Special section on urbanisation and ecosystem services in sub-Saharan Africa: Current status and scenarios
- Pauleit, Stephan, Lindley, Sarah, Lotz-Sisitka, Heila, Shackleton, Charlie M
- Authors: Pauleit, Stephan , Lindley, Sarah , Lotz-Sisitka, Heila , Shackleton, Charlie M
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/183082 , vital:43910 , xlink:href="https://doi.org/10.1016/j.landurbplan.2018.09.008"
- Description: The African continent is facing unprecedented population growth in the 21st century. Most of this growth will be absorbed by urban areas where the overall population is projected to triple from presently appr. 400 people to 1.3 billion people in 2050 (UN-Habitat, 2014). In sub-Saharan Africa, which is the focus of this Special Issue, not only the number of megacities with more than 10 million such as Lagos will rise, but smaller or medium sized cities will attract most of this growth (UN-Habitat, 2014). The majority of this increase is taking place in the form of informal settlements where people are living in poverty and where basic facilities and services such as a secure supply of clean drinking water and safe waste water disposal are missing.
- Full Text:
- Date Issued: 2018
- Authors: Pauleit, Stephan , Lindley, Sarah , Lotz-Sisitka, Heila , Shackleton, Charlie M
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/183082 , vital:43910 , xlink:href="https://doi.org/10.1016/j.landurbplan.2018.09.008"
- Description: The African continent is facing unprecedented population growth in the 21st century. Most of this growth will be absorbed by urban areas where the overall population is projected to triple from presently appr. 400 people to 1.3 billion people in 2050 (UN-Habitat, 2014). In sub-Saharan Africa, which is the focus of this Special Issue, not only the number of megacities with more than 10 million such as Lagos will rise, but smaller or medium sized cities will attract most of this growth (UN-Habitat, 2014). The majority of this increase is taking place in the form of informal settlements where people are living in poverty and where basic facilities and services such as a secure supply of clean drinking water and safe waste water disposal are missing.
- Full Text:
- Date Issued: 2018
When does a nation-level analysis make sense? ESD and educational governance in Brazil, South Africa, and the USA
- Feinstein, Noah W, Jacobi, Pedro R, Lotz-Sisitka, Heila
- Authors: Feinstein, Noah W , Jacobi, Pedro R , Lotz-Sisitka, Heila
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/131645 , vital:36707 , http://dx.doi.org/10.1080/13504622.2013.767321
- Description: International policy analysis tends to simplify the nation state, portraying countries as coherent units that can be described by one statistic or placed into one category. As scholars from Brazil, South Africa, and the USA, we find the nation-centric research perspective particularly challenging. In each of our home countries, the effective influence of the national government on education is quite limited, particularly in fringe and emerging areas of education such as Education for Sustainable Development (ESD) and Climate Change Education (CCE). This essay explores how nation-level comparisons are and are not useful for international research on ESD and CCE. We consider several layers of decentralized governance, but ultimately come to the conclusion that ESD governance in our respective countries is polycentric rather than decentralized. We discuss the implications of this idea for cross-national policy research on ESD and CCE.
- Full Text:
- Date Issued: 2013
- Authors: Feinstein, Noah W , Jacobi, Pedro R , Lotz-Sisitka, Heila
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/131645 , vital:36707 , http://dx.doi.org/10.1080/13504622.2013.767321
- Description: International policy analysis tends to simplify the nation state, portraying countries as coherent units that can be described by one statistic or placed into one category. As scholars from Brazil, South Africa, and the USA, we find the nation-centric research perspective particularly challenging. In each of our home countries, the effective influence of the national government on education is quite limited, particularly in fringe and emerging areas of education such as Education for Sustainable Development (ESD) and Climate Change Education (CCE). This essay explores how nation-level comparisons are and are not useful for international research on ESD and CCE. We consider several layers of decentralized governance, but ultimately come to the conclusion that ESD governance in our respective countries is polycentric rather than decentralized. We discuss the implications of this idea for cross-national policy research on ESD and CCE.
- Full Text:
- Date Issued: 2013
Reading Conference recommendations in a wider context of social change
- Authors: Lotz-Sisitka, Heila
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373792 , vital:66723 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122783"
- Description: This short Viewpoint paper considers the role and value of conference recommendations in shaping the field of environmental education. It explores the social politics, and often contested nature, of conference recommendations and their institutional histories, arguing that the act of producing conference recommendations forms part of the practices of new social movements. The paper recommends historicising conference recommendations and OEcross readings‚ to consider changing discourses and new developments in the field. Accompanying the short Viewpoint paper, are two sets of recently produced conference recommendations, one from the 4th International Environmental Education Conference held in Ahmedabad, India, and the other from the 1st International Conference on Mainstreaming Environment and Sustainability in African Universities held in Nairobi, Kenya.
- Full Text:
- Date Issued: 2008
- Authors: Lotz-Sisitka, Heila
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373792 , vital:66723 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122783"
- Description: This short Viewpoint paper considers the role and value of conference recommendations in shaping the field of environmental education. It explores the social politics, and often contested nature, of conference recommendations and their institutional histories, arguing that the act of producing conference recommendations forms part of the practices of new social movements. The paper recommends historicising conference recommendations and OEcross readings‚ to consider changing discourses and new developments in the field. Accompanying the short Viewpoint paper, are two sets of recently produced conference recommendations, one from the 4th International Environmental Education Conference held in Ahmedabad, India, and the other from the 1st International Conference on Mainstreaming Environment and Sustainability in African Universities held in Nairobi, Kenya.
