Education for Sustainable Development and retention: unravelling a research agenda
- Authors: Lotz-Sisitka, Heila
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127192 , vital:35975 , https://10.1007/s11159-010-9165-9
- Description: This paper considers the question of what education for sustainable development (ESD) research might signify when linked to the concept of “retention”, and how this relation (ESD and retention) might be researched. It considers two different perspectives on retention, as revealed through educational research trajectories, drawing on existing research and case studies. Firstly, it discusses an ESD research agenda that documents retention by focusing on the issue of keeping children in schools. This research agenda is typical of the existing discourses surrounding Education for All (EFA). It then discusses a related ESD research agenda that focuses more on the pedagogical and curricular aspects of retention, as this provides for a deeper understanding of how ESD can contribute to improving the quality of teaching and learning within a wider EFA retention agenda.
- Full Text:
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127192 , vital:35975 , https://10.1007/s11159-010-9165-9
- Description: This paper considers the question of what education for sustainable development (ESD) research might signify when linked to the concept of “retention”, and how this relation (ESD and retention) might be researched. It considers two different perspectives on retention, as revealed through educational research trajectories, drawing on existing research and case studies. Firstly, it discusses an ESD research agenda that documents retention by focusing on the issue of keeping children in schools. This research agenda is typical of the existing discourses surrounding Education for All (EFA). It then discusses a related ESD research agenda that focuses more on the pedagogical and curricular aspects of retention, as this provides for a deeper understanding of how ESD can contribute to improving the quality of teaching and learning within a wider EFA retention agenda.
- Full Text:
- Date Issued: 2010
Changing social imaginaries, multiplicities and ‘one sole world’: Reading Scandinavian environmental and sustainability education research papers with Badiou and Taylor at hand
- Authors: Lotz-Sisitka, Heila
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182506 , vital:43836 , xlink:href="https://doi.org/10.1080/13504620903504081"
- Description: Badiou’s ontological work draws attention to multiplicities – the oneness of ontology, which he explains can only become ontologically differentiated into events or sites through political, artistic or amorous practices that philosophies can think and invent from. He also draws attention to the fusion of events and sites, and he explains that events (such as producing special issues of journals located in particular sites) are reflexive. He also tells us, however, that the reflexive structure of an artistic or scientific event (such as producing a special issue of a journal) is not always immediately evident. In writing this response article I work with this concept – and probe how the production of events (such as a special issue of a journal produced in a specific site) may be reflexive. This is the purpose of the article. This response article therefore probes some of the political, structural and intellectual processes that come to shape scholarship in different sites, and here I draw on the insights into social imaginaries provided by Charles Taylor to develop a perspective on the scholarship that is reflected in this journal. Through this, I seek to open the notion of multiplicities, oneness and the particularities of our social imaginaries as themes for thinking about educational scholarship events produced within and across geo‐physical, socio‐ecological and socio‐economic spaces in different parts of the world.
- Full Text:
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182506 , vital:43836 , xlink:href="https://doi.org/10.1080/13504620903504081"
- Description: Badiou’s ontological work draws attention to multiplicities – the oneness of ontology, which he explains can only become ontologically differentiated into events or sites through political, artistic or amorous practices that philosophies can think and invent from. He also draws attention to the fusion of events and sites, and he explains that events (such as producing special issues of journals located in particular sites) are reflexive. He also tells us, however, that the reflexive structure of an artistic or scientific event (such as producing a special issue of a journal) is not always immediately evident. In writing this response article I work with this concept – and probe how the production of events (such as a special issue of a journal produced in a specific site) may be reflexive. This is the purpose of the article. This response article therefore probes some of the political, structural and intellectual processes that come to shape scholarship in different sites, and here I draw on the insights into social imaginaries provided by Charles Taylor to develop a perspective on the scholarship that is reflected in this journal. Through this, I seek to open the notion of multiplicities, oneness and the particularities of our social imaginaries as themes for thinking about educational scholarship events produced within and across geo‐physical, socio‐ecological and socio‐economic spaces in different parts of the world.
- Full Text:
- Date Issued: 2010
Formative interventionist research generating iterative mediation processes in a vocational education and training learning network
- Lotz-Sisitka, Heila, Pesanayi, Tichaona V
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona V
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/370575 , vital:66356 , ISBN 9780429279362 , https://doi.org/10.4324/9780429279362
- Description: This chapter addresses a research problem identified in the vocational agricultural learning system where there was a gap in vocational education and training knowledge flow from research institutions to knowledge users. The chapter develops a theoretical framework for dealing with the problem of ‘knowledge flow’ in vocational education and training settings. The problem emerges around the uptake and use of relevant research-based knowledge resources on rainwater harvesting and conservation practices for agricultural education and training focused on small-scale farmers and household food producers in South Africa. These resources, despite their contemporary relevance, were not being used in agricultural colleges or in the related agricultural learning support system. Drawing on a social ecosystemic approach to knowledge flow and mediation, the chapter surfaces five iterative mediation processes developed via a generative, formative interventionist research process over a five year period (Lotz-Sisitka et al. 2016; Pesanayi, 2019; cf. Chapter 8) that facilitated the development of a regional learning network which enabled vertical facilitatory processes and horizontal connectivities that impacted on farmers’ food production system, as well as the agricultural learning system. We illuminate key features of these as important for supporting knowledge flow within a regional social ecosystemic framework for skills development.
