transformative social learning and improve the policy advice practice and engagement with the water sector to contribute to the Water Research, Development and Innovation (RDI) Roadmap. This study is positioned in the LCP, which is also a case study for transformative innovation policy and Just Transitioning in South Africa. The aim of this study was to address the need for more substantive understanding of learning in co-management, and the evaluation of such learning, which was identified as a gap in the scientific literature, and which was confirmed through policy review. The study set out to explore expansive learning and co-management in the uMzimvubu catchment, which is one of the SWSAs in South Africa and forms part of the LCP, which in turn is part of the Transformation Innovation Policy Consortium’s cases of Just Transitioning. Cultural History Activity Theory (CHAT) was the foundational theory of this research, with a particular focus on 3rd generation activity analysis (Engeström, 1987), and formative intervention methodology, in which I was positioned as a formative interventionist researcher. I used individual interviews, focus group interviews, field observations, and Change Laboratory methods to identify activity systems, the shared object of activity, and to engage multi-voiced participants in resolution of contradictions to expand their learning. The study also identified indicators of learning relevant to co-management in a LCPs context. Monitoring of learning occurred in two different phases; before the expansive learning process (A-view), and after the expansive learning process (B-view). The Value Creation Framework tool adapted from Wenger et al. (2011) was used to identify indicators of learning. This study shows that the object of co-management of water resources in a catchment can be enhanced through learning platforms and processes that are collaborative and expansive. One of the study’s contributions to new knowledge lies in relation to the expansive learning process and how it expanded the learning around co-management in a Living Catchments Project context. A second contribution of the study shows that the expansive learning process embarked on qualitatively changed the nature of the indicators of learning in the catchment. A better set of indicators was attained following the expansive learning process, which are more aligned with the nature of transformative social learning. The study’s contributions can be summarised as offering insights into learning processes for co-management, as well as evaluation of these learning processes. Although the contributions emerging from this study may be at niche level innovation in the framing of Just Transitions, they have a potential to inform other catchments, where multi-actors are working together on co-management of water resources to secure water provision, as was the case for the uMzimvubu catchment communities who participated in this study. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Kuse, Mzukisi
- Date: 2024-04-05
- Subjects: Expansive learning , Natural resources Co-management , Water security South Africa Mzimvubu River Watershed , Cultural-historical activity theory , Learning Evaluation
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436547 , vital:73281 , DOI 10.21504/10962/436547
- Description: South Africa is a water-stressed country which is currently confronting numerous water challenges which include security of supply, degradation of ecological infrastructure, poor landscape governance and resource pollution. These are compounded by built infrastructure, which is ageing, an increasing population and the impact of climate change. South Africa’s water issues are influenced by a myriad of factors such as weather patterns, governance issues, historical apartheid policies, structural integrity of ecological and built infrastructure, and general provision of services. The most vulnerable members of society usually positioned in low-income communities are the ones who mostly bear the brunt of these harsh conditions. To address water insecurities and challenges, South Africa has defined several Strategic Water Source Areas (SWSAs), which are important for water security in South Africa. The Living Catchments Project (LCP) is a collaborative project, situated in four catchments in South Africa, with the aim to strengthen the enabling environment for the governance of water in South Africa’s strategic water resource areas. The central focus of the LCP is on co-learning and co-creation through communities of practice in order to enable, collaborate, and amplify the practice of transformative social learning and improve the policy advice practice and engagement with the water sector to contribute to the Water Research, Development and Innovation (RDI) Roadmap. This study is positioned in the LCP, which is also a case study for transformative innovation policy and Just Transitioning in South Africa. The aim of this study was to address the need for more substantive understanding of learning in co-management, and the evaluation of such learning, which was identified as a gap in the scientific literature, and which was confirmed through policy review. The study set out to explore expansive learning and co-management in the uMzimvubu catchment, which is one of the SWSAs in South Africa and forms part of the LCP, which in turn is part of the Transformation Innovation Policy Consortium’s cases of Just Transitioning. Cultural History Activity Theory (CHAT) was the foundational theory of this research, with a particular focus on 3rd generation activity analysis (Engeström, 1987), and formative intervention methodology, in which I was positioned as a formative interventionist researcher. I used individual interviews, focus group interviews, field observations, and Change Laboratory methods to identify activity systems, the shared object of activity, and