- Full Text:
- Date Issued: 2008
Agentive learning for sustainability and equity: Communities, cooperatives and social movements as emerging foci of the learning sciences
- Engeström, Yrjö, Sannino, Annalisa, Bal, Aydin, Lotz-Sisitka, Heila, Pesanayi, Tichaona, Chikunda, Charles, Lesama, Manoel F, Picinatto, Antonio C, Querol, Marco P, Lee, Yew J
- Authors: Engeström, Yrjö , Sannino, Annalisa , Bal, Aydin , Lotz-Sisitka, Heila , Pesanayi, Tichaona , Chikunda, Charles , Lesama, Manoel F , Picinatto, Antonio C , Querol, Marco P , Lee, Yew J
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , symposium
- Identifier: http://hdl.handle.net/10962/436670 , vital:73292 , ISBN 978-1-4312-0852-4 , https://repository.isls.org//handle/1/372
- Description: This symposium expands the object and scope of the learning sciences by introducing communities, cooperatives and social movements as crucially important sites of learning. The sym-posium papers employ and critically interrogate cultural-historical activity theory, specifically the theory of expansive learning, and the emerging methodology of formative interven-tions as a potential framework for dealing with learning in communities, cooperatives and social movements. Expansive learning emerges as a process of revitalizing the commons, or commoning. The contributions of the symposium point toward the importance of analyzing and fostering transformative agency as a quality of learning.
- Full Text:
- Date Issued: 2016
- Authors: Engeström, Yrjö , Sannino, Annalisa , Bal, Aydin , Lotz-Sisitka, Heila , Pesanayi, Tichaona , Chikunda, Charles , Lesama, Manoel F , Picinatto, Antonio C , Querol, Marco P , Lee, Yew J
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , symposium
- Identifier: http://hdl.handle.net/10962/436670 , vital:73292 , ISBN 978-1-4312-0852-4 , https://repository.isls.org//handle/1/372
- Description: This symposium expands the object and scope of the learning sciences by introducing communities, cooperatives and social movements as crucially important sites of learning. The sym-posium papers employ and critically interrogate cultural-historical activity theory, specifically the theory of expansive learning, and the emerging methodology of formative interven-tions as a potential framework for dealing with learning in communities, cooperatives and social movements. Expansive learning emerges as a process of revitalizing the commons, or commoning. The contributions of the symposium point toward the importance of analyzing and fostering transformative agency as a quality of learning.
- Full Text:
- Date Issued: 2016
Educational perspectives on social learning theory: antecedents and starting points for research
- Lotz-Sisitka, Heila, Mukute, Mutizwa, Belay, Million
- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436612 , vital:73286 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This paper contributes to the social learning literature. It argues that there is a need to give attention to the antecedent literatures that inform understandings of the social in social learning; and the learning in social learning. These antecedent literatures (drawn mainly from sociocultural psychology, learning theory and realist social theory in this paper) are necessary in social learning research, if we are to avoid the problem of ontological collapse in social learning research. The concept of ontologi-cal collapse (after Sfard, 2006) refers to a tendency in modern sciences to objectify social processes. It is used in this paper to draw attention to the need to understand the complex social processes involved in social learn-ing (and the antecedent literatures that may enable us to do so). As such, it warns against reification in social learning research; and also warns against turning social learning into an object, devoid of complex learning processes and agentive reflexions, decision making and practices. To clar-ify this concept, the paper shares examples of instances of ontological collapse, showing that at times, the social learning literature itself can fall victim to the problem of ontological collapse. Drawing on the literature review work in two cases studies of social learning research that work carefully with the antecedent literatures, the paper demonstrates the im-portance of engaging carefully with these literatures to avoid ontological collapse in social learning research in the fields of environmental education and natural resources management.
- Full Text:
- Date Issued: 2012
- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436612 , vital:73286 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This paper contributes to the social learning literature. It argues that there is a need to give attention to the antecedent literatures that inform understandings of the social in social learning; and the learning in social learning. These antecedent literatures (drawn mainly from sociocultural psychology, learning theory and realist social theory in this paper) are necessary in social learning research, if we are to avoid the problem of ontological collapse in social learning research. The concept of ontologi-cal collapse (after Sfard, 2006) refers to a tendency in modern sciences to objectify social processes. It is used in this paper to draw attention to the need to understand the complex social processes involved in social learn-ing (and the antecedent literatures that may enable us to do so). As such, it warns against reification in social learning research; and also warns against turning social learning into an object, devoid of complex learning processes and agentive reflexions, decision making and practices. To clar-ify this concept, the paper shares examples of instances of ontological collapse, showing that at times, the social learning literature itself can fall victim to the problem of ontological collapse. Drawing on the literature review work in two cases studies of social learning research that work carefully with the antecedent literatures, the paper demonstrates the im-portance of engaging carefully with these literatures to avoid ontological collapse in social learning research in the fields of environmental education and natural resources management.
- Full Text:
- Date Issued: 2012
Introducing the monograph and the (re)views
- Authors: Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436623 , vital:73287 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This monograph, entitled (Re) Views on Social Learning Literature: A monograph for social learning researchers in natural resources manage-ment and environmental education provides four different reviews on the social learning literature. Rather than seeking to be comprehensive, the reviews seek to provide views on the social learning literature, from dif-ferent perspectives. The purpose of the monograph is to scope aspects of the social learning literature, providing access to a wide body of litera-ture(s) on social learning for emerging researchers interested in social learning in the fields of environmental education and natural resources management.
- Full Text:
- Date Issued: 2012
- Authors: Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436623 , vital:73287 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This monograph, entitled (Re) Views on Social Learning Literature: A monograph for social learning researchers in natural resources manage-ment and environmental education provides four different reviews on the social learning literature. Rather than seeking to be comprehensive, the reviews seek to provide views on the social learning literature, from dif-ferent perspectives. The purpose of the monograph is to scope aspects of the social learning literature, providing access to a wide body of litera-ture(s) on social learning for emerging researchers interested in social learning in the fields of environmental education and natural resources management.