- Full Text:
- Date Issued: 2019
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona V
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/370575 , vital:66356 , ISBN 9780429279362 , https://doi.org/10.4324/9780429279362
- Description: This chapter addresses a research problem identified in the vocational agricultural learning system where there was a gap in vocational education and training knowledge flow from research institutions to knowledge users. The chapter develops a theoretical framework for dealing with the problem of ‘knowledge flow’ in vocational education and training settings. The problem emerges around the uptake and use of relevant research-based knowledge resources on rainwater harvesting and conservation practices for agricultural education and training focused on small-scale farmers and household food producers in South Africa. These resources, despite their contemporary relevance, were not being used in agricultural colleges or in the related agricultural learning support system. Drawing on a social ecosystemic approach to knowledge flow and mediation, the chapter surfaces five iterative mediation processes developed via a generative, formative interventionist research process over a five year period (Lotz-Sisitka et al. 2016; Pesanayi, 2019; cf. Chapter 8) that facilitated the development of a regional learning network which enabled vertical facilitatory processes and horizontal connectivities that impacted on farmers’ food production system, as well as the agricultural learning system. We illuminate key features of these as important for supporting knowledge flow within a regional social ecosystemic framework for skills development.
- Full Text:
- Date Issued: 2019
Vocational education and training for African development: A literature review
- McGrath, Simon, Ramsarup, Presha, Zeelen, Jacques, Wedekind, Volker, Allais, Stephanie, Lotz-Sisitka, Heila, Monk, David, Openjuru, George, Russon, Jo-Anna
- Authors: McGrath, Simon , Ramsarup, Presha , Zeelen, Jacques , Wedekind, Volker , Allais, Stephanie , Lotz-Sisitka, Heila , Monk, David , Openjuru, George , Russon, Jo-Anna
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182418 , vital:43828 , xlink:href="https://doi.org/10.1080/13636820.2019.1679969"
- Description: The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a “hidden hand”. Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals’ and communities’ views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.
- Full Text:
- Date Issued: 2020
- Authors: McGrath, Simon , Ramsarup, Presha , Zeelen, Jacques , Wedekind, Volker , Allais, Stephanie , Lotz-Sisitka, Heila , Monk, David , Openjuru, George , Russon, Jo-Anna
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182418 , vital:43828 , xlink:href="https://doi.org/10.1080/13636820.2019.1679969"
- Description: The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a “hidden hand”. Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals’ and communities’ views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.
- Full Text:
- Date Issued: 2020
Expansive Social Learning, Morphogenesis and Reflexive Action in an Organization Responding to Wetland Degradation
- Lindley, David S, Lotz-Sisitka, Heila
- Authors: Lindley, David S , Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182450 , vital:43831 , xlink:href="https://doi.org/10.3390/su11154230"
- Description: This study (conducted as PhD research at Rhodes University, South Africa) describes a formative interventionist research project conducted to explore factors inhibiting improved wetland management within a corporate plantation forestry context and determine if, and how, expansive social learning processes could strengthen organizational learning and development to overcome these factors. A series of formative interventionist workshops and feedback meetings took place over three years; developing new knowledge amongst staff of Company X, and improved wetland management practices. Through the expansive learning process, the tensions and contradictions that emerged became generative, supporting expansive learning that was reflectively engaged with throughout the research period. The study was== supported by an epistemological framework of cultural historical activity theory and expansive learning. Realist social theory, emerging from critical realism, with its methodological compliment the morphogenetic framework gave the research the depth of detail required to explain how the expansive learning, organizational social change, and boundary crossings that are necessary for assembling the collective were taking place. This provided ontological depth to the research. The research found that expansive learning processes, which are also social learning processes (hence we use the term ‘expansive social learning’, supported organizational learning and development for improved wetland management. Five types of changes emerged from the research: (1) Changes in structure, (2) changes in practice, (3) changes in approach, (4) changes in discourse, and (5) changes in knowledge, values, and thinking. The study was able to explain how these changes occurred via the interaction of structural emergent properties and powers; cultural emergent properties and powers; and personal emergent properties and powers of agents. It was concluded that expansive learning could provide an environmental education platform to proactively work with the sociological potential of morphogenesis to bring about future change via an open-ended participatory and reflexive expansive learning process.