to engage multi-voiced participants in resolution of contradictions to expand their learning. The study also identified indicators of learning relevant to co-management in a LCPs context. Monitoring of learning occurred in two different phases; before the expansive learning process (A-view), and after the expansive learning process (B-view). The Value Creation Framework tool adapted from Wenger et al. (2011) was used to identify indicators of learning. This study shows that the object of co-management of water resources in a catchment can be enhanced through learning platforms and processes that are collaborative and expansive. One of the study’s contributions to new knowledge lies in relation to the expansive learning process and how it expanded the learning around co-management in a Living Catchments Project context. A second contribution of the study shows that the expansive learning process embarked on qualitatively changed the nature of the indicators of learning in the catchment. A better set of indicators was attained following the expansive learning process, which are more aligned with the nature of transformative social learning. The study’s contributions can be summarised as offering insights into learning processes for co-management, as well as evaluation of these learning processes. Although the contributions emerging from this study may be at niche level innovation in the framing of Just Transitions, they have a potential to inform other catchments, where multi-actors are working together on co-management of water resources to secure water provision, as was the case for the uMzimvubu catchment communities who participated in this study. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Exploring indiginising the university’s science curriculum through bottom-up decolonisation: Affordances and hindrances
- Authors: Mutanho, Chrispen
- Date: 2021-10-29
- Subjects: Decolonization South Africa , Ethnoscience South Africa , Ubuntu (Philosophy) , Pedagogical content knowledge , Culturally relevant pedagogy , Science Study and teaching South Africa , Science teachers In-service training South Africa , Transformative learning South Africa , Cultural-historical activity theory (CHAT)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191668 , vital:45146 , 10.21504/10962/191668
- Description: The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mutanho, Chrispen
- Date: 2021-10-29
- Subjects: Decolonization South Africa , Ethnoscience South Africa , Ubuntu (Philosophy) , Pedagogical content knowledge , Culturally relevant pedagogy , Science Study and teaching South Africa , Science teachers In-service training South Africa , Transformative learning South Africa , Cultural-historical activity theory (CHAT)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191668 , vital:45146 , 10.21504/10962/191668
- Description: The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Human Development, the Capability Approach and the Mediating of Sustainable Rural Livelihoods: a case study of women’s empowerment through expansive learning in the Mzimvubu Catchment of the Eastern Cape province, South Africa
- Authors: Conde-Aller, Laura
- Date: 2022-10-14
- Subjects: Expansive learning , Social learning , Transformative learning , Capabilities approach (Social sciences) , Women's rights South Africa Mzimvubu River Watershed , Women Economic conditions , Women Social conditions , Sustainable agriculture South Africa Mzimvubu River Watershed
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366236 , vital:65845 , DOI https://doi.org/10.21504/10962/366236
- Description: This study makes a contribution to the field of sustainable agricultural development and women empowerment in rural South Africa by examining the transformations derived from an expansive learning process with a women farmers group in terms of their food production capability expansion and empowerment as well as the well-being of their local catchment or landscape where their activity was situated. The study took place in the Lutengele villages along the upper reaches of the lower Mzimvubu Catchment near Port St Johns in the Eastern Cape province of South Africa. Women in southern Africa are significant contributors to household livelihoods through their household food production practices and at the same time they are also one of the primary natural resource users in rural landscapes. In this case study, historical and contemporary ethnographic and situational data revealed disjuncture between existing practice and the fulfilment of women aspirations with regard to food security and social and ecological well-being at large. As a result, central to this study were the concepts of aspirations and capabilities and the role that these played in transformative learning processes via formative intervention research (after Engeström’s concept of expansive learning). Expansive learning emerges from Vygotsky’s early work on mediation of learning through language and culture, which gave raise to Cultural Historical Activity Theory (CHAT). Whereas the Capability Approach (CA) recognises that development interventions or initiatives should focus on “expanding the freedom that deprive people from enjoying their valued beings and doings” (Sen, 1999, p. 3), in other words, what people value or have reason to value. The Capability Approach coupled with CHAT deepens the contextual understanding of the agricultural activity system in light of the engendered power dynamics associated with women having access to productive resources, their culturally expected roles and responsibilities in the institution of their households, their families and the community at large, and most importantly, aspects of gerontocracy defined by their age and status in society. In addition, drawing on the Capability Approach as a lens to view agricultural development, social transformation and empowerment, provided