Strengthening Environment and Sustainability Subject Knowledge Curriculum Challenges and Opportunities
- Schudel, Ingrid J, Lotz-Sisitka, Heila
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435045 , vital:73126 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter serves as a positioning paper for the chapters that follow in which different environment and sustainability knowledge foci will be explored in the South African Curriculum Assessment Policy Statements (CAPS). As a series of interconnected and cross-cutting complexities, environment and sustainability content knowledge has relevance for, and is widely distributed across, different phases and subjects in the school curriculum (see discussion of environmental content knowledge in Schudel and Lotz-Sisitka, Chapter 1; Lotz-Sisitka et al., Chapter 6; Msezane, Chapter 7). Knowledge that makes its way into education curricula and teaching is produced within the wider scientific context. Bernstein (2000), in his theory of the pedagogical device, refers to this as the ‘Field of Production’. A significant knowledge-producing community for sustainability concerns is the global change research community (international and national)(South Africa DST 2010). Examining their research outputs and discourses can provide important insights for the development of knowledge in what Bernstein names ‘regions’, where singular disciplines such as Science (eg climate sciences/biodiversity sciences/water sciences/health sciences), come together with other singular disciplines such as education. Bernstein suggests that a first level of knowledge recontextualisation in the Field of Production occurs in these regions (eg where environmental educators or science educators recontextualise the knowledge of scientists).
- Full Text:
- Date Issued: 2021
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435045 , vital:73126 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter serves as a positioning paper for the chapters that follow in which different environment and sustainability knowledge foci will be explored in the South African Curriculum Assessment Policy Statements (CAPS). As a series of interconnected and cross-cutting complexities, environment and sustainability content knowledge has relevance for, and is widely distributed across, different phases and subjects in the school curriculum (see discussion of environmental content knowledge in Schudel and Lotz-Sisitka, Chapter 1; Lotz-Sisitka et al., Chapter 6; Msezane, Chapter 7). Knowledge that makes its way into education curricula and teaching is produced within the wider scientific context. Bernstein (2000), in his theory of the pedagogical device, refers to this as the ‘Field of Production’. A significant knowledge-producing community for sustainability concerns is the global change research community (international and national)(South Africa DST 2010). Examining their research outputs and discourses can provide important insights for the development of knowledge in what Bernstein names ‘regions’, where singular disciplines such as Science (eg climate sciences/biodiversity sciences/water sciences/health sciences), come together with other singular disciplines such as education. Bernstein suggests that a first level of knowledge recontextualisation in the Field of Production occurs in these regions (eg where environmental educators or science educators recontextualise the knowledge of scientists).
- Full Text:
- Date Issued: 2021
Specialization codes: Knowledge, knowers and student success
- Maton, Karl, Chen , Rainbow Tsai-Hung
- Authors: Maton, Karl , Chen , Rainbow Tsai-Hung
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445910 , vital:74441 , ISBN 9780429280726 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429280726-2/specialization-codes-karl-maton-rainbow-tsai-hung-chen
- Description: This chapter introduces concepts from Legitimation Code Theory (LCT) that launched the productive cross-disciplinary dialogue with systemic functional linguistics (SFL) and which have become central to research using the two frameworks to explore education. The concepts are from the LCT dimension of Specialization, specifically ‘specialization codes’. The chapter illustrates these ideas through showing how the concepts allow research to explain why some students are more successful than others by exploring the dispositions students bring to education, the nature of the knowledge practices they encounter in their studies, and how these relate together to shape their experiences. The example explored draws on a major study of Chinese students who attended higher education in Australia. The chapter analyses the dispositions the students brought and the teaching practices of their educators, and show how these represented a ‘code clash’ between two different ways of measuring achievement. As a result, students struggled to successfully access academic discourse.
- Full Text:
- Date Issued: 2019
- Authors: Maton, Karl , Chen , Rainbow Tsai-Hung
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445910 , vital:74441 , ISBN 9780429280726 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429280726-2/specialization-codes-karl-maton-rainbow-tsai-hung-chen
- Description: This chapter introduces concepts from Legitimation Code Theory (LCT) that launched the productive cross-disciplinary dialogue with systemic functional linguistics (SFL) and which have become central to research using the two frameworks to explore education. The concepts are from the LCT dimension of Specialization, specifically ‘specialization codes’. The chapter illustrates these ideas through showing how the concepts allow research to explain why some students are more successful than others by exploring the dispositions students bring to education, the nature of the knowledge practices they encounter in their studies, and how these relate together to shape their experiences. The example explored draws on a major study of Chinese students who attended higher education in Australia. The chapter analyses the dispositions the students brought and the teaching practices of their educators, and show how these represented a ‘code clash’ between two different ways of measuring achievement. As a result, students struggled to successfully access academic discourse.