- Full Text:
- Date Issued: 2019
- Authors: Lindley, David S , Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182450 , vital:43831 , xlink:href="https://doi.org/10.3390/su11154230"
- Description: This study (conducted as PhD research at Rhodes University, South Africa) describes a formative interventionist research project conducted to explore factors inhibiting improved wetland management within a corporate plantation forestry context and determine if, and how, expansive social learning processes could strengthen organizational learning and development to overcome these factors. A series of formative interventionist workshops and feedback meetings took place over three years; developing new knowledge amongst staff of Company X, and improved wetland management practices. Through the expansive learning process, the tensions and contradictions that emerged became generative, supporting expansive learning that was reflectively engaged with throughout the research period. The study was== supported by an epistemological framework of cultural historical activity theory and expansive learning. Realist social theory, emerging from critical realism, with its methodological compliment the morphogenetic framework gave the research the depth of detail required to explain how the expansive learning, organizational social change, and boundary crossings that are necessary for assembling the collective were taking place. This provided ontological depth to the research. The research found that expansive learning processes, which are also social learning processes (hence we use the term ‘expansive social learning’, supported organizational learning and development for improved wetland management. Five types of changes emerged from the research: (1) Changes in structure, (2) changes in practice, (3) changes in approach, (4) changes in discourse, and (5) changes in knowledge, values, and thinking. The study was able to explain how these changes occurred via the interaction of structural emergent properties and powers; cultural emergent properties and powers; and personal emergent properties and powers of agents. It was concluded that expansive learning could provide an environmental education platform to proactively work with the sociological potential of morphogenesis to bring about future change via an open-ended participatory and reflexive expansive learning process.
- Full Text:
- Date Issued: 2019
Weaving cloths: Research design in contexts of transformation
- Authors: Lotz-Sisitka, Heila
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/184745 , vital:44268 , xlink:href="https://cjee.lakeheadu.ca/article/viewFile/259/136"
- Description: Through storytelling, I apply methodological and epistemological reflexivity to ask questions about the way in which environmental education research is framed in transformational settings. I ask questions about the role of research teachers/supervisors in the “weaving enterprise” or the research process. Do we have the dual task of developing contextually relevant frameworks, and of making sure that these frameworks are not adopted on an “industrial scale”—in other words, as new paradigms which have the potential to narrow research possibilities? The paper concerns itself with a broader question, notably the potentially debilitating effects of mass production of research, or the globalizing of knowledge production. The story I use to raise these, and other questions for consideration by teachers/supervisors of research is a research workers story (my own), constructed between 1992 and 1996, in a context of rapid socio-political and educational transformation in South Africa (Lotz, 1996). In addition to the above, the paper opens a debate about reflexivity as research methodological rigour.
- Full Text:
- Date Issued: 2002
- Authors: Lotz-Sisitka, Heila
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/184745 , vital:44268 , xlink:href="https://cjee.lakeheadu.ca/article/viewFile/259/136"
- Description: Through storytelling, I apply methodological and epistemological reflexivity to ask questions about the way in which environmental education research is framed in transformational settings. I ask questions about the role of research teachers/supervisors in the “weaving enterprise” or the research process. Do we have the dual task of developing contextually relevant frameworks, and of making sure that these frameworks are not adopted on an “industrial scale”—in other words, as new paradigms which have the potential to narrow research possibilities? The paper concerns itself with a broader question, notably the potentially debilitating effects of mass production of research, or the globalizing of knowledge production. The story I use to raise these, and other questions for consideration by teachers/supervisors of research is a research workers story (my own), constructed between 1992 and 1996, in a context of rapid socio-political and educational transformation in South Africa (Lotz, 1996). In addition to the above, the paper opens a debate about reflexivity as research methodological rigour.
- Full Text:
- Date Issued: 2002
Some insights on the gap
- O'Donoghue, Rob, Lotz-Sisitka, Heila
- Authors: O'Donoghue, Rob , Lotz-Sisitka, Heila
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182720 , vital:43856 , xlink:href="https://doi.org/10.1080/13504620220145410"
- Description: In our response to 'Mind the gap' by Kollmuss and Agyeman (2002) we review contemporary pro-environmental behaviour research and perspectives. We apply a social processes vantage point to reveal a blindness to the historical origins of these perspectives. Through drawing on a case in an African context, we illuminate the way in which experts in institutional contexts come to etch instrumental perspectives, and thus we probe the limitations of instrumentalist assumptions associated with pro-environmental behaviour research and perspectives. We also point to ideological blind spots and blockages that persist in disallowing social politics and history to illuminate the complexities of human social habitus, and we reveal some of the complexities that have been set aside in the Kollmuss and Agyeman article.
- Full Text:
- Date Issued: 2002
- Authors: O'Donoghue, Rob , Lotz-Sisitka, Heila
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182720 , vital:43856 , xlink:href="https://doi.org/10.1080/13504620220145410"
- Description: In our response to 'Mind the gap' by Kollmuss and Agyeman (2002) we review contemporary pro-environmental behaviour research and perspectives. We apply a social processes vantage point to reveal a blindness to the historical origins of these perspectives. Through drawing on a case in an African context, we illuminate the way in which experts in institutional contexts come to etch instrumental perspectives, and thus we probe the limitations of instrumentalist assumptions associated with pro-environmental behaviour research and perspectives. We also point to ideological blind spots and blockages that persist in disallowing social politics and history to illuminate the complexities of human social habitus, and we reveal some of the complexities that have been set aside in the Kollmuss and Agyeman article.