- Full Text:
- Date Issued: 2012
Expansive Learning and Transformative Agency for Equity and Sustainability: Formative Interventions in Six Continents
- Engeström, Yrjö, Bal, Aydin, Sannino, Annalisa, Morgado, Luciana P, de Gouveia Vilela, R A, Querol, Marco P, Lotz-Sisitka, Heila, Wei, Ge, Chikunda, Charles, Hopwood, Nick, Virkkunen, Jaakko, Mukute, Mutizwa
- Authors: Engeström, Yrjö , Bal, Aydin , Sannino, Annalisa , Morgado, Luciana P , de Gouveia Vilela, R A , Querol, Marco P , Lotz-Sisitka, Heila , Wei, Ge , Chikunda, Charles , Hopwood, Nick , Virkkunen, Jaakko , Mukute, Mutizwa
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , symposium
- Identifier: http://hdl.handle.net/10962/436688 , vital:73293 , ISBN 978-3-030-99347-4 , https://repository.isls.org//handle/1/8974
- Description: This double symposium brings together activity-theoretical formative intervention research conducted in six continents. The aim is to illuminate and examine the common threads, important differences, and new challenges of formative inter-vention studies to address “wicked problems” in different cul-tural, political, and economic contexts. Formative interven-tions facilitate expansive learning and systemic transfor-mation led by local stakeholders in organizations and social movements. The formative intervention methodology is based on the principles of double stimulation and ascending from the abstract to the concrete. Its most well-known appli-cation is the Change Laboratory method. Formative interven-tions generate and support expansive learning and trans-formative agency. The current global crises of climate change, poverty and deepening inequalities are giving rise to what is called fourth generation activity theory for tackling fateful challenges by building heterogenous multiactivity coa-litions. The symposium will present the theoretical and peda-gogical challenges and possibilities in Change Laboratories and other formative interventions to develop just and sus-tainable solutions to global crises.
- Full Text:
- Date Issued: 2022
- Authors: Engeström, Yrjö , Bal, Aydin , Sannino, Annalisa , Morgado, Luciana P , de Gouveia Vilela, R A , Querol, Marco P , Lotz-Sisitka, Heila , Wei, Ge , Chikunda, Charles , Hopwood, Nick , Virkkunen, Jaakko , Mukute, Mutizwa
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , symposium
- Identifier: http://hdl.handle.net/10962/436688 , vital:73293 , ISBN 978-3-030-99347-4 , https://repository.isls.org//handle/1/8974
- Description: This double symposium brings together activity-theoretical formative intervention research conducted in six continents. The aim is to illuminate and examine the common threads, important differences, and new challenges of formative inter-vention studies to address “wicked problems” in different cul-tural, political, and economic contexts. Formative interven-tions facilitate expansive learning and systemic transfor-mation led by local stakeholders in organizations and social movements. The formative intervention methodology is based on the principles of double stimulation and ascending from the abstract to the concrete. Its most well-known appli-cation is the Change Laboratory method. Formative interven-tions generate and support expansive learning and trans-formative agency. The current global crises of climate change, poverty and deepening inequalities are giving rise to what is called fourth generation activity theory for tackling fateful challenges by building heterogenous multiactivity coa-litions. The symposium will present the theoretical and peda-gogical challenges and possibilities in Change Laboratories and other formative interventions to develop just and sus-tainable solutions to global crises.
- Full Text:
- Date Issued: 2022
Citizen Monitoring of The National Water Resource Strategy 2 (NWRS2)
- Wilson, Jessica, Munnik, Victor, Burt, Jane C, Pereira, Taryn, Ngcozela, Thabang, Mokoena, Samson, Lusithi, Thabo, Lotz-Sisitka, Heila, Ndhlovu, December, Ngcanga, Thandiwe, Tshabalala, Mduduzi, James, Manelisi, Mashile, Alexander, Mdululi, Patricia
- Authors: Wilson, Jessica , Munnik, Victor , Burt, Jane C , Pereira, Taryn , Ngcozela, Thabang , Mokoena, Samson , Lusithi, Thabo , Lotz-Sisitka, Heila , Ndhlovu, December , Ngcanga, Thandiwe , Tshabalala, Mduduzi , James, Manelisi , Mashile, Alexander , Mdululi, Patricia
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436812 , vital:73307 , ISBN 978-1-4312-0922-4 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2313%20_final.pdf
- Description: In 2014, the South African Water Caucus (SAWC), a network of non-governmental organisations (NGOs) and community-based organisations (CBOs) who are active in the water sec-tor, embarked on a social learning and action research journey supported by the South African Water Research Commission (WRC) to deepen its monitoring of South Africa’s Second Na-tional Water Resources Strategy (NWRS2). They focused on three issues in three cases study areas.
- Full Text:
- Date Issued: 2016
- Authors: Wilson, Jessica , Munnik, Victor , Burt, Jane C , Pereira, Taryn , Ngcozela, Thabang , Mokoena, Samson , Lusithi, Thabo , Lotz-Sisitka, Heila , Ndhlovu, December , Ngcanga, Thandiwe , Tshabalala, Mduduzi , James, Manelisi , Mashile, Alexander , Mdululi, Patricia
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436812 , vital:73307 , ISBN 978-1-4312-0922-4 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2313%20_final.pdf
- Description: In 2014, the South African Water Caucus (SAWC), a network of non-governmental organisations (NGOs) and community-based organisations (CBOs) who are active in the water sec-tor, embarked on a social learning and action research journey supported by the South African Water Research Commission (WRC) to deepen its monitoring of South Africa’s Second Na-tional Water Resources Strategy (NWRS2). They focused on three issues in three cases study areas.
- Full Text:
- Date Issued: 2016
Learning pathways and articulation: Early conceptual explorations and implications for research design (s)
- Lotz-Sisitka, Heila, Ramsarup, Preesha
- Authors: Lotz-Sisitka, Heila , Ramsarup, Preesha
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , bulletin
- Identifier: http://hdl.handle.net/10962/436388 , vital:73268 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description: This paper is an introductory, exploratory paper which opened up the ter-rain for a second phase of the South African Qualifications Authority (SAQA)-Rhodes University research partnership focusing on change-oriented workplace learning and sustainability practices, with an emphasis on learning pathways (the main period being 2011-2013, ongoing until 2016). The paper reviews early conceptual explorations of learning path-ways and articulation questions, as these relate to a transversal issue8 in the National Qualifications Framework (NQF), namely environment and sustainable development.