- Full Text:
- Date Issued: 2019
Traversing ethical imperatives: Learning from stories from the field
- Treharne, Gareth J, Mnyaka, Phindezwa, Marx, Jacqueline, Macleod, Catriona I
- Authors: Treharne, Gareth J , Mnyaka, Phindezwa , Marx, Jacqueline , Macleod, Catriona I
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434279 , vital:73044 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_28
- Description: In this chapter we integrate the lessons that are shared across this handbook through the rich, storied examples of ethics in critical research. We outline central themes to the handbook that cut across all of the sections. The notions of vulnerability and harm are pertinent in critical research not only as a duty to protect participants, but also as signifiers that are mobilised and can constrain what is achieved in critical research. The stories told in this handbook contribute to ongoing learning about ethics in critical research by drawing on ethically important moments in the unfolding research processes. We ask whether ethical critical research requires relational models of reciprocity between researchers and participants/co-researchers and appreciation of situated ethics in the bureaucratic review processes.
- Full Text:
- Date Issued: 2018
- Authors: Treharne, Gareth J , Mnyaka, Phindezwa , Marx, Jacqueline , Macleod, Catriona I
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434279 , vital:73044 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_28
- Description: In this chapter we integrate the lessons that are shared across this handbook through the rich, storied examples of ethics in critical research. We outline central themes to the handbook that cut across all of the sections. The notions of vulnerability and harm are pertinent in critical research not only as a duty to protect participants, but also as signifiers that are mobilised and can constrain what is achieved in critical research. The stories told in this handbook contribute to ongoing learning about ethics in critical research by drawing on ethically important moments in the unfolding research processes. We ask whether ethical critical research requires relational models of reciprocity between researchers and participants/co-researchers and appreciation of situated ethics in the bureaucratic review processes.
- Full Text:
- Date Issued: 2018
Whose PARty was this? The dilemmas of a participatory action research process of evaluating a social enterprise.
- Lovell, Jacqueline, Akhurst, Jacqueline
- Authors: Lovell, Jacqueline , Akhurst, Jacqueline
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436926 , vital:73317 , ISBN 978-3-319-74721-7 , https://doi.org/10.1007/978-3-319-74721-7_24
- Description: Participatory action research aims to reduce power differentials in research. In this chapter we problematise the blurred boundaries when a participant becomes a researcher. We re-flect on a PhD undertaken by the first author who was a mem-ber of a social enterprise in the UK that provided user-led re-search and training with a diversity of communities. Experienc-es of ten members of the collective were gathered through creative arts-based methodologies designed to be inclusive. We describe three tensions that arose when trialling participa-tory video production, when data analysis could not be under-taken collaboratively, and when reflecting on the solitary nature of PhD thesis writing. We outline the ways these tensions were worked through and explore ways of writing about participatory research in a PhD thesis.
- Full Text:
- Date Issued: 2018
- Authors: Lovell, Jacqueline , Akhurst, Jacqueline
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436926 , vital:73317 , ISBN 978-3-319-74721-7 , https://doi.org/10.1007/978-3-319-74721-7_24
- Description: Participatory action research aims to reduce power differentials in research. In this chapter we problematise the blurred boundaries when a participant becomes a researcher. We re-flect on a PhD undertaken by the first author who was a mem-ber of a social enterprise in the UK that provided user-led re-search and training with a diversity of communities. Experienc-es of ten members of the collective were gathered through creative arts-based methodologies designed to be inclusive. We describe three tensions that arose when trialling participa-tory video production, when data analysis could not be under-taken collaboratively, and when reflecting on the solitary nature of PhD thesis writing. We outline the ways these tensions were worked through and explore ways of writing about participatory research in a PhD thesis.
- Full Text:
- Date Issued: 2018
Die Universiteit van die Werkersklas 1960-2010: die klem op studente
- Authors: Thomas, Cornelius
- Date: 2016
- Language: Afrikaans
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/59778 , vital:27648 , http://naledi.online/product/ons-kom-van-ver/
- Description: Die Universiteit van die Werkersklas 1960-2010: die klem op studente
- Full Text: false
- Date Issued: 2016
- Authors: Thomas, Cornelius
- Date: 2016
- Language: Afrikaans
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/59778 , vital:27648 , http://naledi.online/product/ons-kom-van-ver/
- Description: Die Universiteit van die Werkersklas 1960-2010: die klem op studente
- Full Text: false
- Date Issued: 2016
Hoofletter K Kleurling - 'n besonderse Suid-Afrikaanse
- Authors: Thomas, Cornelius
- Date: 2016
- Language: Afrikaans
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/59771 , vital:27647 , http://naledi.online/product/ons-kom-van-ver/
- Description: Hoofletter K Kleurling.
- Full Text: false
- Date Issued: 2016
- Authors: Thomas, Cornelius
- Date: 2016
- Language: Afrikaans
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/59771 , vital:27647 , http://naledi.online/product/ons-kom-van-ver/
- Description: Hoofletter K Kleurling.
