Finding ‘pulses of freedom’ in the border zone between higher and public education for sustainable development
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436866 , vital:73311 , ISBN 9780367076436 , https://www.routledge.com/Prioritizing-Sustainability-Education-A-Comprehensive-Approach/Armon-Scoffham-Armon/p/book/9780367076436
- Description: Education for Sustainable Development (ESD) in Higher Edu-cation has long been a subject of discussion (eg Sterling, 2010; Togo and Lotz-Sisitka, 2013; Baarth, Michelsen, Rieckmann, and Thomas, 2016), with an increasing number of arguments being put forward for transformative, and even transgressive (ie transgressing the taken for granted) learning in these contexts (Lotz-Sisitka, Wals, Kronlid, and McGarry, 2015). There is, however, as yet little theoretical or practical work that focuses on the border zone or the interface between Higher Education and Public Education, due perhaps to an overemphasis on internal change in Higher Education settings. Public Education brings sustainable development (SD) into everyday life focus (Von Poeck et al., 2012), as it is here that complex, ‘wicked’ problems (Rittel and Webber, 1973) are ex-perienced. Such problems defy easy resolution. In this chapter I address this gap in the ESD literature by drawing on three cases of public education praxis in the border zone between Higher Education and Public Education: 1) using mobile learn-ing tools to transform markets for small holder farmers; 2) build-ing social learning networks that cross boundaries between colleges, farmers, and universities; and 3) using arts-based creative practice methods for public action. I start with these case stories, exploring them theoretically in order to illuminate new possibilities for ESD praxis in the sections that follow.
- Full Text:
- Date Issued: 2019
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436866 , vital:73311 , ISBN 9780367076436 , https://www.routledge.com/Prioritizing-Sustainability-Education-A-Comprehensive-Approach/Armon-Scoffham-Armon/p/book/9780367076436
- Description: Education for Sustainable Development (ESD) in Higher Edu-cation has long been a subject of discussion (eg Sterling, 2010; Togo and Lotz-Sisitka, 2013; Baarth, Michelsen, Rieckmann, and Thomas, 2016), with an increasing number of arguments being put forward for transformative, and even transgressive (ie transgressing the taken for granted) learning in these contexts (Lotz-Sisitka, Wals, Kronlid, and McGarry, 2015). There is, however, as yet little theoretical or practical work that focuses on the border zone or the interface between Higher Education and Public Education, due perhaps to an overemphasis on internal change in Higher Education settings. Public Education brings sustainable development (SD) into everyday life focus (Von Poeck et al., 2012), as it is here that complex, ‘wicked’ problems (Rittel and Webber, 1973) are ex-perienced. Such problems defy easy resolution. In this chapter I address this gap in the ESD literature by drawing on three cases of public education praxis in the border zone between Higher Education and Public Education: 1) using mobile learn-ing tools to transform markets for small holder farmers; 2) build-ing social learning networks that cross boundaries between colleges, farmers, and universities; and 3) using arts-based creative practice methods for public action. I start with these case stories, exploring them theoretically in order to illuminate new possibilities for ESD praxis in the sections that follow.
- Full Text:
- Date Issued: 2019
Formative interventionist research generating iterative mediation processes in a vocational education and training learning network
- Lotz-Sisitka, Heila, Pesanayi, Tichaona
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435998 , vital:73219 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter addresses a research problem identified in the vocational agricultural learning system where there was a gap in vocational education and training knowledge flow from research institutions to knowledge users. The chapter develops a theoretical framework for dealing with the problem of ‘knowledge flow’ in vocational education and training settings. The problem emerges around the uptake and use of relevant research-based knowledge resources on rainwater harvesting and conservation practices for agricultural education and training focused on small-scale farmers and household food producers in South Africa. These resources, despite their con-temporary relevance, were not being used in agricultural col-leges or in the related agricultural learning support system. Drawing on a social ecosystemic approach to knowledge flow and mediation, the chapter surfaces five iterative mediation processes developed via a generative, formative interventionist research process over a five year period (Lotz-Sisitka et al. 2016; Pesanayi, 2019; cf. Chapter 8) that facilitated the development of a regional learning network which enabled vertical facilitatory processes and horizontal connectivities that impact-ed on farmers’ food production system, as well as the agricultural learning system. We illuminate key features of these as important for supporting knowledge flow within a regional social ecosystemic framework for skills development.
