Transformative Learning for Teacher Educators: Making sense of Education for Sustainable Development (ESD) policy emphasis on transformative education
- Lotz-Sisitka, Heila, Schudel, Ingrid J, Wilmot, Diana P, O’Donoghue, Rob B, Chikunda, Charles
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J , Wilmot, Diana P , O’Donoghue, Rob B , Chikunda, Charles
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435765 , vital:73199 , ISBN Report , https://www.researchgate.net/profile/Ingrid-Schudel/publication/364399424_Transformative_Learning_for_Teach-er_Educators_Making_sense_of_Education_for_Sustainable_Develop-ment_ESD_policy_emphasis_on_transformative_education/links/638c38c3658cec2104ab7227/Transformative-Learning-for-Teacher-Educators-Making-sense-of-Education-for-Sustainable-Development-ESD-policy-emphasis-on-transformative-education.pdf
- Description: This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.
- Full Text:
- Date Issued: 2022
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J , Wilmot, Diana P , O’Donoghue, Rob B , Chikunda, Charles
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435765 , vital:73199 , ISBN Report , https://www.researchgate.net/profile/Ingrid-Schudel/publication/364399424_Transformative_Learning_for_Teach-er_Educators_Making_sense_of_Education_for_Sustainable_Develop-ment_ESD_policy_emphasis_on_transformative_education/links/638c38c3658cec2104ab7227/Transformative-Learning-for-Teacher-Educators-Making-sense-of-Education-for-Sustainable-Development-ESD-policy-emphasis-on-transformative-education.pdf
- Description: This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.
- Full Text:
- Date Issued: 2022
Advancing urban ecology in the global south: emerging themes and future research directions
- du Toit, Marie J, Shackleton, Charlie M, Cilliers, Sarel S, Davoren, Elandre
- Authors: du Toit, Marie J , Shackleton, Charlie M , Cilliers, Sarel S , Davoren, Elandre
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433713 , vital:72996 , ISBN 978-3-030-67650-6 , https://doi.org/10.1007/978-3-030-67650-6_17
- Description: The rapid growth in urban ecological research and application has been led by countries of the Global North, particularly Europe and the USA, albeit not restricted to them. However, this belies that most urban growth is currently in the Global South, with the differential set to increase in the future. Thus, there is an imbalance between where the bulk of urban ecological research and framings are developed and where the majority of urban citizens globally live, work and seek to meet their aspirations. This chapter illustrates how this book addressed the identified research gaps in the Global South. We also highlight dominant recurring themes in Global South research discourse and importantly, where future research efforts over the next decade should be focussed. Eight themes are considered, namely: inequality; informality; urban–rural links; small and medium-sized towns and cities; urban green infrastructure, biodiversity and ecosystem services; understanding and accommodating multiple worldviews of urban nature; human health and urban nature; and specific research approaches.
- Full Text:
- Date Issued: 2021
- Authors: du Toit, Marie J , Shackleton, Charlie M , Cilliers, Sarel S , Davoren, Elandre
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433713 , vital:72996 , ISBN 978-3-030-67650-6 , https://doi.org/10.1007/978-3-030-67650-6_17
- Description: The rapid growth in urban ecological research and application has been led by countries of the Global North, particularly Europe and the USA, albeit not restricted to them. However, this belies that most urban growth is currently in the Global South, with the differential set to increase in the future. Thus, there is an imbalance between where the bulk of urban ecological research and framings are developed and where the majority of urban citizens globally live, work and seek to meet their aspirations. This chapter illustrates how this book addressed the identified research gaps in the Global South. We also highlight dominant recurring themes in Global South research discourse and importantly, where future research efforts over the next decade should be focussed. Eight themes are considered, namely: inequality; informality; urban–rural links; small and medium-sized towns and cities; urban green infrastructure, biodiversity and ecosystem services; understanding and accommodating multiple worldviews of urban nature; human health and urban nature; and specific research approaches.
