Integrating Afrocentric approaches for meaningful learning of science concepts
- Authors: Chikunda, Charles , Ngcoza, Kenneth M
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436248 , vital:73252 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_
- Description: Economic and social development in any modern country re-lies heavily on a sound scientific and technological base. Es-sentially, science constitutes an area of any nation’s education system where many of the skills that are needed to stimulate development are learned, such as securing good health, fighting diseases, protecting the environment, farming and de-veloping agriculture and developing new industries and tech-nologies and even building resilience to climate change. There is a need therefore for a country to harness the intellectual and scientific capacity of its young people. Ironically, however, sci-ence (especially physical sciences) is one of the least popular areas within the educational system of most developing countries. Research shows that students’ and especially girls’ low interest in science and their relatively negative attitudes are at least partially attributed to the way science is taught at school.
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- Date Issued: 2017
Issues-Based Enquiry: An Enabling Pedagogy for ESD in Teacher Education and School Geography
- Authors: Wilmot, Diana P
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436266 , vital:73253 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_10
- Description: This chapter addresses the need for innovations in geography teacher education programmes in a developing world context. More specifically, it responds to the need for practical ‘how to’ examples for ESD integration into school geography by de-scribing a pedagogical experiment that was piloted with in-service Namibian teachers and education development offic-ers (EDOs) enrolled for a Bachelor of Education (Honours) de-gree in 2014. The theoretical constructs underpinning the ex-periment’s design and pedagogical approach as well as the teacher professional development model are described. This is followed by a description and justification of the methodology used to answer the research question: ‘How can issues-based enquiry enable the integration of ESD at the micro level of the classroom?’ The findings of the experiment provide evidence of how issues-based enquiry, underpinned by active learning and constructivist epistemology and a model of teacher pro-fessional development located in reflexive practice, enabled the teachers to acquire foundational knowledge and pedagog-ical content knowledge for effective integration of ESD into school geography. This chapter may offer other teacher educators some guidelines on how to develop teacher capacity to integrate ESD into their own programmes.
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- Date Issued: 2017
Situated learning in relation to human conduct and social-ecological change
- Authors: O’Donoghue, R
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436278 , vital:73254 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_2
- Description: This chapter traces how education has developed to provide orientation in a modern world that is characterised by emerging risk. It examines how ESD initially developed as a modernist process to enable social reorientation and has been centred on problem-solving engagement in relation to issues and risk. The intractable complexity of most social-ecological problems has meant that change-orientated and transformative imagi-naries arising in learning are not easily realised in tangible change to resolve the problems at hand. The chapter thus poses the question, “Is ESD as situated learning with trans-gressive social-ecological reorientation possible?” To address this question, the study reviews ESD as a reflexive social process in modernity and tracks some of the expansive trajectories in the developing field over the last 10 years of the UN Decade of Education for Sustainable Development in Southern Africa.
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- Date Issued: 2017
Situated learning in relation to human conduct and social-ecological change
- Authors: O'Donoghue, Rob B
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437513 , vital:73390 , ISBN 978-3-319-45989 , https://doi.org/10.1007/978-3-319-45989-9_2
- Description: This chapter traces how education has developed to provide orientation in a modern world that is characterised by emerging risk. It examines how ESD initially developed as a modernist process to enable social reorientation and has been centred on problem-solving engagement in relation to issues and risk. The intractable complexity of most social-ecological problems has meant that change-orientated and transformative imagi-naries arising in learning are not easily realised in tangible change to resolve the problems at hand. The chapter thus poses the question, “Is ESD as situated learning with trans-gressive social-ecological reorientation possible?” To address this question, the study reviews ESD as a reflexive social pro-cess in modernity and tracks some of the expansive trajecto-ries in the developing field over the last 10 years of the UN Decade of Education for Sustainable Development in South-ern Africa.