- Full Text:
- Date Issued: 2002
Being Brave: Writing Environmental Education Research
- Lotz-Sisitka, Heila, Burt, Jane C
- Authors: Lotz-Sisitka, Heila , Burt, Jane C
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/184734 , vital:44267 , xlink:href="https://eric.ed.gov/?id=EJ654591"
- Description: The heroine came back from her very important quest and sat down to write a thesis . . . While mythical journeys do not always end this way, the stories have to be told. The work of telling the story in the hero’s journey is often left untold. This paper explores some of the headwork that goes into textwork (Van Manen, 1995) in environmental education research. We argue that writing is an integral part of the research process, and should not be viewed as an “add on” or a silent, untold part of the adventure. We reflect on some of the institutional and epistemological issues associated with writing social science (in our case environmental education) research texts. Writing research is never an easy enterprise, it is bound by history and tradition, convention, institutional habit, and regulation. It is also constrained by the uncertainty of the process of writing itself, by problems of power relations in research, and the difficulty of writing to represent experience rigorously and authentically while recognizing that all writing is a constructed symbolic representation of experience. The paper reflexively reviews our attempts at “being brave” in the construction of our research texts.
- Full Text:
- Date Issued: 2002
- Authors: Lotz-Sisitka, Heila , Burt, Jane C
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/184734 , vital:44267 , xlink:href="https://eric.ed.gov/?id=EJ654591"
- Description: The heroine came back from her very important quest and sat down to write a thesis . . . While mythical journeys do not always end this way, the stories have to be told. The work of telling the story in the hero’s journey is often left untold. This paper explores some of the headwork that goes into textwork (Van Manen, 1995) in environmental education research. We argue that writing is an integral part of the research process, and should not be viewed as an “add on” or a silent, untold part of the adventure. We reflect on some of the institutional and epistemological issues associated with writing social science (in our case environmental education) research texts. Writing research is never an easy enterprise, it is bound by history and tradition, convention, institutional habit, and regulation. It is also constrained by the uncertainty of the process of writing itself, by problems of power relations in research, and the difficulty of writing to represent experience rigorously and authentically while recognizing that all writing is a constructed symbolic representation of experience. The paper reflexively reviews our attempts at “being brave” in the construction of our research texts.
- Full Text:
- Date Issued: 2002
Towards a better grasp of what matters in view of ‘the posts’
- O'Donoghue, Rob, Lotz-Sisitka, Heila
- Authors: O'Donoghue, Rob , Lotz-Sisitka, Heila
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182693 , vital:43854 , xlink:href="https://doi.org/10.1080/13504620500169593"
- Description: This response to McKenzie suggests that the issues of representivity, legitimacy and politics, inscribed within an institutional continuism characteristic of modernity within the McKenzie discourse, could well be recast within a reflexive view informed by insights derived with developing social theory. It briefly overviews the struggle for human agency that played out within the deconstructive engagements of the posts and probes how perspectives in social theory are opening the way for a break with features of environmental education as an institutional field. The review points to a reconstituting of the idea of environmental education research from scholastic field of/for environmental awareness and sustainable development, to a reflexive engagement within processes of social reproduction and reorientation in a changing world. A shift such as this would constitute a subtle change in a developing field of research, to situated design decisions of reflexive engagement (research) in social fields constituted within developing cultural contexts of risk.
- Full Text:
- Date Issued: 2005
- Authors: O'Donoghue, Rob , Lotz-Sisitka, Heila
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182693 , vital:43854 , xlink:href="https://doi.org/10.1080/13504620500169593"
- Description: This response to McKenzie suggests that the issues of representivity, legitimacy and politics, inscribed within an institutional continuism characteristic of modernity within the McKenzie discourse, could well be recast within a reflexive view informed by insights derived with developing social theory. It briefly overviews the struggle for human agency that played out within the deconstructive engagements of the posts and probes how perspectives in social theory are opening the way for a break with features of environmental education as an institutional field. The review points to a reconstituting of the idea of environmental education research from scholastic field of/for environmental awareness and sustainable development, to a reflexive engagement within processes of social reproduction and reorientation in a changing world. A shift such as this would constitute a subtle change in a developing field of research, to situated design decisions of reflexive engagement (research) in social fields constituted within developing cultural contexts of risk.
- Full Text:
- Date Issued: 2005
Editorial: the policy-in-practice nexus
- Lotz-Sisitka, Heila, Obol, Charles, Nhamo, Godwell
- Authors: Lotz-Sisitka, Heila , Obol, Charles , Nhamo, Godwell
- Date: 2003
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67389 , vital:29083 , https://www.ajol.info/index.php/sajee/article/view/122661/112205
- Description: publisher version , Environmental policy development and implementation has become a ‘hot topic’ in southern Africa, following global imperatives for countries around the world to articulate their intentions to become more sustainable through public policy. Many policies in the region have been developed with the support of large scale donor funding. Much of the funding is often allocated to policy development processes rather than policy implementation processes, and many countries have experienced ‘gaps’ between policy intention and policy playing out in the field. Recently the Southern African Development Community’s Regional Environmental Education Programme (SADC REEP) appointed an environmental education policy advisor to influence regional policy (our Guest Editor, Charles Obol).This edition of the journal, funded by SADC REEP, aims to provide perspective on the policy-in-practice nexus in southern Africa.