- Full Text:
- Date Issued: 2021
The social dimensions of biological invasions in South Africa
- Shackleton, Ross T, Novoa, A, Shackleton, Charlie M
- Authors: Shackleton, Ross T , Novoa, A , Shackleton, Charlie M
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434000 , vital:73020 , ISBN 978-3-030-32394-3 , https://doi.org/10.1007/978-3-030-32394-3
- Description: This chapter examines current knowledge relating to the human and social dimensions of biological invasions in South Africa. We do so by advancing 12 propositions and examining the evidence for or against each using South African literature. The propositions cover four broad issues: how people cause invasions; how they conceptualise them; effects of invasive species on people; and peoples’ responses to them. The propositions we assess include:(1) intentional introductions were and continue to refiect the social ethos of the time;(2) people go to great lengths to ensure that newly introduced species establish themselves;(3) human-mediated modifications help invasive species to establish;(4) how people think about and study invasive species is strongly shaped by social-ecological contexts;(5) knowledge and awareness of invasive species is low amongst the general public;(6) personal values are the primary factor affecting perceptions of invasive alien species and their control;(7) specific social-ecological contexts mediate how invasive species affect people;(8) research on social effects of invasive species primarily focuses on negative impacts;(9) the negative social impacts of invasive species on local livelihoods are of more concern to people than impacts on biodiversity;(10) people are less willing to manage species regarded as ‘charismatic’;(11) social heterogeneity increases confiicts around the management of biological invasions; and (12) engagement with society is key to successful management. By advancing and questioning propositions, we were able to determine what is known, provide evidence for where gaps lie, and thus identify areas for future research.
- Full Text:
- Date Issued: 2020
- Authors: Shackleton, Ross T , Novoa, A , Shackleton, Charlie M
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434000 , vital:73020 , ISBN 978-3-030-32394-3 , https://doi.org/10.1007/978-3-030-32394-3
- Description: This chapter examines current knowledge relating to the human and social dimensions of biological invasions in South Africa. We do so by advancing 12 propositions and examining the evidence for or against each using South African literature. The propositions cover four broad issues: how people cause invasions; how they conceptualise them; effects of invasive species on people; and peoples’ responses to them. The propositions we assess include:(1) intentional introductions were and continue to refiect the social ethos of the time;(2) people go to great lengths to ensure that newly introduced species establish themselves;(3) human-mediated modifications help invasive species to establish;(4) how people think about and study invasive species is strongly shaped by social-ecological contexts;(5) knowledge and awareness of invasive species is low amongst the general public;(6) personal values are the primary factor affecting perceptions of invasive alien species and their control;(7) specific social-ecological contexts mediate how invasive species affect people;(8) research on social effects of invasive species primarily focuses on negative impacts;(9) the negative social impacts of invasive species on local livelihoods are of more concern to people than impacts on biodiversity;(10) people are less willing to manage species regarded as ‘charismatic’;(11) social heterogeneity increases confiicts around the management of biological invasions; and (12) engagement with society is key to successful management. By advancing and questioning propositions, we were able to determine what is known, provide evidence for where gaps lie, and thus identify areas for future research.
- Full Text:
- Date Issued: 2020
An In-depth Case Study of Environmental Engineering Learning and Work Transitioning in Boundary-less Work
- Lotz-Sisitka, Heila, Ramsarup, Preesha
- Authors: Lotz-Sisitka, Heila , Ramsarup, Preesha
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , bulletin
- Identifier: http://hdl.handle.net/10962/436361 , vital:73264 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description: Environmental issues are increasingly seen as complex, multi-faceted and integral to social and economic development. As societies grapple with the rapid and catastrophic effects of environmental degradation, occupa-tional and educational systems have to comprehend meaningfully, the implications. In a study on the ‘Green Skills’59 in South Africa’s economy, the International Labour Organisation (ILO, 2010:19) noted that “new skills and retraining needs for the greening sector should filter successfully through the ‘demand and supply’ process”. However, despite the National Qualifications Framework (NQF) commitment to responsive skills devel-opment and lifelong learning, several recent studies (including Depart-ment of Environmental Affairs [DEA], 2010; Human Sciences Research Council [HSRC], 2009) have highlighted many skills and competence-related issues within environmental provisioning. While there is a skills development focus and a greening focus, there is little articulated align-ment between the two (ILO, 2010), which highlights that the whole sys-tem of training provisioning for workplace learning and sustainability practices is poorly constituted and unresponsive to the rapidly changing nature of the sector.