- Full Text:
- Date Issued: 2019
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435998 , vital:73219 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter addresses a research problem identified in the vocational agricultural learning system where there was a gap in vocational education and training knowledge flow from research institutions to knowledge users. The chapter develops a theoretical framework for dealing with the problem of ‘knowledge flow’ in vocational education and training settings. The problem emerges around the uptake and use of relevant research-based knowledge resources on rainwater harvesting and conservation practices for agricultural education and training focused on small-scale farmers and household food producers in South Africa. These resources, despite their con-temporary relevance, were not being used in agricultural col-leges or in the related agricultural learning support system. Drawing on a social ecosystemic approach to knowledge flow and mediation, the chapter surfaces five iterative mediation processes developed via a generative, formative interventionist research process over a five year period (Lotz-Sisitka et al. 2016; Pesanayi, 2019; cf. Chapter 8) that facilitated the development of a regional learning network which enabled vertical facilitatory processes and horizontal connectivities that impact-ed on farmers’ food production system, as well as the agricultural learning system. We illuminate key features of these as important for supporting knowledge flow within a regional social ecosystemic framework for skills development.
- Full Text:
- Date Issued: 2019
Green skills research in South Africa
- Rosenberg, Eureta, Ramsarup, Preesha, Lotz-Sisitka, Heila
- Authors: Rosenberg, Eureta , Ramsarup, Preesha , Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436040 , vital:73222 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This book brings the diverse contributions offered in the different sections of this book together into a pathway for new policy development research, new forms of critical skills research and ongoing engagement with education and training system development. The chapter first provides a meta-reflection on the different types of green skills research that are needed to, in combination, make a stronger impact on the national system of skills research and planning. Secondly, the chapter makes a strong argument for aligning green skills research to the Sustainable Development Goals, and their critical and contextual articulation at national level, with emphasis on working with the cross-cutting Sustainable Development Goal (SDG) 4, Target 4.7 that motivates for governments to include a focus on education and sustainable development across the lifelong learning system in order to enable and support learning and skills for enabling the other SDGs to be realised in practice. Lastly, the chapter considers the shift in the way that work is considered when political economy meets political ecology, and we argue that work transforms towards not only a productive focus, or a social focus, but also an ontologically grounded regenerative focus, much needed at the start of the twenty-first century.
- Full Text:
- Date Issued: 2019
- Authors: Rosenberg, Eureta , Ramsarup, Preesha , Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436040 , vital:73222 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This book brings the diverse contributions offered in the different sections of this book together into a pathway for new policy development research, new forms of critical skills research and ongoing engagement with education and training system development. The chapter first provides a meta-reflection on the different types of green skills research that are needed to, in combination, make a stronger impact on the national system of skills research and planning. Secondly, the chapter makes a strong argument for aligning green skills research to the Sustainable Development Goals, and their critical and contextual articulation at national level, with emphasis on working with the cross-cutting Sustainable Development Goal (SDG) 4, Target 4.7 that motivates for governments to include a focus on education and sustainable development across the lifelong learning system in order to enable and support learning and skills for enabling the other SDGs to be realised in practice. Lastly, the chapter considers the shift in the way that work is considered when political economy meets political ecology, and we argue that work transforms towards not only a productive focus, or a social focus, but also an ontologically grounded regenerative focus, much needed at the start of the twenty-first century.