- Full Text:
- Date Issued: 2003
- Authors: Lotz-Sisitka, Heila , Obol, Charles , Nhamo, Godwell
- Date: 2003
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67389 , vital:29083 , https://www.ajol.info/index.php/sajee/article/view/122661/112205
- Description: publisher version , Environmental policy development and implementation has become a ‘hot topic’ in southern Africa, following global imperatives for countries around the world to articulate their intentions to become more sustainable through public policy. Many policies in the region have been developed with the support of large scale donor funding. Much of the funding is often allocated to policy development processes rather than policy implementation processes, and many countries have experienced ‘gaps’ between policy intention and policy playing out in the field. Recently the Southern African Development Community’s Regional Environmental Education Programme (SADC REEP) appointed an environmental education policy advisor to influence regional policy (our Guest Editor, Charles Obol).This edition of the journal, funded by SADC REEP, aims to provide perspective on the policy-in-practice nexus in southern Africa.
- Full Text:
- Date Issued: 2003
Exploring the practical adequacy of the normative framework guiding South Africa’s National Curriculum Statement
- Schudel, Ingrid, Lotz-Sisitka, Heila
- Authors: Schudel, Ingrid , Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391193 , vital:68630 , xlink:href="https://www.tandfonline.com/doi/full/10.1080/13504620701284860"
- Description: This article examines the practical adequacy of the recent defining of a normative framework for the South African National Curriculum Statement that focuses on the relationship between human rights, social justice and a healthy environment. This politically framed and socially critical normative framework has developed in response to socio-political and socio-ecological histories in postapartheid curriculum transformation processes. The article critically considers the process of working with a normative framework in the defining of environmental education teaching and learning interactions, and seeks not only to explore the policy discourse critically, but also to explore what it is about the world that makes it work in different ways. Drawing on Sayer’s perspectives on the possibilities of enabling ‘situated universalism’ as a form of normative theory, and case-based data from a teacher professional development programme in the Makana District (where the authors live and work), the article probes the relationship between the establishment of a ‘universalising’ normative framework to guide national curriculum, and situated engagements with this framework in/as democratic process. In this process it questions whether educators should adopt the ‘norms’ as presented by society and simply universalize and implement them as prescribed by curriculum statements, or whether educators should adopt the strategies of postmodernists and reduce normative frameworks to relations of power situated in particular contexts.
- Full Text:
- Date Issued: 2006
- Authors: Schudel, Ingrid , Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391193 , vital:68630 , xlink:href="https://www.tandfonline.com/doi/full/10.1080/13504620701284860"
- Description: This article examines the practical adequacy of the recent defining of a normative framework for the South African National Curriculum Statement that focuses on the relationship between human rights, social justice and a healthy environment. This politically framed and socially critical normative framework has developed in response to socio-political and socio-ecological histories in postapartheid curriculum transformation processes. The article critically considers the process of working with a normative framework in the defining of environmental education teaching and learning interactions, and seeks not only to explore the policy discourse critically, but also to explore what it is about the world that makes it work in different ways. Drawing on Sayer’s perspectives on the possibilities of enabling ‘situated universalism’ as a form of normative theory, and case-based data from a teacher professional development programme in the Makana District (where the authors live and work), the article probes the relationship between the establishment of a ‘universalising’ normative framework to guide national curriculum, and situated engagements with this framework in/as democratic process. In this process it questions whether educators should adopt the ‘norms’ as presented by society and simply universalize and implement them as prescribed by curriculum statements, or whether educators should adopt the strategies of postmodernists and reduce normative frameworks to relations of power situated in particular contexts.
- Full Text:
- Date Issued: 2006
Active learning in schools
- Lotz-Sisitka, Heila, Timmermans, Ingrid
- Authors: Lotz-Sisitka, Heila , Timmermans, Ingrid
- Date: 2001
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389696 , vital:68475 , xlink:href="https://eeasa.org.za/wp-content/uploads/2016/12/Bulletin_vol21-_Sep-2001.pdf"
- Description: The Rhodes University Environmental Education Unit has initiated a project to support school-based environmental education work in Grahamstown. In line with national environmental education policy, the project supports a focus on environmental learning in the context of the OBE curriculum, and provides professional development support to teachers implementing the project (NEEP, 2000). An action research evaluation is taking place to monitor key aspects of the project and a number of interim evaluation reports have been produced (Mbanjwa, 2001).
- Full Text:
- Date Issued: 2001
- Authors: Lotz-Sisitka, Heila , Timmermans, Ingrid
- Date: 2001
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389696 , vital:68475 , xlink:href="https://eeasa.org.za/wp-content/uploads/2016/12/Bulletin_vol21-_Sep-2001.pdf"
- Description: The Rhodes University Environmental Education Unit has initiated a project to support school-based environmental education work in Grahamstown. In line with national environmental education policy, the project supports a focus on environmental learning in the context of the OBE curriculum, and provides professional development support to teachers implementing the project (NEEP, 2000). An action research evaluation is taking place to monitor key aspects of the project and a number of interim evaluation reports have been produced (Mbanjwa, 2001).
