Developing Relationships for Community-Based Research at Rhodes University: Values, Principles and Challenges
- Authors: Hornby, Diana , Maistry, Savathrie M
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433524 , vital:72981 , ISBN 978-3-030-86401-9 , https://doi.org/10.1007/978-3-030-86402-6_6
- Description: Post-apartheid education policy in South Africa mandates that universities should become more responsive to the socio-economic development of the country, positioning community engagement as a core function of higher education. Community engagement in all its forms, and particularly in the form of community-based research, should develop the social responsibility of both students and the institution by providing opportunities for partnering in community-based projects to promote the social good, thus narrowing the gap between universities and communities. The Community Engagement Division at Rhodes University in the Eastern Cape province of South Africa, supported by the highest level of management of the institution, was fully aware that removal of the ‘ivory tower’ image was a herculean task. Thus, they developed a set of values and principles to guide the establishment of community partnerships with the community the university serves. This chapter explains these values and principles, using the Reviving Schools community engagement initiative as an example. It discusses some of the challenges experienced and how they were overcome to build research relationships and a sense of ‘community’ between Rhodes University and its external partners in Makhanda.
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- Date Issued: 2022
An Examination of the Nexus between Environmental Knowledge and Environmental Learning Processes
- Authors: Chitsiga, Christina , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435086 , vital:73129 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Previous chapters in this book have discussed the complexity of environmental content (see Schudel and Lotz-Sisitka, Chapter 2; Isaacs and Olvitt, Chapter 4) and Chapter 8 (Schudel) has highlighted the significance and key elements of active and critical approaches to learning. The primary purpose of this chapter is to draw these two approaches together; that is, to explore the nexus of environmental content and environmental learning processes.
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- Date Issued: 2021
Investigating the Nature of Biodiversity Knowledge in Natural Sciences Curriculum and Textbooks
- Authors: Mmekwa, Makwena , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435060 , vital:73127 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: In 1992, the international Convention on Biological Diversity (CBD) emphasised biodiversity as a measure for sustainabil-ity and recognised communication, education and public awareness as important for the successful implementation of the Convention’s aims (CBD 1992). In 2002, the United Na-tions Decade of Education for Sustainable Development (2005–2014) included biodiversity as one of its key priorities (Unesco 2005). Later, Unesco’s (2014) Global Action Plan on Education for Sustainable Development highlighted biodiver-sity as ‘critical content’, to be included in national curricula for holistic and transformational education. In 2015, the United Nations included a concern for biodiversity in the Sustainable Development Goals, making a commitment that: We recog-nise that social and economic development depends on the sustainable management of our planet’s natural resources. We are therefore determined to conserve and sustainably use oceans and seas, freshwater resources, as well as for-ests, mountains and dry lands and to protect biodiversity, ecosystems and wildlife. (United Nations 2015: 13).
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- Date Issued: 2021
Review of a Course-supported Design Research Intervention Process for the Inclusion of Education for Sustainable Development in School Subject Disciplines
- Authors: O’Donoghue, R , Misser, Shanu , Snow-Macleod, Janet
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435180 , vital:73136 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
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- Date Issued: 2021
Teacher Professional Development in Environment and Sustainability Education
- Authors: Songqwaru, Zintle , Tshiningayamwe, Sirkka
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435248 , vital:73142 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: No education policy, no matter how well designed, can succeed without a teacher (Sanyal 2013). Additionally, a change in policy alone is not sufficient to improve an education system (Livingstone 2012), no matter how well meaning. The quality of teachers’ professional practices determines to some extent the quality of teaching and learning in the schooling sector. Teacher quality, and not only teacher supply, is important for learning; hence, teacher professional development should be a priority in all education and development strategies (Unesco 2015a).
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- Date Issued: 2021
Making visible the affective dimensions of scholarship in postgraduate writing development work
- Authors: Clarence, Sherran
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439495 , vital:73601 , https://doi.org/10.47989/kpdc63
- Description: Many university writing and student academic development centres serve both under-and postgraduate student-writers. However, it is not always clear that the training and development of those who work with writers accounts fully for the affective dimensions of postgraduate writing, specifically. Especially at the doctoral level, where an original contribution to knowledge is required, writers need to take on a confident authorial voice in their work, both written and in conversation with others. Research, however, shows that many doctoral students struggle with this. This paper argues that, to be truly successful and fit for purpose, peer writing development work needs to understand the nature of postgraduate learning and writing from more than just the technical perspective of writing a successful thesis. Writer-focused work at this level needs to account for the affective dimensions of writing and research as well, to engage students in more holistic, critical, and forward-looking conversations about their writing, and their own developing scholarly identity. The paper offers insights into the different affective dimensions of postgraduate writing, especially those under-considered in much practical work with postgraduate writers, and offers suggestions for a whole-student tutoring approach at this level.