- Full Text:
- Date Issued: 2017
- Authors: Lotz-Sisitka, Heila , Ramsarup, Preesha
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , bulletin
- Identifier: http://hdl.handle.net/10962/436388 , vital:73268 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description: This paper is an introductory, exploratory paper which opened up the ter-rain for a second phase of the South African Qualifications Authority (SAQA)-Rhodes University research partnership focusing on change-oriented workplace learning and sustainability practices, with an emphasis on learning pathways (the main period being 2011-2013, ongoing until 2016). The paper reviews early conceptual explorations of learning path-ways and articulation questions, as these relate to a transversal issue8 in the National Qualifications Framework (NQF), namely environment and sustainable development.
- Full Text:
- Date Issued: 2017
Introduction: Researching sustainable development learning pathways towards progression in learning and work
- Lotz-Sisitka, Heila, Ramsarup, Preesha, Bolton, Heidi
- Authors: Lotz-Sisitka, Heila , Ramsarup, Preesha , Bolton, Heidi
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , bulletin
- Identifier: http://hdl.handle.net/10962/436401 , vital:73269 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description: Environment and sustainable development issues are increasingly seen as complex, multi-faceted and integral to social and economic development, as can be seen from the recently proclaimed sustainable development goals (www.globalgoals.org1 ). As societies grapple with the rapid and catastrophic effects of environmental degradation, anthropogenic earth system change and a long history of unsustainable development, educa-tional systems have had to attempt to comprehend meaningfully, the im-plications. Within post-apartheid South Africa, these challenges are mark-edly more complex. In a country facing fundamental national transfor-mation on every front, the environment and sustainable development discourses are raising significant new challenges for work and learning systems.
- Full Text:
- Date Issued: 2017
- Authors: Lotz-Sisitka, Heila , Ramsarup, Preesha , Bolton, Heidi
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , bulletin
- Identifier: http://hdl.handle.net/10962/436401 , vital:73269 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description: Environment and sustainable development issues are increasingly seen as complex, multi-faceted and integral to social and economic development, as can be seen from the recently proclaimed sustainable development goals (www.globalgoals.org1 ). As societies grapple with the rapid and catastrophic effects of environmental degradation, anthropogenic earth system change and a long history of unsustainable development, educa-tional systems have had to attempt to comprehend meaningfully, the im-plications. Within post-apartheid South Africa, these challenges are mark-edly more complex. In a country facing fundamental national transfor-mation on every front, the environment and sustainable development discourses are raising significant new challenges for work and learning systems.
- Full Text:
- Date Issued: 2017
Boundary making and boundary crossing in learning pathways access and progression: Voices from the workplace
- Lotz-Sisitka, Heila, Mohanoe, M Nthabiseng, Ramsarup, Preesha, Olvitt, Lausanne L
- Authors: Lotz-Sisitka, Heila , Mohanoe, M Nthabiseng , Ramsarup, Preesha , Olvitt, Lausanne L
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , bulletin
- Identifier: http://hdl.handle.net/10962/436374 , vital:73265 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description: In the South African Qualifications Authority and Rhodes University (SAQA-Rhodes) partnership research it was found that ‘researching the boundary’is an important unit of analysis in learning pathways research (see Papers 1 and 2 in this Bulle-tin). The researchers have argued that this focus has rele-vance for discussions on articulation, as articulation is a boundary crossing practice39. However, to understand boundary crossing processes, it is important to understand what the boundaries are in learning pathways research and to understand how these boundaries were developed. Bounda-ries in learning pathways are both social and material and are constructed by people’s actions and practices, and can only be resolved through people’s actions and practices. This pa-per–Paper 5–considers the manner in which social-material factors are ‘boundary makers’ in learning pathways, affecting access, mobility, progression and articulation possibilities, with specific reference to articulation between workplace experi-ences and contexts on one hand, and education and training systems on the other. The paper argues for a perspective on the social-material that includes the Critical Realist concept of ‘absence’(Bhaskar, 1993) as an important shaping force in learning pathways research (see Paper 4, in this Bulletin). By identifying ‘boundary making’processes and factors, as articu-lated through ‘voices in the workplace’[one perspective on this issue], the paper identifies key areas for ‘boundary cross-ing’practices in the South African National Qualifications Framework (NQF) system and its associated sub-systems.
- Full Text:
- Date Issued: 2017
- Authors: Lotz-Sisitka, Heila , Mohanoe, M Nthabiseng , Ramsarup, Preesha , Olvitt, Lausanne L
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , bulletin
- Identifier: http://hdl.handle.net/10962/436374 , vital:73265 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description: In the South African Qualifications Authority and Rhodes University (SAQA-Rhodes) partnership research it was found that ‘researching the boundary’is an important unit of analysis in learning pathways research (see Papers 1 and 2 in this Bulle-tin). The researchers have argued that this focus has rele-vance for discussions on articulation, as articulation is a boundary crossing practice39. However, to understand boundary crossing processes, it is important to understand what the boundaries are in learning pathways research and to understand how these boundaries were developed. Bounda-ries in learning pathways are both social and material and are constructed by people’s actions and practices, and can only be resolved through people’s actions and practices. This pa-per–Paper 5–considers the manner in which social-material factors are ‘boundary makers’ in learning pathways, affecting access, mobility, progression and articulation possibilities, with specific reference to articulation between workplace experi-ences and contexts on one hand, and education and training systems on the other. The paper argues for a perspective on the social-material that includes the Critical Realist concept of ‘absence’(Bhaskar, 1993) as an important shaping force in learning pathways research (see Paper 4, in this Bulletin). By identifying ‘boundary making’processes and factors, as articu-lated through ‘voices in the workplace’[one perspective on this issue], the paper identifies key areas for ‘boundary cross-ing’practices in the South African National Qualifications Framework (NQF) system and its associated sub-systems.