- Full Text:
- Date Issued: 2017
- Authors: Lotz-Sisitka, Heila , Ramsarup, Preesha
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , bulletin
- Identifier: http://hdl.handle.net/10962/436361 , vital:73264 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description: Environmental issues are increasingly seen as complex, multi-faceted and integral to social and economic development. As societies grapple with the rapid and catastrophic effects of environmental degradation, occupa-tional and educational systems have to comprehend meaningfully, the implications. In a study on the ‘Green Skills’59 in South Africa’s economy, the International Labour Organisation (ILO, 2010:19) noted that “new skills and retraining needs for the greening sector should filter successfully through the ‘demand and supply’ process”. However, despite the National Qualifications Framework (NQF) commitment to responsive skills devel-opment and lifelong learning, several recent studies (including Depart-ment of Environmental Affairs [DEA], 2010; Human Sciences Research Council [HSRC], 2009) have highlighted many skills and competence-related issues within environmental provisioning. While there is a skills development focus and a greening focus, there is little articulated align-ment between the two (ILO, 2010), which highlights that the whole sys-tem of training provisioning for workplace learning and sustainability practices is poorly constituted and unresponsive to the rapidly changing nature of the sector.
- Full Text:
- Date Issued: 2017
The unit-based sustainability assessment tool and its use in the UNEP mainstreaming environment and sustainability in African universities partnership
- Togo, Muchaiteyi, Lotz-Sisitka, Heila
- Authors: Togo, Muchaiteyi , Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437409 , vital:73376 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-3-319-02375-5_15
- Description: This paper reports on the development and use of a Unit-based Sustainability Assessment Tool (USAT) for establishing the status of Education for Sustainable Development initiatives and sustainable development practices in universities. The tool was developed for use in the Swedish/Africa International Training Programme (ITP) on ‘Education for Sustainable De-velopment in Higher Education’ and complements the UNEP Mainstreaming Environment and Sustainability into African Universities (MESA) ‘Education for Sustainable Development Innovations Programmes for Universities in Africa’ materials. The USAT facilitates a quick assessment of the level of inte-gration of sustainability issues in university functions and op-erations, both to benchmark sustainability initiatives and identi-fy new areas for action or improvement. It is based on a unit-based framework which allows for sustainability assessments to be done per division, unit, department, or faculty within uni-versities. Collectively, the unit-based assessments provide for development of an institution wide picture of university sus-tainability.
- Full Text:
- Date Issued: 2009
- Authors: Togo, Muchaiteyi , Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437409 , vital:73376 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-3-319-02375-5_15
- Description: This paper reports on the development and use of a Unit-based Sustainability Assessment Tool (USAT) for establishing the status of Education for Sustainable Development initiatives and sustainable development practices in universities. The tool was developed for use in the Swedish/Africa International Training Programme (ITP) on ‘Education for Sustainable De-velopment in Higher Education’ and complements the UNEP Mainstreaming Environment and Sustainability into African Universities (MESA) ‘Education for Sustainable Development Innovations Programmes for Universities in Africa’ materials. The USAT facilitates a quick assessment of the level of inte-gration of sustainability issues in university functions and op-erations, both to benchmark sustainability initiatives and identi-fy new areas for action or improvement. It is based on a unit-based framework which allows for sustainability assessments to be done per division, unit, department, or faculty within uni-versities. Collectively, the unit-based assessments provide for development of an institution wide picture of university sus-tainability.
- Full Text:
- Date Issued: 2009
Annotated records of blackfly (Diptera: Simuliidae) distribution in southern Africa
- Palmer, R W, de Moor, Ferdy C
- Authors: Palmer, R W , de Moor, Ferdy C
- Date: 1998
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/452114 , vital:75104 , https://hdl.handle.net/10520/AJA10213589_229
- Description: Regional and catchment distributions of blackflies (Diptera: Simuliidae) in southern Africa are presented and discussed relative to the biology and environmental preferences of the aquatic stages. Distribution data are based on all known records, both published and unpublished. Thirty nine blackfly species are recorded: 13 are widespread with no particular geographical affinities, 18 are restricted in distribution and eight are rare. Distributions are closely related to downstream changes in rivers, although eight species are endemic to parts of the southern and southwestern Cape, while eight are absent from the southern and southwestern Cape.
- Full Text:
- Date Issued: 1998
- Authors: Palmer, R W , de Moor, Ferdy C
- Date: 1998
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/452114 , vital:75104 , https://hdl.handle.net/10520/AJA10213589_229
- Description: Regional and catchment distributions of blackflies (Diptera: Simuliidae) in southern Africa are presented and discussed relative to the biology and environmental preferences of the aquatic stages. Distribution data are based on all known records, both published and unpublished. Thirty nine blackfly species are recorded: 13 are widespread with no particular geographical affinities, 18 are restricted in distribution and eight are rare. Distributions are closely related to downstream changes in rivers, although eight species are endemic to parts of the southern and southwestern Cape, while eight are absent from the southern and southwestern Cape.
- Full Text:
- Date Issued: 1998
- «
- ‹
- 1
- ›
- »