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- Date Issued: 2017
Strengthening teachers’ knowledge and practices through a biodiversity education professional development programme
- Authors: Songqwaru, Zintle , Shava, Soul
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436294 , vital:73255 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_15
- Description: What constitutes adequate teacher professional development support that enables teachers to engage meaningfully with ESD learning processes? In an attempt to answer this question, this chapter focuses on how continuing teacher profes-sional development programmes can support teachers of Life Sciences to teach biodiversity as a grounding concept to strengthen educational quality and relevance of Life Sciences education. It reflects on how continuing teacher professional development programmes may be designed and implemented to support South African teachers to work creatively with a con-tent and assessment-referenced national school curriculum. The chapter focuses on what content knowledge, teaching and assessment approaches to include as well as teachers’ reflections on the impacts of such a programme.
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- Date Issued: 2017
The Uptake of Education for Sustainable Development in Geography Curricula in South African Secondary Schools
- Authors: Dube, Carolina
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436319 , vital:73257 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_7
- Description: Curriculum innovation that took place in the post-apartheid era in South Africa provided opportunities for integrating environ-mental concerns and sustainability issues in subjects such as geography and science at further education and training level (FET). However, evidence from my PhD study in geography education at FET level shows that there are major challenges in the implementation of education for sustainable develop-ment (ESD) in the school context. These relate, firstly, to teachers’ lack of content knowledge (CK) and pedagogical content knowledge (PCK) and, secondly, to contextual issues and structural constraints within schools. In order to overcome some of the challenges, a standards-based teacher training model is recommended to ensure the mastery of appropriate competencies for the implementation of environmental educa-tion (EE) and ESD.
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- Date Issued: 2017
Towards professional learning communities: A review
- Authors: Tshiningayamwe, Sirkka , Songqwaru, Zintle
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436305 , vital:73256 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_19
- Description: Professional learning communities (PLCs) have proven to be effective models of teachers’ professional development. Therefore, for effective Education for Sustainable Develop-ment (ESD), PLCs should be considered in the planning of teacher professional development initiatives. This will enable teachers to address issues of quality teaching, learning and sustainable development issues. In the South African context, a ‘professional learning community’ is an emerging policy con-cept. This chapter thus provides a review of the emergence of teacher clusters in South Africa using a reflexive spiral model and praxis tasks. The chapter also draws from the Namibian and South African teacher cluster literature to comment on how teacher clusters could potentially be translated into PLCs to transform teachers’ practices as they relate to ESD.
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- Date Issued: 2017
Whatever happened to social indicators in Africa? Whatever happened indeed! A developing world perspective on the Kenneth C. Land and Alex C. Michalos report on 'Fifty years after the Social Indicators Movement'
- Authors: Moller, Valerie
- Date: 2017
- Language: English
- Type: Article
- Identifier: vital:24531 , http://hdl.handle.net/10962/36238 , https://link.springer.com/article/10.1007/s11205-017-1555-y
- Description: Africa is a latecomer to the Social Indicators Movement. The first social indicators for Third World countries were developed by outsiders and covered almost exclusively topics related to basic needs and development. In response to Kenneth Land's and Alex Michalos' historical assessment and their agenda for future 'social indicators/quality of life/well-being' research, the commentary traces how South Africa and sub-Saharan countries-with a little help from many friends who are pioneers in the movement-have succeeded in developing their own home-grown social indicators movement. Addressing some of the themes outlined in the agenda that Land and Michalos set for future research, the commentary discusses the importance of monitoring social change occurring in African society in a 'post-industrialized and much more globalized, and digitized-computerizedroboticized' era: How will new values and nom1s impact on the quality of life of future generations of African people?
