Change Drivers at the front lines of the future: rising cultures for sustainability education in contemporary South Africa
- Authors: Kulundu, Injairu
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437107 , vital:73331 , ISBN 978-0-620-79605-7 , https://doi.org/10.3920/978-90-8686-846-9_33
- Description: This chapter asks us to regenerate and re-imagine what a dis-tinctively young and contemporary feeling of Environmental and Sustainability Education could look like in the African con-text. It asks us to acknowledge the ingenious ways that Change Drivers in South Africa and Africa are moving towards their visions of the common good. The chapter invites us to trace and learn from the transgressive learning and nomadic journeys of young Change Drivers who are part of a network called Activate! Change Drivers. Activate! Change Drivers is one of the largest youth led movements in South Africa. It is a network of young leaders equipped to drive change for the common good in South Africa. In a world that is uncertain and unknown the embodied knowledge of Change Drivers in South Africa can help us as practitioners think carefully and critically about how to learn for an unknown and predominantly young future.
- Full Text:
- Date Issued: 2017
- Authors: Kulundu, Injairu
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437107 , vital:73331 , ISBN 978-0-620-79605-7 , https://doi.org/10.3920/978-90-8686-846-9_33
- Description: This chapter asks us to regenerate and re-imagine what a dis-tinctively young and contemporary feeling of Environmental and Sustainability Education could look like in the African con-text. It asks us to acknowledge the ingenious ways that Change Drivers in South Africa and Africa are moving towards their visions of the common good. The chapter invites us to trace and learn from the transgressive learning and nomadic journeys of young Change Drivers who are part of a network called Activate! Change Drivers. Activate! Change Drivers is one of the largest youth led movements in South Africa. It is a network of young leaders equipped to drive change for the common good in South Africa. In a world that is uncertain and unknown the embodied knowledge of Change Drivers in South Africa can help us as practitioners think carefully and critically about how to learn for an unknown and predominantly young future.
- Full Text:
- Date Issued: 2017
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.
- Full Text:
- Date Issued: 2017
- 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.
- Full Text:
- Date Issued: 2017
'We must start with our own children’: reflectively researching intergenerational leadership for social justice, education, and sustainability
- Authors: Lotz-Sisitka, Heila
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437207 , vital:73353 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_1
- Description: This paper was prepared today, 13 December 2013, for this book on ‘Intergenerational learning and transformative leader-ship for sustainable futures’, to be released in November 2014 at a World Conference to mark the end of the UN Decade of Education for Sustainable Development (UN-DESD) in Nago-ya, Japan. The UNDESD was born in Johannesburg in 2002; it was an outcome of the Johannesburg Implementation Plan formulated by world leaders at the World Summit on Sustaina-ble Development, hosted by the South African government, building on the earlier Rio Earth Summit. Nelson Rolihlahla Mandela attended the opening of the World Summit on Sus-tainable Development soon after he left office as the first dem-ocratically elected President of the Republic of South Africa. He passed away a week ago today, on 5 December 2013, at the age of 95. His life story is well known. I write here about his words ‘We must start with our own children’.
- Full Text:
- Date Issued: 2014
- Authors: Lotz-Sisitka, Heila
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437207 , vital:73353 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_1
- Description: This paper was prepared today, 13 December 2013, for this book on ‘Intergenerational learning and transformative leader-ship for sustainable futures’, to be released in November 2014 at a World Conference to mark the end of the UN Decade of Education for Sustainable Development (UN-DESD) in Nago-ya, Japan. The UNDESD was born in Johannesburg in 2002; it was an outcome of the Johannesburg Implementation Plan formulated by world leaders at the World Summit on Sustaina-ble Development, hosted by the South African government, building on the earlier Rio Earth Summit. Nelson Rolihlahla Mandela attended the opening of the World Summit on Sus-tainable Development soon after he left office as the first dem-ocratically elected President of the Republic of South Africa. He passed away a week ago today, on 5 December 2013, at the age of 95. His life story is well known. I write here about his words ‘We must start with our own children’.
- Full Text:
- Date Issued: 2014
Developing a relational perspective on intergenerational learning
- Authors: Schudel, Ingrid J
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437161 , vital:73349 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_16
- Description: This chapter argues for a critical perspective on the use of lo-cal knowledge and practices in teaching and learning, present-ing some pedagogical thinking tools for reviewing intergenera-tional teaching and learning processes. The chapter highlights five relational elements in teaching and learning processes, including the relationship between individual and community, social and historic contexts, school-based actions and local practices, local and regional/national/global concerns, and fi-nally between local knowledge and abstract school knowledge. These relational elements of learning illustrate how it is possi-ble to mitigate against conservative, over-simplistic or idealistic responses to environmental concerns. This argument is illus-trated through reference to a lesson designed and implement-ed by a school teacher participating in a Rhodes University ac-credited teacher professional development course–the Schools and Sustainability course. This teacher depended substantially on intergenerational communication for her les-son, which supported Grade 1 pupils to research the use of wild vegetables historically in their community and plant these vegetables in their school garden with the support of knowledgeable community members.