- Full Text:
- Date Issued: 2017
Using Dialectical Critical Realism in the Analysis of Career Stories in Learning Pathways Research
- Lotz-Sisitka, Heila, Ramsarup, Preesha
- Authors: Lotz-Sisitka, Heila , Ramsarup, Preesha
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , bulletin
- Identifier: http://hdl.handle.net/10962/436416 , vital:73270 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description: In this paper we expand on our earlier methodological deliberations asso-ciated with differentiation within systems, boundaries and transition mechanisms (see Paper 2 in this Bulletin). We explore the potential for using a combination of two methodological tools for our learning path-ways research, in order to address the central methodological question raised through the literature review of learning pathways research, which highlighted a macro-micro dualism this area of study (see Paper 3 in this Bulletin). In Paper 4, we seek to explore whether Bhaskar’s (1993) dialec-tical approach may help with addressing this methodological dualism. We do this through applying the dialectical method, to career stories research approaches, which are one of the foundational approaches used in learn-ing pathways research (see Paper 3 in this Bulletin). Our analysis in this paper therefore uses (a) the development of ‘career stories’ and (b) Criti-cal Realist analysis of these career stories, using Bhaskar’s (1993) dialecti-cal method which foregrounds both absence and emergence.
- Full Text:
- Date Issued: 2017
- Authors: Lotz-Sisitka, Heila , Ramsarup, Preesha
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , bulletin
- Identifier: http://hdl.handle.net/10962/436416 , vital:73270 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description: In this paper we expand on our earlier methodological deliberations asso-ciated with differentiation within systems, boundaries and transition mechanisms (see Paper 2 in this Bulletin). We explore the potential for using a combination of two methodological tools for our learning path-ways research, in order to address the central methodological question raised through the literature review of learning pathways research, which highlighted a macro-micro dualism this area of study (see Paper 3 in this Bulletin). In Paper 4, we seek to explore whether Bhaskar’s (1993) dialec-tical approach may help with addressing this methodological dualism. We do this through applying the dialectical method, to career stories research approaches, which are one of the foundational approaches used in learn-ing pathways research (see Paper 3 in this Bulletin). Our analysis in this paper therefore uses (a) the development of ‘career stories’ and (b) Criti-cal Realist analysis of these career stories, using Bhaskar’s (1993) dialecti-cal method which foregrounds both absence and emergence.
- Full Text:
- Date Issued: 2017
A laminated, emergentist view of skills ecosystems
- Ramsarup, Presha, Lotz-Sisitka, Heila, McGrath, Simon
- Authors: Ramsarup, Presha , Lotz-Sisitka, Heila , McGrath, Simon
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370074 , vital:66295 , xlink:href="https://doi.org/10.1080/14767430.2022.2145768"
- Description: In this paper we present a model of vocational education and training (VET) that can be used to guide decisions relating to VET in Africa today. This model takes the critique of the neoclassical, neoliberal model of VET as its starting point. Guided by Bhaskar's Critical Naturalism, we use immanent critique to consider the adequacy of proposed alternatives to the neoclassical approach, such as: the heterodox approach, which foregrounds explanations based on human capital and political economy; and Hodgson and Spours' social ecosystem model, which addresses some of the limitations of the heterodox account by including, social and ecosystem elements. Finally, we offer a version of the social ecosystem model that, according to our analysis, explains more of the empirical evidence than previous models. Our version of the social ecosystem model differs from earlier versions in terms of its explicit reference to the critical realist ideas of position- practices and emergence.
- Full Text:
- Date Issued: 2022
- Authors: Ramsarup, Presha , Lotz-Sisitka, Heila , McGrath, Simon
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370074 , vital:66295 , xlink:href="https://doi.org/10.1080/14767430.2022.2145768"
- Description: In this paper we present a model of vocational education and training (VET) that can be used to guide decisions relating to VET in Africa today. This model takes the critique of the neoclassical, neoliberal model of VET as its starting point. Guided by Bhaskar's Critical Naturalism, we use immanent critique to consider the adequacy of proposed alternatives to the neoclassical approach, such as: the heterodox approach, which foregrounds explanations based on human capital and political economy; and Hodgson and Spours' social ecosystem model, which addresses some of the limitations of the heterodox account by including, social and ecosystem elements. Finally, we offer a version of the social ecosystem model that, according to our analysis, explains more of the empirical evidence than previous models. Our version of the social ecosystem model differs from earlier versions in terms of its explicit reference to the critical realist ideas of position- practices and emergence.