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- Date Issued: 2017
‘Adolescent’ sexual and reproductive health: Controversies, rights, and justice
- Authors: Macleod, Catriona I
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434348 , vital:73050 , ISBN 978-3-319-40741-8 , https://doi.org/10.1007/978-3-319-40743-2_9
- Description: Adolescent sexual and reproductive health (SRH) is a field beset with a number of controversies, e.g. whether and to what kind of sexuality education young people should be exposed and whether teenagers should be able to decide on abortion without parental consent. It is within these controversies as well as local social dynamics that public SRH interventions aimed at adolescents take place. I start this chapter with an outline of the major global public health approach to adolescent SRH: the health and human rights framework. I then briefly overview some of the key issues concerning sexuality education, contraception, pregnancy, abortion, HIV, and lesbian, gay, bisexual (LGB) issues among adolescents, concentrating on questions surrounding taken-for-granted assumptions and health injustices. With this as a backdrop, I argue for a sexual and reproductive justice approach that draws from transnational feminism. Such an approach would focus on health injustices, analyze gendered power relations that cohere around sexuality and reproduction among adolescents, highlight the intersectionality of race, class, location, religion, ability and sexual orientation in health outcomes, and deconstruct normative frameworks and taken-for-granted assumptions.
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- Date Issued: 2017
CHIP: a co-chaperone for degradation by the proteasome
- Authors: Edkins, Adrienne L
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/164863 , vital:41179 , ISBN 978-3-319-11730-0 , DOI: 10.1007/978-3-319-11731-7_11
- Description: Protein homeostasis relies on a balance between protein folding and protein degradation. Molecular chaperones like Hsp70 and Hsp90 fulfil well-defined roles in protein folding and conformational stability via ATP dependent reaction cycles. These folding cycles are controlled by associations with a cohort of non-client protein co-chaperones, such as Hop, p23 and Aha1. Pro-folding co-chaperones facilitate the transit of the client protein through the chaperone mediated folding process. However, chaperones are also involved in ubiquitin-mediated proteasomal degradation of client proteins. Similar to folding complexes, the ability of chaperones to mediate protein degradation is regulated by co-chaperones, such as the C terminal Hsp70 binding protein (CHIP).
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- Date Issued: 2015
Ecological sustainability for non-timber forest products: dynamics and case studies of harvesting
- Authors: Shackleton, Charlie M , Pandey, Ashok K , Ticktin, Tamara
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/433656 , vital:72992 , ISBN 9781317916130 , https://www.routledge.com/Ecological-Sustainability-for-Non-timber-Forest-Products-Dynamics-and-Case/Shackleton-Pandey-Ticktin/p/book/9781138618251
- Description: There is growing knowledge about and appreciation of the im-portance of Non-timber Forest Products (NTFPs) to rural liveli-hoods in developing countries, and to a lesser extent, devel-oped countries. However, there is also an assumption on the part of policy-makers that any harvesting of wild animal or plant products from the forests and other natural and modi-fied ecosystems must be detrimental to the long-term viability of target populations and species. This book challenges this idea and shows that while examples of such negative impacts certainly exist, there are also many examples of sustainable harvesting systems for NTFPs. The chapters review and pre-sent coherent and scientifically sound information and case studies on the ecologically sustainable use of NTFPs. They also outline a general interdisciplinary approach for assessing the sustainability of NTFP harvesting systems at different scales. A wide range of case studies is included from Africa, Asia and South America, using plant and animal products for food, crafts, textiles, medicines and cosmetics.