- Full Text:
- Date Issued: 2014
- Authors: Schudel, Ingrid J
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437161 , vital:73349 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_16
- Description: This chapter argues for a critical perspective on the use of lo-cal knowledge and practices in teaching and learning, present-ing some pedagogical thinking tools for reviewing intergenera-tional teaching and learning processes. The chapter highlights five relational elements in teaching and learning processes, including the relationship between individual and community, social and historic contexts, school-based actions and local practices, local and regional/national/global concerns, and fi-nally between local knowledge and abstract school knowledge. These relational elements of learning illustrate how it is possi-ble to mitigate against conservative, over-simplistic or idealistic responses to environmental concerns. This argument is illus-trated through reference to a lesson designed and implement-ed by a school teacher participating in a Rhodes University ac-credited teacher professional development course–the Schools and Sustainability course. This teacher depended substantially on intergenerational communication for her les-son, which supported Grade 1 pupils to research the use of wild vegetables historically in their community and plant these vegetables in their school garden with the support of knowledgeable community members.
- Full Text:
- Date Issued: 2014
Empathetic apprentice: pedagogical developments in aesthetic education of the social learning practitioner in South Africa
- Authors: McGarry, Dylan K
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437176 , vital:73350 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_12
- Description: Apprenticeship is an ancient and intuitive approach to learning, yet today traditional forms of apprenticeship are becoming in-creasingly scarce. The role of apprenticeship in relation to learning through embodied, first hand experience is somewhat overlooked, particularly in the the pedagogical development of social learning. Understanding this in my early doctoral re-search, I focused on the process of apprenticeship and its contribution to social learning practice. I moved beyond the concept of traditional apprenticeship (that of learning a specific artisan practice) and explored the possibility of sharpening my capacities as an ‘ecological-citizen’; expanding Education for Sustainable Development (ESD) concepts, and investigating a wider embodied learning of a citizen situated in a greater social-ecological phenomenon.
- Full Text:
- Date Issued: 2014
- Authors: McGarry, Dylan K
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437176 , vital:73350 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_12
- Description: Apprenticeship is an ancient and intuitive approach to learning, yet today traditional forms of apprenticeship are becoming in-creasingly scarce. The role of apprenticeship in relation to learning through embodied, first hand experience is somewhat overlooked, particularly in the the pedagogical development of social learning. Understanding this in my early doctoral re-search, I focused on the process of apprenticeship and its contribution to social learning practice. I moved beyond the concept of traditional apprenticeship (that of learning a specific artisan practice) and explored the possibility of sharpening my capacities as an ‘ecological-citizen’; expanding Education for Sustainable Development (ESD) concepts, and investigating a wider embodied learning of a citizen situated in a greater social-ecological phenomenon.
- Full Text:
- Date Issued: 2014
Leadership for biodiversity in South Africa transformation and capacity development in the GreenMatter programme
- Authors: Rosenberg, Eureta
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437190 , vital:73351 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_18
- Description: As we begin to write this chapter, it is only a few hours since the news broke about the passing of Nelson Mandela, the founding president of a democratic South Africa. As we de-scribe our work in supporting intergenerational learning and the development of transformational leadership, it seems appro-priate to make this reference as a tribute to him. This work would not have been possible without the contribution of Man-dela and all who fought for justice and an egalitarian society in South Africa. We are able to write about the so-called ‘born frees’ because of Mandela’s role in dismantling apartheid, a system that sought to condemn black people to perpetual ser-vitude, ignorance and poverty. Indeed, our efforts in building skills for biodiversity, under the auspices of GreenMatter, are inspired by his courageous leadership, his selflessness, com-mitment to education and love of people, knowledge and na-ture. While philosophies, contexts and methods will vary, the quest of all intergenerational learning is to build a bridge that enables young people to learn from the experiences and wisdom of previous generations.
- Full Text:
- Date Issued: 2014
- Authors: Rosenberg, Eureta
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437190 , vital:73351 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_18
- Description: As we begin to write this chapter, it is only a few hours since the news broke about the passing of Nelson Mandela, the founding president of a democratic South Africa. As we de-scribe our work in supporting intergenerational learning and the development of transformational leadership, it seems appro-priate to make this reference as a tribute to him. This work would not have been possible without the contribution of Man-dela and all who fought for justice and an egalitarian society in South Africa. We are able to write about the so-called ‘born frees’ because of Mandela’s role in dismantling apartheid, a system that sought to condemn black people to perpetual ser-vitude, ignorance and poverty. Indeed, our efforts in building skills for biodiversity, under the auspices of GreenMatter, are inspired by his courageous leadership, his selflessness, com-mitment to education and love of people, knowledge and na-ture. While philosophies, contexts and methods will vary, the quest of all intergenerational learning is to build a bridge that enables young people to learn from the experiences and wisdom of previous generations.