- Full Text:
- Date Issued: 2019
Green skills supply: Research from providers’ vantage point (s)
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436051 , vital:73223 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter emerges from a need to consider the dynamics of supply side research for green skills from a providers’ vantage point. The chapter starts with the argument that environment and sustainability skills are cross institutional, cross sectoral and also inter- and transdisciplinary. The chapter notes that there are a wide variety and diversity of supply side studies that can offer perspective on the many dynamics of green skills supply and provisioning. Four cases have been selected and brought into view to illuminate the influence of context and history on designing curricula and the importance of reflexive curriculum review studies, whole institution approaches and transformative, transgressive forms of learning that move beyond the boundaries of single institutions. These studies are also brought into view to indicate the scope and depth of contextual, systemic and engaged research that is required to develop transformative orientations and perspectives on green skills supply, taking skills system supply beyond the traditional training needs analysis. The chapter argues that this is an important dimension of green skills research, if conceptualised within just transitions and transformations to sustainability.
- Full Text:
- Date Issued: 2019
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436051 , vital:73223 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter emerges from a need to consider the dynamics of supply side research for green skills from a providers’ vantage point. The chapter starts with the argument that environment and sustainability skills are cross institutional, cross sectoral and also inter- and transdisciplinary. The chapter notes that there are a wide variety and diversity of supply side studies that can offer perspective on the many dynamics of green skills supply and provisioning. Four cases have been selected and brought into view to illuminate the influence of context and history on designing curricula and the importance of reflexive curriculum review studies, whole institution approaches and transformative, transgressive forms of learning that move beyond the boundaries of single institutions. These studies are also brought into view to indicate the scope and depth of contextual, systemic and engaged research that is required to develop transformative orientations and perspectives on green skills supply, taking skills system supply beyond the traditional training needs analysis. The chapter argues that this is an important dimension of green skills research, if conceptualised within just transitions and transformations to sustainability.
- Full Text:
- Date Issued: 2019
Probing the potential of social ecosystemic skills approaches for green skills planning: Perspectives from Expanded Public Works Programme studies
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436064 , vital:73224 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: The Expanded Public Works Programme (EPWP) in South Af-rica is an extensive governmental intervention to provide work opportunities. The EPWP context is a significant site of green skills emergence in South Africa, especially at the elementary occupation level. The training associated with these pro-grammes has, to date, been largely top down, and little nu-anced understanding exists on the training and learning path-ways potential development for these green skills. There is a paradox between the top down approach to training, and the primarily regional implementation platforms of EPWP job op-portunities and their developmental intent. To reconcile this paradox, I draw on social ecosystemic skills research to probe the potential for such a conceptual and theoretical framework for guiding green skills research for the EPWP. I share some methodologies and insights developed in EPWP green skills research projects that offer potential for providing insight into a social ecosystemic model for green skills research in EPWP programmes. Social ecosystemic models in skills research seek to develop skills development approaches that forge stronger connections between working, living and learning, foregrounding regional, place-based models for skills planning that require interfacing with vertical facilitatory mechanisms and horizontal connectivities.
- Full Text:
- Date Issued: 2019
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436064 , vital:73224 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: The Expanded Public Works Programme (EPWP) in South Af-rica is an extensive governmental intervention to provide work opportunities. The EPWP context is a significant site of green skills emergence in South Africa, especially at the elementary occupation level. The training associated with these pro-grammes has, to date, been largely top down, and little nu-anced understanding exists on the training and learning path-ways potential development for these green skills. There is a paradox between the top down approach to training, and the primarily regional implementation platforms of EPWP job op-portunities and their developmental intent. To reconcile this paradox, I draw on social ecosystemic skills research to probe the potential for such a conceptual and theoretical framework for guiding green skills research for the EPWP. I share some methodologies and insights developed in EPWP green skills research projects that offer potential for providing insight into a social ecosystemic model for green skills research in EPWP programmes. Social ecosystemic models in skills research seek to develop skills development approaches that forge stronger connections between working, living and learning, foregrounding regional, place-based models for skills planning that require interfacing with vertical facilitatory mechanisms and horizontal connectivities.
- Full Text:
- Date Issued: 2019
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