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- Date Issued: 2015
Ecologically sustainable harvesting of non-timber forest products: Disarming the narrative and the complexity
- Authors: Shackleton, Charlie M , Pandey, Ashok K , Ticktin, Tamara
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433670 , vital:72993 , ISBN 9781317916130 , https://www.routledge.com/Ecological-Sustainability-for-Non-timber-Forest-Products-Dynamics-and-Case/Shackleton-Pandey-Ticktin/p/book/9781138618251
- Description: As introduced at the outset of this book, the need for ecologically sustainable harvesting systems for tens of thousands of non-timber forest products (NTFPs) around the world is a requirement for the conservation of the species concerned, and the lives, livelihoods and economies that depend on those species. Ecological sustainability is not simply a ‘nice to have’, a marketing ploy or a conservation fad. Unsustainable harvesting leads to the decline, sooner or later, of NTFP gene pools, populations and species and hence the livelihoods, and species and ecosystem services dependent upon them. Often the negative impacts on peoples’ lives and incomes are not immediately apparent because they may substitute the diminishing returns from one species by harvesting another species, such as favoured firewood species for less preferred species (Madubansi and Shackleton 2007). However, the second, third or more substitute yields lower returns in quality or quantity (or both) than the most preferred species and so a trajectory of dwindling returns looms, either of the benefits obtained, or increased costs to access the benefits. On the other hand, the concept of an ecologically sustainable yield is relatively easy to grasp (Ticktin Chapter 3). All biological resources are renewable. If the rate of harvest is less than the rate of renewal, then the NTFP species or population should persist in the long term. This simplistic picture needs to be fine-tuned to ensure that there are no exacerbatory or synergistic impacts associated with the direct effects of harvesting (such as changes in browsing patterns or fire behaviour)(Ticktin and Shackleton 2011, Ticktin Chapter 3). Additionally, the effects at broader scales, ie beyond just the target species, need to be also taken into account, such as on pollinators, decomposers, nutrient cycles and the like (Ticktin 2004). But in principle, the definition and measurement of an ecologically sustainable yield is well within the means of modern science for the majority of plant and animal NTFP species.
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- Date Issued: 2015
Hsp70/Hsp90 organising protein (hop): beyond interactions with chaperones and prion proteins
- Authors: Baindur-Hudson, Swati , Edkins, Adrienne L , Blatch, Gregory L
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/164852 , vital:41178 , ISBN 978-3-319-11730-0 , DOI: 10.1007/978-3-319-11731-7_3
- Description: The Hsp70/Hsp90 organising protein (Hop), also known as stress-inducible protein 1 (STI1), has received considerable attention for diverse cellular functions in both healthy and diseased states. There is extensive evidence that intracellular Hop is a co-chaperone of the major chaperones Hsp70 and Hsp90, playing an important role in the productive folding of Hsp90 client proteins. Consequently, Hop is implicated in a number of key signalling pathways, including aberrant pathways leading to cancer. However, Hop is also secreted and it is now well established that Hop also serves as a receptor for the prion protein, PrPC.
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- Date Issued: 2015
“Peer pressure” and “Peer normalization” : discursive resources that justify gendered youth sexualities
- Authors: Macleod, Catriona I , Jearey-Graham, Nicola
- Date: 2015
- Language: English
- Type: Article
- Identifier: vital:6312 , http://hdl.handle.net/10962/d1019877 , https://link.springer.com/article/10.1007/s13178-015-0207-8
- Description: “Peer pressure” is associated in the scientific literature with a range of risky sexual behaviors and with undermining public sexual health messages. Interventions are instituted encouraging young people to resist peer pressure or to model positive peer norms. Taking a discursive psychology perspective, we show how young people themselves use the discourses of “peer pressure to have sex” and “peer normalization of sex” to explain and justify youth sexual activity. Using data from focus group discussions about youth sexualities with students at a South African further education and training college, we show how participants outlined a need for young people to be socially recognizable through engaging in, and talking about, sex and how they implicated peer norms in governing individual sexual behavior. Both discourses pointed to a gendering of peer-endorsed sexual norms: masculine virility, the avoidance of shameful virgin or gay positions, and multiple sexual partners were emphasized for men, while the necessity of keeping a boyfriend and avoiding a “slut” position were foregrounded for women. These discourses potentially undermine the aims of public sexual health programs targeting youth. Nuanced engagement with peer group narratives, especially how sexual activity is explained and justified in a gendered fashion, is indicated. , Full text access on Publisher website: https://link.springer.com/article/10.1007/s13178-015-0207-8