the tools to conceptualise participants’ aspirations, their true value and the capabilities necessary for such aspirations to be realised in a context filled with socio-cultural and political power relations and dynamics faced especially by women. The first phase of the study set out to map the context in which the participants’ small-scale food production activity was situated, their aspirations relevant to sustainable agricultural livelihoods, food security, well-being and lastly, the main factors or contradictions inhibiting participants from attaining the aspired food production goals. During the initial phase of the expansive learning cycle I was able to address the first research question: What tensions and contradictions in aspiration-practice relationships shape household food security in the context of catchment management of the women farmers’ group or river forum in the Lutengele area? Twelve contradictions were identified from the historical and contemporary socio-cultural analysis of the home-based food production practices and agricultural activity in relation to the research participants’ envisaged aspirations, which under further scrutiny were thereafter considered by the participants as critical capabilities to pursue during the collective and transformative learning process in the second phase of the study. In the second phase of the study, a series of second stimuli were introduced in the form of conceptual and material tools and tasks with the aim to move participants along the expansive learning process. This led to the unfolding of the collectively defined Capability Learning Pathways for sustainable food production or expansion of their agricultural capability in the context of sustainability of the local micro-catchment or landscape. Through the various Change Laboratory workshops and supporting mini-cycles in the last stages of the formative interventionist research, participants’ learning and development was supported in a way that not only brought individuals together to co-design relevant solutions, strategies and working groups or committees, but also catalysed and amplified transformative agency and the expansion of food production capability, sustainable land use practices and ultimately empowerment. This answered the second and most important research question: Can, and if so, how can expansive social learning processes shape conversion factors for turning available resources into functionings that enhance household food security capabilities and ecological well-being? The methodology of expansive learning and formative interventionist research design intervention, with supporting mediating tools, has proven a positive intervention in the attainment of capabilities (or functionings) in relation to the participant’s aspired livelihoods and consequently improving their well-being as well as their ability to navigate through the various gendered power dynamics, especially for the young women participating in this study. The study proposes expansive learning as a suitable critical and transformative learning theory and methodology for the mediation of collective deliberations and the pursuit of capability development as charted by the learners’ collective and individual aspirations. This is a learning process that not only pursues the learners’ attainment of material and cognitive changes but also opens up new opportunities and most importantly, the freedom to exercise their agency no matter the circumstances they find themselves in – in other words, the freedom to aspire and to be, do and become what one values as instrumentally and intrinsically critical to live a life that they have reason to value. In sum, the unfolding of the expansive learning process happened at three levels: at the value clarification level in terms of human and non-human relationships and social relationality, the institutional level and the practices level. The study recommends further research on the suitability of expansive learning and Change Laboratories as a Capability Expansion Methodology involving human development and Capability Approach practitioners, particularly those with an interest in informal learning and community-based empowering initiatives. Additionally, further studies are also suggested for examining formative interventionist research as a participatory action research approach for capability development work in education and learning research and in different study fields and contexts. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Conde-Aller, Laura
- Date: 2022-10-14
- Subjects: Expansive learning , Social learning , Transformative learning , Capabilities approach (Social sciences) , Women's rights South Africa Mzimvubu River Watershed , Women Economic conditions , Women Social conditions , Sustainable agriculture South Africa Mzimvubu River Watershed
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366236 , vital:65845 , DOI https://doi.org/10.21504/10962/366236
- Description: This study makes a contribution to the field of sustainable agricultural development and women empowerment in rural South Africa by examining the transformations derived from an expansive learning process with a women farmers group in terms of their food production capability expansion and empowerment as well as the well-being of their local catchment or landscape where their activity was situated. The study took place in the Lutengele villages along the upper reaches of the lower Mzimvubu Catchment near Port St Johns in the Eastern Cape province of South Africa. Women in southern Africa are significant contributors to household livelihoods through their household food production practices and at the same time they are also one of the primary natural resource users in rural landscapes. In this case study, historical and contemporary ethnographic and situational data revealed disjuncture between existing practice