- Full Text:
- Date Issued: 2001
Participating in the UN Decade of Education for Sustainability: voices in a southern African consultation process
- Authors: Lotz-Sisitka, Heila
- Date: 2006
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67367 , vital:29081 , https://www.ajol.info/index.php/sajee/article/view/122720
- Description: publisher version , This paper documents the outcomes of the consultation process on participating in the UNDESD which was led by the SADC Regional Environmental Education Programme in 2005/2006, assisted by the Rhodes University Environmental Education and Sustainability Unit and Environment Africa. The goals of the consultation process were to explore interpretations and meaning-making around the global discourse of ESD in a southern African context. Findings from the consultation process provide useful baseline information on the status of debate on sustainable development in educational circles; participation and partnerships; insights into environmental and sustainability education (ESD) practice and mechanisms needed for supporting this practice. The paper ends by outlining a research agenda for ESD in southern Africa, as discussed during the consultation process.
- Full Text:
- Date Issued: 2006
- Authors: Lotz-Sisitka, Heila
- Date: 2006
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67367 , vital:29081 , https://www.ajol.info/index.php/sajee/article/view/122720
- Description: publisher version , This paper documents the outcomes of the consultation process on participating in the UNDESD which was led by the SADC Regional Environmental Education Programme in 2005/2006, assisted by the Rhodes University Environmental Education and Sustainability Unit and Environment Africa. The goals of the consultation process were to explore interpretations and meaning-making around the global discourse of ESD in a southern African context. Findings from the consultation process provide useful baseline information on the status of debate on sustainable development in educational circles; participation and partnerships; insights into environmental and sustainability education (ESD) practice and mechanisms needed for supporting this practice. The paper ends by outlining a research agenda for ESD in southern Africa, as discussed during the consultation process.
- Full Text:
- Date Issued: 2006
Food for us: reducing food waste, supporting social learning, creating value
- Lotz-Sisitka, Heila, Ward, Mike, Jenkin, Nicola P, Tantsi, Thato
- Authors: Lotz-Sisitka, Heila , Ward, Mike , Jenkin, Nicola P , Tantsi, Thato
- Subjects: Environmental education -- South Africa , Environmental education -- Study and teaching -- South Africa
- Language: English
- Type: Instructional and educational works , text
- Identifier: http://hdl.handle.net/10962/70859 , vital:29754 , 978-0-620-82216-9 , https://doi.org/10.21504/10962/70859
- Description: An estimated third of the 29 million tons of food produced annually in South Africa goes to waste (Oelofse, 2014). Fifty percent of this waste (by mass) occurs during the agricultural production and post-harvest handling and storage stages (von Bormann et al., 2017). At the same time 13 million South Africans routinely experience hunger, with malnutrition a serious concern for early childhood development (StatsSA, 2018). This disconnect between the need for food and the food that is available for consumption but being wasted, has profound social, environmental and economic impacts. This, in turn, suggests that there must be opportunities to create social, environmental and economic value through innovative and transformative initiatives that link food producers with food consumers in South Africa, particularly those in need. Food for Us is a sustainable food systems mobile phone learning pilot project initiated in 2017 by a consortium of partners in South Africa working with the United Nations (UN) Sustainable Lifestyles and Education Programme within the One Planet Network. The intention was to design and develop a mobile application (app) that could help reduce on-farm food surplus, while also supporting social learning. The initial phase of the project was 18 months. This publication shares what has been learned and can also be considered a springboard for the potential that is possible.
- Full Text:
- Authors: Lotz-Sisitka, Heila , Ward, Mike , Jenkin, Nicola P , Tantsi, Thato
- Subjects: Environmental education -- South Africa , Environmental education -- Study and teaching -- South Africa
- Language: English
- Type: Instructional and educational works , text
- Identifier: http://hdl.handle.net/10962/70859 , vital:29754 , 978-0-620-82216-9 , https://doi.org/10.21504/10962/70859
- Description: An estimated third of the 29 million tons of food produced annually in South Africa goes to waste (Oelofse, 2014). Fifty percent of this waste (by mass) occurs during the agricultural production and post-harvest handling and storage stages (von Bormann et al., 2017). At the same time 13 million South Africans routinely experience hunger, with malnutrition a serious concern for early childhood development (StatsSA, 2018). This disconnect between the need for food and the food that is available for consumption but being wasted, has profound social, environmental and economic impacts. This, in turn, suggests that there must be opportunities to create social, environmental and economic value through innovative and transformative initiatives that link food producers with food consumers in South Africa, particularly those in need. Food for Us is a sustainable food systems mobile phone learning pilot project initiated in 2017 by a consortium of partners in South Africa working with the United Nations (UN) Sustainable Lifestyles and Education Programme within the One Planet Network. The intention was to design and develop a mobile application (app) that could help reduce on-farm food surplus, while also supporting social learning. The initial phase of the project was 18 months. This publication shares what has been learned and can also be considered a springboard for the potential that is possible.