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- Date Issued: 2015
Adolescent pregnancy: A feminist issue
- Authors: Macleod, Catriona I
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434360 , vital:73051 , ISBN 978-1-4899-8025-0 , https://link.springer.com/chapter/10.1007/978-1-4899-8026-7_6
- Description: Pregnancy and mothering are enduring and central concerns of feminism. DiQuinzo (1999) sums this up in stating that “mothering is both an important site at which the central concepts of feminist theory are elaborated and a site at which these concepts are challenged and reworked.” Stephens (2004) argues, ‘…reproduction and mothering are central to theories of patriarchy and women’s unequal position in Western society…Childbirth can paradoxically be seen as both a cause of women’s subordinate position in society and a means of empowerment.’ Yet, despite the pivotal nature of pregnancy and mothering in feminist literature, there has been surprisingly little direct engagement by feminists in the area of ‘adolescent pregnancy.’ The engagement that there has been is a whisper in relation to the plethora of public health, medical, and psychological writings on ‘adolescent pregnancy.’ The feminists who have engaged with ‘adolescent pregnancy’ have, from their initial engagement and to varying degrees, tried to undermine simple interpretations of ‘adolescent pregnancy’ as a social problem and to link micro- and macro-level gender relations to occurrence of, and responses to, ‘adolescent pregnancy.’ Thus, for example, in the 1980s, Chilman (1985) asserted, ‘Sexism particularly afflicts programs and policies for these young people [unmarried teenage parents] as well as the behaviors that lead up to their becoming unmarried parents.’ In the 1990s, Pillow (1997), using a combination of feminist and postmodern theory, argued that ‘teen research and policy interventions can be understood as entrenched in the dilemmas of modernism, resulting often in normative assumptions that reflect our paradoxical attitudes and practices concerning female sexuality.’ More recently, Wilson and Huntington (2005) observed ‘adolescent pregnancy’ at a time when rates of fertility among young women are decreasing in ‘Western’ societies is ‘underpinned by changing social and political imperatives regarding the role of women in these countries.’
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- Date Issued: 2014
General structural and functional features of molecular chaperones:
- Authors: Edkins, Adrienne L , Boshoff, Aileen
- Date: 2014
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/164808 , vital:41174 , ISBN 978-94-007-7437-7 , DOI: 10.1007/978-94-007-7438-4_2
- Description: Molecular chaperones are a group of structurally diverse and highly conserved ubiquitous proteins. They play crucial roles in facilitating the correct folding of proteins in vivo by preventing protein aggregation or facilitating the appropriate folding and assembly of proteins. Heat shock proteins form the major class of molecular chaperones that are responsible for protein folding events in the cell. This is achieved by ATP-dependent (folding machines) or ATP-independent mechanisms (holders). Heat shock proteins are induced by a variety of stresses, besides heat shock. The large and varied heat shock protein class is categorised into several subfamilies based on their sizes in kDa namely, small Hsps (HSPB), Hsp40 (DNAJ), Hsp60 (HSPD/E; Chaperonins), Hsp70 (HSPA), Hsp90 (HSPC), and Hsp100.
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- Date Issued: 2014
Imagining Civil Society in Zimbabwe and ‘Most of the World’:
- Authors: Helliker, Kirk D
- Date: 2014
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/144802 , vital:38380 , ISBN 9781461482628 , DOI: 10.1007/978-1-4614-8262-8_11
- Description: This chapter re-visits the notion of civil society in what Partha Chatterjee (The Politics of the Governed, 2004) calls ‘most of the world’ (beyond the capitalist metropoles) and, in doing so, uses Zimbabwe (and Africa more broadly) as an entry point into the literature on civil society. This chapter consists of four main sections. First, I discuss literature on civil society in Africa which, in the main, dichotomises civil society and the state empirically without any sustained theoretical reflections. Second, I provide an overview of Zimbabwean society and politics over the past decade and the ensuing debate, which in many ways produces a Manichean dualism whereby civil society is equated with progression and the state with regression. Third, I locate this conceptualisation of civil society within the broader international literature on civil society. These three sections, as a whole, highlight slippages in defining and understanding civil society: between civil society as a set of empirically identifiable organisational formations and civil society as a social space marked by civil liberties and voluntary arrangements in bourgeois society. Finally, I reimagine civil society in relation to ‘most of the world’.