- Full Text:
- Date Issued: 2022
What’s in a conference theme?: Some reflections on critical realist research and its emergence in Africa over a period of 20+ years
- Authors: Lotz-Sisitka, Heila
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370739 , vital:66372 , xlink:href="https://doi.org/10.1080/14767430.2023.2146923"
- Description: In keeping with the 2021 IACR Conference theme (Re) Envisaging Emancipatory Research, Science and Practice, this paper reviews over fifty instances of critical realist research in Africa which have sought to establish emancipatory research praxis by using critical realism to underlabour a range of applied studies in a diversity of disciplines and countries. The initiators of this research have been drawn to critical realism for several reasons, most notably its return to ontology, its interest in transformed, transformative praxis, and its potential for addressing knowledge and experiences exclusions. The paper ends with a reflection on ‘What's in a Conference Theme', returning to the earlier 2012 IACR conference hosted in Africa, and the 2021 conference’s focus on emancipatory research. It argues both for the deepening of conversations between critical realism and Africana Critical Theory; and for the grounding of these conversations in the voices and power of the people in our communities
- Full Text:
- Date Issued: 2022
- Authors: Lotz-Sisitka, Heila
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370739 , vital:66372 , xlink:href="https://doi.org/10.1080/14767430.2023.2146923"
- Description: In keeping with the 2021 IACR Conference theme (Re) Envisaging Emancipatory Research, Science and Practice, this paper reviews over fifty instances of critical realist research in Africa which have sought to establish emancipatory research praxis by using critical realism to underlabour a range of applied studies in a diversity of disciplines and countries. The initiators of this research have been drawn to critical realism for several reasons, most notably its return to ontology, its interest in transformed, transformative praxis, and its potential for addressing knowledge and experiences exclusions. The paper ends with a reflection on ‘What's in a Conference Theme', returning to the earlier 2012 IACR conference hosted in Africa, and the 2021 conference’s focus on emancipatory research. It argues both for the deepening of conversations between critical realism and Africana Critical Theory; and for the grounding of these conversations in the voices and power of the people in our communities
- Full Text:
- Date Issued: 2022
Introduction “New” theory,“post” North-South representations, praxis
- Rodrigues, Cae, Payne, Phillip G, Grange, Lesley L, Carvalho, Isabel C, Steil, Carlos A, Lotz-Sisitka, Heila, Linde-Loubser, Henriette
- Authors: Rodrigues, Cae , Payne, Phillip G , Grange, Lesley L , Carvalho, Isabel C , Steil, Carlos A , Lotz-Sisitka, Heila , Linde-Loubser, Henriette
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182736 , vital:43858 , xlink:href="https://doi.org/10.1080/00958964.2020.1726265"
- Description: At a recent academic conference in the South, nine of us grappled for four days with these “old” questions and their presence within the “new” discourse of “post” environmental education research. We struggled for an additional six-month period of email exchange to see and feel these questions in our own research. That slow, rich, and deeper academic exchange between us culminated in a research agenda, partially (re)presented in a collectively constructed Mindmap (Figure 1), for critiquing the post/new whose framing is described in the remainder of this Introduction to the politics of knowledge production. That politic of slowly and judiciously engaging a collective form of criticism culminates in identifying the research problem, and questions, of this Special Issue (SI) about the role and place of allegedly new theory in the global discourse of allegedly post environmental education research. This specially assembled issue of The Journal of Environmental Education (JEE) is our best effort to (partially) represent a considerable amount of thought about the challenge presented by “post” and “new” Western thought. In translating our collective thought processes to a SI, we anticipate the reflexivity of the field will be critically advanced through engaging a number of emerging debates (Robottom and Hart, 1993) identified in the following pages of this Introduction, and in three “sample” articles specially written by Isabel Carvalho, Carlos Steil and Francisco Abraão Gonzaga, Louise Sund and Karen Pashby, and Phillip Payne, and an “in process” Conclusion written by Cae Rodrigues. There remains much work to do. This SI is only a start of reengaging overdue debates about the post (Hart, 2005).
- Full Text:
- Date Issued: 2020
- Authors: Rodrigues, Cae , Payne, Phillip G , Grange, Lesley L , Carvalho, Isabel C , Steil, Carlos A , Lotz-Sisitka, Heila , Linde-Loubser, Henriette
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182736 , vital:43858 , xlink:href="https://doi.org/10.1080/00958964.2020.1726265"
- Description: At a recent academic conference in the South, nine of us grappled for four days with these “old” questions and their presence within the “new” discourse of “post” environmental education research. We struggled for an additional six-month period of email exchange to see and feel these questions in our own research. That slow, rich, and deeper academic exchange between us culminated in a research agenda, partially (re)presented in a collectively constructed Mindmap (Figure 1), for critiquing the post/new whose framing is described in the remainder of this Introduction to the politics of knowledge production. That politic of slowly and judiciously engaging a collective form of criticism culminates in identifying the research problem, and questions, of this Special Issue (SI) about the role and place of allegedly new theory in the global discourse of allegedly post environmental education research. This specially assembled issue of The Journal of Environmental Education (JEE) is our best effort to (partially) represent a considerable amount of thought about the challenge presented by “post” and “new” Western thought. In translating our collective thought processes to a SI, we anticipate the reflexivity of the field will be critically advanced through engaging a number of emerging debates (Robottom and Hart, 1993) identified in the following pages of this Introduction, and in three “sample” articles specially written by Isabel Carvalho, Carlos Steil and Francisco Abraão Gonzaga, Louise Sund and Karen Pashby, and Phillip Payne, and an “in process” Conclusion written by Cae Rodrigues. There remains much work to do. This SI is only a start of reengaging overdue debates about the post (Hart, 2005).
- Full Text:
- Date Issued: 2020
Think Piece: Learning, Living and Leading into Transgression–A reflection on decolonial praxis in a neoliberal world
- Kulundu-Bolus, Injairu M, McGarry, Dylan K, Lotz-Sisitka, Heila
- Authors: Kulundu-Bolus, Injairu M , McGarry, Dylan K , Lotz-Sisitka, Heila
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182406 , vital:43827 , xlink:href="10.4314/sajee.v36i1.14"
- Description: Three scholar activists from South Africa reflect on what it means to transgress the limits of a neoliberal world and its crisis times, particularly considering transgressions in the service of a decolonial future. The authors explore three questions: i) What kind of learning can help us transgress the status quo? ii) How do we extend this learning into a commitment to actively living in transgressive ways? iii) What does it mean to lead in ways that re-generate a transgressive ethic in a neoliberal world? In a dialogical conversation format, the authors outline nine different but interconnected perspectives on learning, living and leading into transgression, with the aim of concurrently revealing the multiple layers of work that a decolonial future depends on, while demonstrating the ambitions of a pluriversal decolonial future through their writing. The intertwined narrative is not conclusive, as the processes marked out in brief are experiences that still need to be fully practised in new relations in times to come within academia-in-society-and-the-world with human and more-than-human actors. However, they do offer a generative set of questions, concepts and metaphors to give courage to boundary-dwelling scholar activists attempting transgressive research. These reflections seek to regenerate the transgressive ‘decolonial gestures’ (decolonialfutures.net) that we can undertake in a neo-liberal world, as an important part of environment and sustainability education practices. It draws out what an embodied practice of transgressive learning can entail when we become discerning of hegemonic discourses that reproduce the status quo. We pay homage to those decolonial scholars in the field of environment and sustainability education as we traverse this terrain, recognising their imagination and the transgressive movement that has come before us, but importantly we seek to also open pathways for those yet to come.