- Full Text: false
- Date Issued: 2016
Exploring contradictions and absences in mobilizing ‘learning as process' for sustainable agricultural practices
- Authors: Pesanayi, Tichaona
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437008 , vital:73323 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: Water is a fascinating, life-giving being. It flows. It cuts into the earth to create its passage by finding the places where the earth will give. As it meanders it passes through many different contexts, whether at a fastrush-full-blown flood or the trickle of an underground desert stream. It does not demand that the space it moves through is homogenous. It adapts to whatever terrain it finds itself journeying through. Human creatures, dependent as they are on water for their own beings and for life, flock to water like flies to food. We build our cities, our factories and homes on the banks and corners of rivers and draw and drink and use (and abuse) water. We throw in and we take out and the river keeps going until sometimes it doesn’t. Then we worry. Sometimes it is not the lack of flow that worries us but the fact that when we drink it babies become sick, some die and this causes a stir. In South Africa this security, or lack of it, is embedded in the political historical landscape of this land. Water is classified as scarce. Our rainfall is low in comparison to other countries. In South Africa, during apartheid this scarce resource was not avail able in equal measure to all. The rulers of apartheid South Africa were farmers and miners. They were of British decent, sent to farm the new colony. They were also descended from first colonial settlers arriving from the Nether-lands and then Germany, known colloquially as the Boers. South Africa was divided and redivided until in 1948 the Boers gained independence from British rule and finished the job that the British had started by legalizing the separation of races. Farming was still core to the Boer way of life and this is reflect-ed in the laws that dictated resource use and management, such as the 1956 Water Act No. 54 (RSA, 1956) which gave riparian rights to those that owned land. Water was also subsi-dized to boost the economy, particularly for the large mines, and parastatals such as Eskom (Byrnes, 1996). Water was not only used to ensure that the economy of white South Africa flourished, it also was the landmark of division.
- Full Text:
- Date Issued: 2015
- Authors: Pesanayi, Tichaona
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437008 , vital:73323 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: Water is a fascinating, life-giving being. It flows. It cuts into the earth to create its passage by finding the places where the earth will give. As it meanders it passes through many different contexts, whether at a fastrush-full-blown flood or the trickle of an underground desert stream. It does not demand that the space it moves through is homogenous. It adapts to whatever terrain it finds itself journeying through. Human creatures, dependent as they are on water for their own beings and for life, flock to water like flies to food. We build our cities, our factories and homes on the banks and corners of rivers and draw and drink and use (and abuse) water. We throw in and we take out and the river keeps going until sometimes it doesn’t. Then we worry. Sometimes it is not the lack of flow that worries us but the fact that when we drink it babies become sick, some die and this causes a stir. In South Africa this security, or lack of it, is embedded in the political historical landscape of this land. Water is classified as scarce. Our rainfall is low in comparison to other countries. In South Africa, during apartheid this scarce resource was not avail able in equal measure to all. The rulers of apartheid South Africa were farmers and miners. They were of British decent, sent to farm the new colony. They were also descended from first colonial settlers arriving from the Nether-lands and then Germany, known colloquially as the Boers. South Africa was divided and redivided until in 1948 the Boers gained independence from British rule and finished the job that the British had started by legalizing the separation of races. Farming was still core to the Boer way of life and this is reflect-ed in the laws that dictated resource use and management, such as the 1956 Water Act No. 54 (RSA, 1956) which gave riparian rights to those that owned land. Water was also subsi-dized to boost the economy, particularly for the large mines, and parastatals such as Eskom (Byrnes, 1996). Water was not only used to ensure that the economy of white South Africa flourished, it also was the landmark of division.
- Full Text:
- Date Issued: 2015
Putting old wine in new skins: the customary code of Lerotholi and justice administration in Lesotho
- Authors: Juma, Laurence
- Date: 2011
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/128780 , vital:36156 , https://doi.org/10.1017/CBO9780511844294.007
- Description: Although the interaction between the western colonizers and the African indigenous populations in the early eighteenth and nineteenth centuries produced responses that were mostly inimical to the development of African customary law, the thrust of the onslaught against its principles was somewhat diminished by political considerations. Undoubtedly, the significance that African customary law acquired during this period was a measure of the purpose that the colonial project found in it.
- Full Text: false
- Date Issued: 2011
Putting old wine in new skins: the customary code of Lerotholi and justice administration in Lesotho
- Authors: Juma, Laurence
- Date: 2011
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/128780 , vital:36156 , https://doi.org/10.1017/CBO9780511844294.007
- Description: Although the interaction between the western colonizers and the African indigenous populations in the early eighteenth and nineteenth centuries produced responses that were mostly inimical to the development of African customary law, the thrust of the onslaught against its principles was somewhat diminished by political considerations. Undoubtedly, the significance that African customary law acquired during this period was a measure of the purpose that the colonial project found in it.
- Full Text: false
- Date Issued: 2011
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