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- Date Issued: 2014
Pregnancy among young women in South Africa
- Authors: Macleod, Catriona I , Tracey, Tiffany
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434371 , vital:73052 , ISBN 978-1-4899-8025-0 , https://doi.org/10.1007/978-1-4899-8026-7
- Description: In 1994, South Africa witnessed its first democratic elections after centuries of colonial and then apartheid rule. As time passes since that euphoric moment in 1994, the difficulties of transformation have become evident. In terms of sexual and reproductive health, HIV/AIDS is acknowledged as one of the most significant challenges, with South Africa having one of the highest infection rates globally. Pregnancy among teenage women is receiving increasing attention as well. For example, public concern has been expressed that the recently introduced Child Support Grant (CSG) acts as a ‘perverse incentive’ for young women to bear children. This emotional claim was refuted by separately commissioned reviews of research on girls who received the grant. National statistics paint an interesting picture that negates the popular opinion in South Africa that rates of teenage pregnancy and childbearing are escalating. The 1998, the South African Demographic and Health Survey (SADHS) indicated that 35 % of women had had a child by the age of 19 years, while in the 2003 SADHS survey, this had decreased to 27 %. The rights-based approach adopted by the South African government to sexual and reproductive health enshrines a young woman’s right to prevent an unwanted pregnancy, to plan a pregnancy with her partner should they wish, to make an independent decision concerning the outcome of a pregnancy, to terminate that pregnancy safely should she wish, and to access non-discriminatory prenatal and postnatal care should she take the pregnancy to term. While there are still many obstacles and challenges associated with the issues of ‘adolescent pregnancy,’ it is important to remember the success represented by, and that arises from, this rights-based legislation.
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- Date Issued: 2014
The networking of chaperones by co-chaperones: control of cellular protein homeostasis
- Authors: Edkins, Adrienne L , Blatch, Gregory L
- Date: 2014
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/165107 , vital:41209 , ISBN 978-3-319-11731-7
- Description: Co-chaperones are important mediators of the outcome of chaperone assisted protein homeostasis, which is a dynamic balance between the integrated processes of protein folding, degradation and translocation. The Networking of Chaperones by Co-chaperones describes how the function of the major molecular chaperones is regulated by a cohort of diverse non-client proteins, known as co-chaperones. The second edition includes the current status of the field and descriptions of a number of novel co-chaperones that have been recently identified. This new edition has a strong focus on the role of co-chaperones in human disease and as putative drug targets. The book will be a resource for both newcomers and established researchers in the field of cell stress and chaperones, as well as those interested in cross-cutting disciplines such as cellular networks and systems biology.
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- Date Issued: 2014
Transformative learning and individual adaptation
- Authors: Kronlid, David O , Lotz-Sisitka, Heila
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437147 , vital:73347 , ISBN 978-1-137-42804-2 , https://doi.org/10.1057/9781137428042_4
- Description: The first part of this chapter explores learning as a Capability to transformatively engage with the world in a climate change context. It draws on previous work that shows that modern as well as indigenous knowledge systems are being affected by climate change. There is no doubt that for societies to adapt to climate change, there is a need for substantive transformative learning, as people everywhere will need to learn new values, practices, relations, and new ways of being and becoming. Such learning on a societal scale has occurred before—as humans adapted to the emergence of the Industrial Revolu-tion, for example. However, the transformation in the climate change adaptation context in many ways is in response to maladaptations that emerged from previous massive societal transformation processes, making this complex to navigate. It is also well known that climate change is leaving many people insecure and highly vulnerable to climate change impacts; it is affecting us all, but the impacts are uneven (Field et al. 2014), requiring different kinds of transformative learning processes in different places and contexts. In this chapter, we therefore propose that, under climate change conditions, we view learning as a key Capability in climate adaptation contexts.
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- Date Issued: 2014