- Full Text:
‘Exploring the practical adequacy of the human rights, social justice, inclusivity and healthy environment policy discourse in South Africa’s National Curriculum Statement’
- Schudel, Ingrid, Lotz-Sisitka, Heila
- Authors: Schudel, Ingrid , Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391180 , vital:68629 , xlink:href="https://www.tandfonline.com/doi/full/10.1080/13504620701284860"
- Description: This article examines the practical adequacy of the recent defining of a normative framework for the South African National Curriculum Statement that focuses on the relationship between human rights, social justice and a healthy environment. This politically framed and socially critical normative framework has developed in response to socio-political and socio-ecological histories in postapartheid curriculum transformation processes. The article critically considers the process of working with a normative framework in the defining of environmental education teaching and learning interactions, and seeks not only to explore the policy discourse critically, but also to explore what it is about the world that makes it work in different ways. Drawing on Sayer’s perspectives on the possibilities of enabling ‘situated universalism’ as a form of normative theory, and case-based data from a teacher professional development programme in the Makana District (where the authors live and work), the article probes the relationship between the establishment of a ‘universalising’ normative framework to guide national curriculum, and situated engagements with this framework in/as democratic process. In this process it questions whether educators should adopt the ‘norms’ as presented by society and simply universalize and implement them as prescribed by curriculum statements, or whether educators should adopt the strategies of postmodernists and reduce normative frameworks to relations of power situated in particular contexts.
- Full Text:
- Date Issued: 2006
- Authors: Schudel, Ingrid , Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391180 , vital:68629 , xlink:href="https://www.tandfonline.com/doi/full/10.1080/13504620701284860"
- Description: This article examines the practical adequacy of the recent defining of a normative framework for the South African National Curriculum Statement that focuses on the relationship between human rights, social justice and a healthy environment. This politically framed and socially critical normative framework has developed in response to socio-political and socio-ecological histories in postapartheid curriculum transformation processes. The article critically considers the process of working with a normative framework in the defining of environmental education teaching and learning interactions, and seeks not only to explore the policy discourse critically, but also to explore what it is about the world that makes it work in different ways. Drawing on Sayer’s perspectives on the possibilities of enabling ‘situated universalism’ as a form of normative theory, and case-based data from a teacher professional development programme in the Makana District (where the authors live and work), the article probes the relationship between the establishment of a ‘universalising’ normative framework to guide national curriculum, and situated engagements with this framework in/as democratic process. In this process it questions whether educators should adopt the ‘norms’ as presented by society and simply universalize and implement them as prescribed by curriculum statements, or whether educators should adopt the strategies of postmodernists and reduce normative frameworks to relations of power situated in particular contexts.
- Full Text:
- Date Issued: 2006
Situated environmental learning in Southern Africa at the start of the UN decade of education for sustainable development
- O'Donoghue, Rob, Lotz-Sisitka, Heila
- Authors: O'Donoghue, Rob , Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/183059 , vital:43908 , xlink:href="https://doi.org/10.1017/S0814062600001737"
- Description: Within the globalising trajectory of modernism, conservation, then environmental (EE) and now sustainability education (ESD) have each emerged as developing responses to risk produced by and in the modern state. Through adopting a long term process perspective, this paper narrates the emergence of situated learning perspectives and a developing re-orientation of EE at the start of the United Nations Decade of Education for Sustainable Development (UNDESD). We identified the need to examine ESD practice in responses to recent ESD consultations in 14 southern African countries, where a rhetorical marking was noted in discussions on ESD practices, particularly with regard to changing teaching and learning processes. The paper narrates how an interplay of review, research and practical engagement activities have all contributed to an extended critical review of learning interactions in environmental education in an attempt to provide useful perspective for educational activities within the UNDESD. We found that EE and ESD initiatives only acquired more substantive meaning and coherent orientation when examined within ongoing inquiries into situated learning, agency and risk reduction in contexts of poverty, vulnerability and risk, the key concern to us in this paper and the primary focus of the WEHAB (Water, Energy, Health, Agriculture and Biodiversity) sustainable development agenda in the region.
- Full Text:
- Date Issued: 2006
- Authors: O'Donoghue, Rob , Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/183059 , vital:43908 , xlink:href="https://doi.org/10.1017/S0814062600001737"
- Description: Within the globalising trajectory of modernism, conservation, then environmental (EE) and now sustainability education (ESD) have each emerged as developing responses to risk produced by and in the modern state. Through adopting a long term process perspective, this paper narrates the emergence of situated learning perspectives and a developing re-orientation of EE at the start of the United Nations Decade of Education for Sustainable Development (UNDESD). We identified the need to examine ESD practice in responses to recent ESD consultations in 14 southern African countries, where a rhetorical marking was noted in discussions on ESD practices, particularly with regard to changing teaching and learning processes. The paper narrates how an interplay of review, research and practical engagement activities have all contributed to an extended critical review of learning interactions in environmental education in an attempt to provide useful perspective for educational activities within the UNDESD. We found that EE and ESD initiatives only acquired more substantive meaning and coherent orientation when examined within ongoing inquiries into situated learning, agency and risk reduction in contexts of poverty, vulnerability and risk, the key concern to us in this paper and the primary focus of the WEHAB (Water, Energy, Health, Agriculture and Biodiversity) sustainable development agenda in the region.