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- Date Issued: 2020
Mining: A laminated, dialectic methodology for identifying not-yet-obvious green skills demand
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436077 , vital:73225 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter shares insights about green skills demand research in South Africa, based on a 2015 study in coal mining. One purpose of that study was to develop methodology for green skills demand determination, and the chapter shares selected features of the multi-layered and multi-method research process used, including an extended contextual driver analysis and a value chain analysis. Some findings about what green skills are needed in coal mining are shared to contextualise and illustrate methodological insights. This chapter highlights the fact that whether or not a skill is scarce can be contested, and demonstrates how a laminated methodology can guide credible conclusions in such cases. It also introduces the value of ‘absenting absences’, a dialectic process that surfaced skills needs that are not-yet-obvious, but essential if mining is to achieve transformation towards sustainability.
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- Date Issued: 2019
Decolonisation as future frame for environmental and sustainability education: embracing the commons with absence and emergence
- Authors: Lotz-Sisitka, Heila
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437466 , vital:73386 , ISBN 9789086868469 , https://doi.org/10.3920/978-90-8686-846-9_2
- Description: This chapter considers how engagement with decolonization history, theory and practice may provide an interesting future frame for Environmental and Sustainability Education (ESE). The chapter provides an overview of some of the key dynam-ics of decolonization thinking that are circulating at present, and considers particularly the problematique of absence and emergence. It argues for giving attention not only to critical analysis of colonization concerns (ie identification of absence), but also to expansive, emergent theories of learning which we might mobilise in environmental and sustainability education (ESE) out of our existing forms of being in order to re-imagine new becomings that are oriented to the common good (ie pro-cesses of emergence). In situating the argument within wider discourses around education and the common good, this chapter argues that decolonisation is a project that concerns us all (not only those in the global South), given the contempo-rary realities and geopolitics of resource flows, hypercapitalism, colonization by market logic, and the privatisation of the commons.
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- Date Issued: 2017
Rewarding tax compliance: taxpayers’ attitudes and beliefs
- Authors: Bornman, Marina , Stack, Elizabeth M
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61039 , vital:27931
- Description: In a society the tax climate is determined by the interaction between taxpayers and tax authorities. In a ‘service and client’ climate, taxpayers do not expect authorities to automatically suspect them of being tax evaders. Evidence suggests that recognising good tax behaviour with strategies of rewards has a positive effect on voluntary tax compliance. Principles derived from the cognitive evaluation theory predict that when feelings of competence are affirmed and this is accompanied by a sense of autonomy it can enhance the intrinsic motivation for an action. The present research surveyed the attitudes and beliefs of taxpayers involved in small business on being rewarded for tax compliance. Results were corroborated with the principles of the cognitive evaluation theory and it was found that that the principles of the theory are applicable to rewarding tax compliance behaviour.
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- Date Issued: 2015
Inetvis: a graphical aid for the detection and visualisation of network scans
- Authors: Irwin, Barry V W , van Riel, Jean-Pierre
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/430381 , vital:72687 , https://www.cs.ru.ac.za/research/g02V2468/publications/Irwin-VizSEC2007_draft.pdf
- Description: This paper presents an investigative analysis of network scans and scan detection algorithms. Visualisation is employed to review network telescope traffic and identify incidents of scan activity. Some of the identified phenomena appear to be novel forms of host discovery. The scan detection algorithms of Snort and Bro are critiqued by comparing the visualised scans with alert output. Where human assessment disa-grees with the alert output, explanations are sought after by analysing the detection algorithms. The algorithms of the Snort and Bro intrusion detection systems are based on counting unique connection attempts to destination addresses and ports. For Snort, notable false positive and false negative cases result due to a grossly oversimplified method of counting unique destination addresses and ports.
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- Date Issued: 2007