- Full Text:
- Date Issued: 2014
Utopianism and educational processes in the United Nations Decade of Education for Sustainable Development: a critical reflection
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437367 , vital:73373 , ISBN 978-9086860937 , https://doi.org/10.3920/9789086866915_007
- Description: South Africa and its recent political transformation pro-cess, infused with hope for a better future, is often pre-sented as a utopian form of democracy – or an icon of hope – nationally and in the contemporary global land-scape. Similarly, adult hopes for youth, and youth idealism itself, are often utopian in nature, and young people are often iconised in society as the hope for the future. Re-cent international policy literature on education for sus-tainable development puts forward the utopian concepts of sustainable development and transformed learning (UNESCO 2005a) as objects for educational thinking and practice, and ethical codes such as the Earth Charter (www.earthcharter.org) present useful visions and guid-ance on how to think about and create a better world. But, the realities of the day keep such utopianism in check. Today, South Africa is experiencing xenophobic vio-lence, extreme levels of crime, and continued disenfran-chisement.
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437367 , vital:73373 , ISBN 978-9086860937 , https://doi.org/10.3920/9789086866915_007
- Description: South Africa and its recent political transformation pro-cess, infused with hope for a better future, is often pre-sented as a utopian form of democracy – or an icon of hope – nationally and in the contemporary global land-scape. Similarly, adult hopes for youth, and youth idealism itself, are often utopian in nature, and young people are often iconised in society as the hope for the future. Re-cent international policy literature on education for sus-tainable development puts forward the utopian concepts of sustainable development and transformed learning (UNESCO 2005a) as objects for educational thinking and practice, and ethical codes such as the Earth Charter (www.earthcharter.org) present useful visions and guid-ance on how to think about and create a better world. But, the realities of the day keep such utopianism in check. Today, South Africa is experiencing xenophobic vio-lence, extreme levels of crime, and continued disenfran-chisement.
- Full Text:
- Date Issued: 2009
Exploring learning interactions arising in school-incommunity contexts of socio-ecological risk
- O'Donoghue, Rob B, Lotz-Sisitka, Heila, Asafo-Adjei, Robert, Kota, Lutho, Hanisi, Nosipho
- Authors: O'Donoghue, Rob B , Lotz-Sisitka, Heila , Asafo-Adjei, Robert , Kota, Lutho , Hanisi, Nosipho
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437501 , vital:73389 , ISBN 978-90-8686-031-9 , https://brill.com/edcollbook-oa/title/68793?rskey=Y3i6Wfandresult=1
- Description: Today, few educators would dispute that learning arises in diverse so-cio-cultural contexts of meaning-making interaction. As such, learning can strengthen social relationships across school and community and has the potential to develop as reflexive praxis in response to environ-ment and health risks in a local context. These processes of ‘social learning’have recently appeared as a new ‘category’for thinking about human meaning-making interactions. It is difficult to conceive of any human learning interactions that are not social processes of engaged meaning making either by learners as social agents in context or from the point of view of what is learned relating to social life in a world of in-terdependent living-things. Given the complexity of contemporary sus-tainability questions and an arising ambivalence in modernist notions of knowledge transfer, we note how educators are usefully using this somewhat ambivalent category for probing socio-cultural perspectives on how we see and approach learning interactions for environment and sustainability education. In foregrounding a critical perspective, we sig-nal a cautious approach to a popularising of the term ‘social learning’as a ‘renaming’that provides a more coherent perspective for research and reflection on social processes of meaning making and change.
- Full Text:
- Date Issued: 2007
- Authors: O'Donoghue, Rob B , Lotz-Sisitka, Heila , Asafo-Adjei, Robert , Kota, Lutho , Hanisi, Nosipho
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437501 , vital:73389 , ISBN 978-90-8686-031-9 , https://brill.com/edcollbook-oa/title/68793?rskey=Y3i6Wfandresult=1
- Description: Today, few educators would dispute that learning arises in diverse so-cio-cultural contexts of meaning-making interaction. As such, learning can strengthen social relationships across school and community and has the potential to develop as reflexive praxis in response to environ-ment and health risks in a local context. These processes of ‘social learning’have recently appeared as a new ‘category’for thinking about human meaning-making interactions. It is difficult to conceive of any human learning interactions that are not social processes of engaged meaning making either by learners as social agents in context or from the point of view of what is learned relating to social life in a world of in-terdependent living-things. Given the complexity of contemporary sus-tainability questions and an arising ambivalence in modernist notions of knowledge transfer, we note how educators are usefully using this somewhat ambivalent category for probing socio-cultural perspectives on how we see and approach learning interactions for environment and sustainability education. In foregrounding a critical perspective, we sig-nal a cautious approach to a popularising of the term ‘social learning’as a ‘renaming’that provides a more coherent perspective for research and reflection on social processes of meaning making and change.
- Full Text:
- Date Issued: 2007
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