- Full Text:
- Date Issued: 2020
- Authors: Kulundu-Bolus, Injairu M , McGarry, Dylan K , Lotz-Sisitka, Heila
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182406 , vital:43827 , xlink:href="10.4314/sajee.v36i1.14"
- Description: Three scholar activists from South Africa reflect on what it means to transgress the limits of a neoliberal world and its crisis times, particularly considering transgressions in the service of a decolonial future. The authors explore three questions: i) What kind of learning can help us transgress the status quo? ii) How do we extend this learning into a commitment to actively living in transgressive ways? iii) What does it mean to lead in ways that re-generate a transgressive ethic in a neoliberal world? In a dialogical conversation format, the authors outline nine different but interconnected perspectives on learning, living and leading into transgression, with the aim of concurrently revealing the multiple layers of work that a decolonial future depends on, while demonstrating the ambitions of a pluriversal decolonial future through their writing. The intertwined narrative is not conclusive, as the processes marked out in brief are experiences that still need to be fully practised in new relations in times to come within academia-in-society-and-the-world with human and more-than-human actors. However, they do offer a generative set of questions, concepts and metaphors to give courage to boundary-dwelling scholar activists attempting transgressive research. These reflections seek to regenerate the transgressive ‘decolonial gestures’ (decolonialfutures.net) that we can undertake in a neo-liberal world, as an important part of environment and sustainability education practices. It draws out what an embodied practice of transgressive learning can entail when we become discerning of hegemonic discourses that reproduce the status quo. We pay homage to those decolonial scholars in the field of environment and sustainability education as we traverse this terrain, recognising their imagination and the transgressive movement that has come before us, but importantly we seek to also open pathways for those yet to come.
- Full Text:
- Date Issued: 2020
TVET SI: Evaluating Boundary Crossing Social Learning in Vocational Education and Training: A value creation approach
- Lotz-Sisitka, Heila, Sisitka, Lawrence, Chakona, Gamuchirai, Matiwane, Mandilive L, Matambo, Chamu
- Authors: Lotz-Sisitka, Heila , Sisitka, Lawrence , Chakona, Gamuchirai , Matiwane, Mandilive L , Matambo, Chamu
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389925 , vital:68495 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/238540"
- Description: This article focuses on the development and application of an evaluation model and approach for evaluating boundary crossing social learning in a Vocational Education and Training (VET) learning network in South Africa, with an emphasis on a Training of Trainers (ToT) course that helped to catalyse and strengthen this learning network via two iterations of the course over an eight-year period. The article shares how we adapted the value creation framework (VCF) of Wenger, Traynor and De Laat (2011; Wenger and Wenger-Traynor, 2020) in the evaluation of a VET Training of Trainers (ToT) programme and learning network that focussed on the uptake and circulation of rainwater harvesting and conservation (RWHandC) knowledge in a particular formal and informal VET context in the Eastern Cape, South Africa, where smallholder farmers were struggling to find water for producing food. The evaluated ToT course was catalytic in establishing a boundary crossing social learning network approach in a VET context that linked formal and informal VET (Lotz-Sisitka et al., 2016; Lotz-Sisitka et al., 2022; Pesanayi, 2019); hence we found it important to develop adequate tools for its evaluation. The focus of this article is to share how we developed an evaluation approach to this work. We share insights on the indicators developed for diff erent types of value created, and also insights gained into the use of this evaluation approach in a boundary crossing VET social learning project that took a ToT course as focus. In short, evaluation findings show that the boundary crossing ToT course off ers strong immediate, potential and applied value that can lead to realised and reframed value, especially if supported by ongoing learning network activities that follow the initial engagement in the boundary crossing ToT course. Th is leads, over time, to transformative value which is important in achieving the overall objective of such social learning, namely making knowledge more co-engaging, accessible and useful in the context where improved food security via better use of rainwater harvesting and conservation amongst smallholder farmers and household food producers is a necessary form of sustainable development. Orientation value, and enabling value were found to be vital for the emergence of other kinds of value. The evaluation model also allows for the lifting out of strategic value which points to wider uptake potential. All this creates the possibility for indicator development that can help inform iterative development of boundary crossing VET courses used to stimulate the co-construction of learning networks and ongoing social learning for sustainable development.
- Full Text:
- Date Issued: 2023
- Authors: Lotz-Sisitka, Heila , Sisitka, Lawrence , Chakona, Gamuchirai , Matiwane, Mandilive L , Matambo, Chamu
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389925 , vital:68495 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/238540"
- Description: This article focuses on the development and application of an evaluation model and approach for evaluating boundary crossing social learning in a Vocational Education and Training (VET) learning network in South Africa, with an emphasis on a Training of Trainers (ToT) course that helped to catalyse and strengthen this learning network via two iterations of the course over an eight-year period. The article shares how we adapted the value creation framework (VCF) of Wenger, Traynor and De Laat (2011; Wenger and Wenger-Traynor, 2020) in the evaluation of a VET Training of Trainers (ToT) programme and learning network that focussed on the uptake and circulation of rainwater harvesting and conservation (RWHandC) knowledge in a particular formal and informal VET context in the Eastern Cape, South Africa, where smallholder farmers were struggling to find water for producing food. The evaluated ToT course was catalytic in establishing a boundary crossing social learning network approach in a VET context that linked formal and informal VET (Lotz-Sisitka et al., 2016; Lotz-Sisitka et al., 2022; Pesanayi, 2019); hence we found it important to develop adequate tools for its evaluation. The focus of this article is to share how we developed an evaluation approach to this work. We share insights on the indicators developed for diff erent types of value created, and also insights gained into the use of this evaluation approach in a boundary crossing VET social learning project that took a ToT course as focus. In short, evaluation findings show that the boundary crossing ToT course off ers strong immediate, potential and applied value that can lead to realised and reframed value, especially if supported by ongoing learning network activities that follow the initial engagement in the boundary crossing ToT course. Th is leads, over time, to transformative value which is important in achieving the overall objective of such social learning, namely making knowledge more co-engaging, accessible and useful in the context where improved food security via better use of rainwater harvesting and conservation amongst smallholder farmers and household food producers is a necessary form of sustainable development. Orientation value, and enabling value were found to be vital for the emergence of other kinds of value. The evaluation model also allows for the lifting out of strategic value which points to wider uptake potential. All this creates the possibility for indicator development that can help inform iterative development of boundary crossing VET courses used to stimulate the co-construction of learning networks and ongoing social learning for sustainable development.