and the fulfilment of women aspirations with regard to food security and social and ecological well-being at large. As a result, central to this study were the concepts of aspirations and capabilities and the role that these played in transformative learning processes via formative intervention research (after Engeström’s concept of expansive learning). Expansive learning emerges from Vygotsky’s early work on mediation of learning through language and culture, which gave raise to Cultural Historical Activity Theory (CHAT). Whereas the Capability Approach (CA) recognises that development interventions or initiatives should focus on “expanding the freedom that deprive people from enjoying their valued beings and doings” (Sen, 1999, p. 3), in other words, what people value or have reason to value. The Capability Approach coupled with CHAT deepens the contextual understanding of the agricultural activity system in light of the engendered power dynamics associated with women having access to productive resources, their culturally expected roles and responsibilities in the institution of their households, their families and the community at large, and most importantly, aspects of gerontocracy defined by their age and status in society. In addition, drawing on the Capability Approach as a lens to view agricultural development, social transformation and empowerment, provided the tools to conceptualise participants’ aspirations, their true value and the capabilities necessary for such aspirations to be realised in a context filled with socio-cultural and political power relations and dynamics faced especially by women. The first phase of the study set out to map the context in which the participants’ small-scale food production activity was situated, their aspirations relevant to sustainable agricultural livelihoods, food security, well-being and lastly, the main factors or contradictions inhibiting participants from attaining the aspired food production goals. During the initial phase of the expansive learning cycle I was able to address the first research question: What tensions and contradictions in aspiration-practice relationships shape household food security in the context of catchment management of the women farmers’ group or river forum in the Lutengele area? Twelve contradictions were identified from the historical and contemporary socio-cultural analysis of the home-based food production practices and agricultural activity in relation to the research participants’ envisaged aspirations, which under further scrutiny were thereafter considered by the participants as critical capabilities to pursue during the collective and transformative learning process in the second phase of the study. In the second phase of the study, a series of second stimuli were introduced in the form of conceptual and material tools and tasks with the aim to move participants along the expansive learning process. This led to the unfolding of the collectively defined Capability Learning Pathways for sustainable food production or expansion of their agricultural capability in the context of sustainability of the local micro-catchment or landscape. Through the various Change Laboratory workshops and supporting mini-cycles in the last stages of the formative interventionist research, participants’ learning and development was supported in a way that not only brought individuals together to co-design relevant solutions, strategies and working groups or committees, but also catalysed and amplified transformative agency and the expansion of food production capability, sustainable land use practices and ultimately empowerment. This answered the second and most important research question: Can, and if so, how can expansive social learning processes shape conversion factors for turning available resources into functionings that enhance household food security capabilities and ecological well-being? The methodology of expansive learning and formative interventionist research design intervention, with supporting mediating tools, has proven a positive intervention in the attainment of capabilities (or functionings) in relation to the participant’s aspired livelihoods and consequently improving their well-being as well as their ability to navigate through the various gendered power dynamics, especially for the young women participating in this study. The study proposes expansive learning as a suitable critical and transformative learning theory and methodology for the mediation of collective deliberations and the pursuit of capability development as charted by the learners’ collective and individual aspirations. This is a learning process that not only pursues the learners’ attainment of material and cognitive changes but also opens up new opportunities and most importantly, the freedom to exercise their agency no matter the circumstances they find themselves in – in other words, the freedom to aspire and to be, do and become what one values as instrumentally and intrinsically critical to live a life that they have reason to value. In sum, the unfolding of the expansive learning process happened at three levels: at the value clarification level in terms of human and non-human relationships and social relationality, the institutional level and the practices level. The study recommends further research on the suitability of expansive learning and Change Laboratories as a Capability Expansion Methodology involving human development and Capability Approach practitioners, particularly those with an interest in informal learning and community-based empowering initiatives. Additionally, further studies are also suggested for examining formative interventionist research as a participatory action research approach for capability development work in education and learning research and in different study fields and contexts. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14