- Full Text:
- Date Issued: 2006
Environmental education research and social change: Southern African perspectives
- Authors: Lotz-Sisitka, Heila
- Date: 2004
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182709 , vital:43855 , xlink:href="https://doi.org/10.1080/1350462042000258143"
- Description: Environmental issues and risks in southern Africa have, like elsewhere in the world, their roots in the structures and orientations of modern societies. In modernist fashion, we draw on education and research to address socio-ecological concerns. In 1995 Eureta Janse van Rensburg, then Murray and Roberts Chair of Environmental Education at Rhodes University,1 undertook a study to identify environmental education research priorities, and through her study she provided a description of research in environmental education as a ‘landscape of shifting priorites’ (Janse van Rensburg, 1995). The papers in this journal offer a contemporary ‘snapshot’ of the landscape of environmental education research in southern Africa, illustrating a fresh range of ‘shifting priorities’.
- Full Text:
- Date Issued: 2004
- Authors: Lotz-Sisitka, Heila
- Date: 2004
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182709 , vital:43855 , xlink:href="https://doi.org/10.1080/1350462042000258143"
- Description: Environmental issues and risks in southern Africa have, like elsewhere in the world, their roots in the structures and orientations of modern societies. In modernist fashion, we draw on education and research to address socio-ecological concerns. In 1995 Eureta Janse van Rensburg, then Murray and Roberts Chair of Environmental Education at Rhodes University,1 undertook a study to identify environmental education research priorities, and through her study she provided a description of research in environmental education as a ‘landscape of shifting priorites’ (Janse van Rensburg, 1995). The papers in this journal offer a contemporary ‘snapshot’ of the landscape of environmental education research in southern Africa, illustrating a fresh range of ‘shifting priorities’.
- Full Text:
- Date Issued: 2004
Sustainability Assessment of University of Gondar, Gondar, North-west Ethiopia
- Moges, Haimanot G, Kifle, Desalegn W, Lotz-Sisitka, Heila, Woldyohhanes, Solomon M
- Authors: Moges, Haimanot G , Kifle, Desalegn W , Lotz-Sisitka, Heila , Woldyohhanes, Solomon M
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182845 , vital:43885 , xlink:href="https://doi.org/10.1177/0973408214529990"
- Description: The purpose of this article is to provide an overview of the cross-institutional assessment of sustainable development practices in the University of Gondar (UoG). The focus of the assessment was the level of UoG academic departments’ integration of sustainability concerns in teaching, research and community service. Management contributions to sustainable development, student initiatives on sustainability issues and policy statements about sustainable development of UoG were also considered in the assessment. The data collection was based on the Unit-based Sustainability Assessment Tool (USAT); in addition, supplementary information was collected through observations across the four campuses of UoG from January to February 2012.The result of the assessment showed that only a few academic departments have incorporated sustainability concerns in their curricula and teaching approach. The initiation and commitment of academic departments in mainstreaming sustainability concerns in the research and community service delivered were relatively poor. The operation and management of UoG showed inadequate sustainable development practices on waste management, energy utilization and purchasing from environment-friendly companies. In addition, the written policy and statements of UoG did not reflect sustainability in an explicit manner. The university is expected to respond to the key themes defined through sustainability declarations on higher education; there is also a need to establish the relevance of these in relation to the systemic environment. From the study undertaken, we have learnt that sustainability assessment of universities using USAT will be more valuable, if universities have already initiated the embedding of sustainability so that USAT can be used to benchmark the continual improvement.
- Full Text:
- Date Issued: 2014
- Authors: Moges, Haimanot G , Kifle, Desalegn W , Lotz-Sisitka, Heila , Woldyohhanes, Solomon M
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182845 , vital:43885 , xlink:href="https://doi.org/10.1177/0973408214529990"
- Description: The purpose of this article is to provide an overview of the cross-institutional assessment of sustainable development practices in the University of Gondar (UoG). The focus of the assessment was the level of UoG academic departments’ integration of sustainability concerns in teaching, research and community service. Management contributions to sustainable development, student initiatives on sustainability issues and policy statements about sustainable development of UoG were also considered in the assessment. The data collection was based on the Unit-based Sustainability Assessment Tool (USAT); in addition, supplementary information was collected through observations across the four campuses of UoG from January to February 2012.The result of the assessment showed that only a few academic departments have incorporated sustainability concerns in their curricula and teaching approach. The initiation and commitment of academic departments in mainstreaming sustainability concerns in the research and community service delivered were relatively poor. The operation and management of UoG showed inadequate sustainable development practices on waste management, energy utilization and purchasing from environment-friendly companies. In addition, the written policy and statements of UoG did not reflect sustainability in an explicit manner. The university is expected to respond to the key themes defined through sustainability declarations on higher education; there is also a need to establish the relevance of these in relation to the systemic environment. From the study undertaken, we have learnt that sustainability assessment of universities using USAT will be more valuable, if universities have already initiated the embedding of sustainability so that USAT can be used to benchmark the continual improvement.
- Full Text:
- Date Issued: 2014
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