- Full Text:
- Date Issued: 2023
Probing the potential of social ecosystemic skills approaches for green skills planning: Perspectives from Expanded Public Works Programme studies
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/392924 , vital:68812 , ISBN 9780429279362 , https://doi.org/10.4324/9780429279362
- Description: The Expanded Public Works Programme (EPWP) in South Africa is an extensive governmental intervention to provide work opportunities. The EPWP context is a significant site of green skills emergence in South Africa, especially at the elementary occupation level. The training associated with these programmes has, to date, been largely top down, and little nuanced understanding exists on the training and learning pathways potential development for these green skills. There is a paradox between the top down approach to training, and the primarily regional implementation platforms of EPWP job opportunities and their developmental intent. To reconcile this paradox, I draw on social ecosystemic skills research to probe the potential for such a conceptual and theoretical framework for guiding green skills research for the EPWP. I share some methodologies and insights developed in EPWP green skills research projects that offer potential for providing insight into a social ecosystemic model for green skills research in EPWP programmes. Social ecosystemic models in skills research seek to develop skills development approaches that forge stronger connections between working, living and learning, foregrounding regional, place-based models for skills planning that require interfacing with vertical facilitatory mechanisms and horizontal connectivities.
- Full Text:
- Date Issued: 2019
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/392924 , vital:68812 , ISBN 9780429279362 , https://doi.org/10.4324/9780429279362
- Description: The Expanded Public Works Programme (EPWP) in South Africa is an extensive governmental intervention to provide work opportunities. The EPWP context is a significant site of green skills emergence in South Africa, especially at the elementary occupation level. The training associated with these programmes has, to date, been largely top down, and little nuanced understanding exists on the training and learning pathways potential development for these green skills. There is a paradox between the top down approach to training, and the primarily regional implementation platforms of EPWP job opportunities and their developmental intent. To reconcile this paradox, I draw on social ecosystemic skills research to probe the potential for such a conceptual and theoretical framework for guiding green skills research for the EPWP. I share some methodologies and insights developed in EPWP green skills research projects that offer potential for providing insight into a social ecosystemic model for green skills research in EPWP programmes. Social ecosystemic models in skills research seek to develop skills development approaches that forge stronger connections between working, living and learning, foregrounding regional, place-based models for skills planning that require interfacing with vertical facilitatory mechanisms and horizontal connectivities.
- Full Text:
- Date Issued: 2019
The Stinking Ontology of Sh#t in the Water: Higher Education Public Pedagogy and “Existance”?
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182754 , vital:43871 , xlink:href="http://doi.org/10.1089/sus.2019.29161"
- Description: “Existance” is not a spelling mistake. It is a word from Soweto street poet Zachariah Rapola’s poem, questioning our “stance in existence” . In the context of this essay, the poem raises the challenging perspective of our “stance in existence.” for engaging with the SDGs. The SDGs set a range of clear targets, but in doing so, they fail to give a good account of the stinking ontology of some of the issues to be dealt with, and thus lack a certain sense of realism.
- Full Text:
- Date Issued: 2019
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182754 , vital:43871 , xlink:href="http://doi.org/10.1089/sus.2019.29161"
- Description: “Existance” is not a spelling mistake. It is a word from Soweto street poet Zachariah Rapola’s poem, questioning our “stance in existence” . In the context of this essay, the poem raises the challenging perspective of our “stance in existence.” for engaging with the SDGs. The SDGs set a range of clear targets, but in doing so, they fail to give a good account of the stinking ontology of some of the issues to be dealt with, and thus lack a certain sense of realism.
- Full Text:
- Date Issued: 2019
Mainstreaming education for sustainable development: Elaborating the role of position-practice systems using seven laminations of scale
- Agbedahin, Adesuwa V, Lotz-Sisitka, Heila
- Authors: Agbedahin, Adesuwa V , Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182428 , vital:43829 , xlink:href="https://doi.org/10.1080/14767430.2019.1602975"
- Description: The United Nations Sustainable Development Goal 4.7 proposes that Education for Sustainable Development (ESD) should be included at all levels of education, known as ‘mainstreaming’. However, there is little guidance as to how to achieve this. ESD mainstreaming demands more than simply a technical policy transfer; it also requires attention to the position-practice systems of involved agents. This article critically assesses the mainstreaming of ESD in the case of university educators in Africa who have participated in the International Training Programme on ESD in higher education. It clarifies their position-practice systems in terms of Bhaskar’s seven laminations of scale. This article therefore provides a detailed description of the ways in which agents' position-practice systems enable and constrain ESD mainstreaming. It also demonstrates that a critical realist perspective can contribute towards the understanding and achievement of transformation towards sustainability and can help to ensure the flourishing of both current and future generations.
- Full Text:
- Date Issued: 2019
- Authors: Agbedahin, Adesuwa V , Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182428 , vital:43829 , xlink:href="https://doi.org/10.1080/14767430.2019.1602975"
- Description: The United Nations Sustainable Development Goal 4.7 proposes that Education for Sustainable Development (ESD) should be included at all levels of education, known as ‘mainstreaming’. However, there is little guidance as to how to achieve this. ESD mainstreaming demands more than simply a technical policy transfer; it also requires attention to the position-practice systems of involved agents. This article critically assesses the mainstreaming of ESD in the case of university educators in Africa who have participated in the International Training Programme on ESD in higher education. It clarifies their position-practice systems in terms of Bhaskar’s seven laminations of scale. This article therefore provides a detailed description of the ways in which agents' position-practice systems enable and constrain ESD mainstreaming. It also demonstrates that a critical realist perspective can contribute towards the understanding and achievement of transformation towards sustainability and can help to ensure the flourishing of both current and future generations.
- Full Text:
- Date Issued: 2019