Exploring a systems approach to mainstreaming sustainability in universities: A case study of Rhodes University in South Africa
- Togo, Muchaiteyi, Lotz-Sisitka, Heila
- Authors: Togo, Muchaiteyi , Lotz-Sisitka, Heila
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182857 , vital:43886 , xlink:href="https://doi.org/10.1080/13504622.2012.749974"
- Description: This paper explores the use of systems theory to inform the mainstreaming of sustainability in a university’s functions as it responds to sustainable development challenges in its local context. Offering a case study of Rhodes University, the paper shows how the use of systems models and concepts, underpinned by a critical realist ontology and an understanding of morphogenetic change processes, have the potential to enable universities to mobilise their operations to respond to local sustainability challenges. In this instance, the success of such an approach is shown to depend on commitments from the university community and the availability of enabling inputs, such as financial and human resources. The paper concludes with reflections and recommendations to inform further development of a newly emerging systems approach in sustainability mainstreaming at Rhodes University, and other institutions pursuing similar approaches and goals.
- Full Text:
- Date Issued: 2013
- Authors: Togo, Muchaiteyi , Lotz-Sisitka, Heila
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182857 , vital:43886 , xlink:href="https://doi.org/10.1080/13504622.2012.749974"
- Description: This paper explores the use of systems theory to inform the mainstreaming of sustainability in a university’s functions as it responds to sustainable development challenges in its local context. Offering a case study of Rhodes University, the paper shows how the use of systems models and concepts, underpinned by a critical realist ontology and an understanding of morphogenetic change processes, have the potential to enable universities to mobilise their operations to respond to local sustainability challenges. In this instance, the success of such an approach is shown to depend on commitments from the university community and the availability of enabling inputs, such as financial and human resources. The paper concludes with reflections and recommendations to inform further development of a newly emerging systems approach in sustainability mainstreaming at Rhodes University, and other institutions pursuing similar approaches and goals.
- Full Text:
- Date Issued: 2013
Think Piece : conceptions of quality and ‘Learning as Connection’: teaching for relevance
- Authors: Lotz-Sisitka, Heila
- Date: 2013
- Subjects: Teachers -- Quality -- South Africa , Quality assurance -- South Africa , Effective teaching , Relevance , SADC Regional Environmental Education Programme
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59635 , vital:27633 , https://www.ajol.info/index.php/sajee/article/view/122256
- Description: This think piece captures some of the thinking that emerged in and through the Southern African Development Community (SADC) Regional Environmental Education Programme research programme. This research programme emerged over a five-year period (2008–2012) and involved ten southern African teacher education institutions from eight countries (see ‘Acknowledgements’). The research programme sought to understand what contributions environment and sustainability education could make to debates on educational quality and relevance. Issues of educational quality are high on the national agendas of governments in southern Africa, as it is now well known that providing access to schooling is not a sufficient condition for achieving educational quality. Educational quality is intimately linked to the processes of teaching and learning, but the concept of educational quality is not unproblematic in and of itself. It is, as Noel Gough (2005) noted many years ago, an ‘order word’ that shapes the way people think and practise. Our enquiries during this research programme involved a number of case studies (that were reported on in the Southern African Journal of Environmental Education (SAJEE) in 2008, and are again reported on in this edition of the SAJEE), but the programme also involved theoretical engagement with the concept of educational quality and relevance. This think piece helps to make some of this thinking and theoretical deliberation visible. The author of this think piece was also the leader of the regional research programme and was tasked with synthesising the theoretical deliberations that emerged from the research design which were found to be useful for guiding interpretations and deliberation on more detailed case studies undertaken at country level.
- Full Text:
- Date Issued: 2013
- Authors: Lotz-Sisitka, Heila
- Date: 2013
- Subjects: Teachers -- Quality -- South Africa , Quality assurance -- South Africa , Effective teaching , Relevance , SADC Regional Environmental Education Programme
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59635 , vital:27633 , https://www.ajol.info/index.php/sajee/article/view/122256
- Description: This think piece captures some of the thinking that emerged in and through the Southern African Development Community (SADC) Regional Environmental Education Programme research programme. This research programme emerged over a five-year period (2008–2012) and involved ten southern African teacher education institutions from eight countries (see ‘Acknowledgements’). The research programme sought to understand what contributions environment and sustainability education could make to debates on educational quality and relevance. Issues of educational quality are high on the national agendas of governments in southern Africa, as it is now well known that providing access to schooling is not a sufficient condition for achieving educational quality. Educational quality is intimately linked to the processes of teaching and learning, but the concept of educational quality is not unproblematic in and of itself. It is, as Noel Gough (2005) noted many years ago, an ‘order word’ that shapes the way people think and practise. Our enquiries during this research programme involved a number of case studies (that were reported on in the Southern African Journal of Environmental Education (SAJEE) in 2008, and are again reported on in this edition of the SAJEE), but the programme also involved theoretical engagement with the concept of educational quality and relevance. This think piece helps to make some of this thinking and theoretical deliberation visible. The author of this think piece was also the leader of the regional research programme and was tasked with synthesising the theoretical deliberations that emerged from the research design which were found to be useful for guiding interpretations and deliberation on more detailed case studies undertaken at country level.
- Full Text:
- Date Issued: 2013
Traditions and new niches: An overview of environmental education curriculum and learning research
- Lotz-Sisitka, Heila, Fien, John, Ketlhoilwe, Mphemelang
- Authors: Lotz-Sisitka, Heila , Fien, John , Ketlhoilwe, Mphemelang
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437323 , vital:73370 , ISBN 9780203813331 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780203813331-26/traditions-new-niches-heila-lotz-sisitka-john-fien-mphemelang-ketlhoilwe
- Description: In this chapter we consider the traditions of environmental ed-ucation curriculum and learning research, their relationship to wider education research traditions, and point to new niches for curriculum and learning research, as opened up (in part) 1 through the contributions in this section of the IRHEE. The chapter points to the fact that environmental education re-search seems to primarily be seeking to fulfill a “cultural inno-vation role” in the wider education research landscape, carving out niches and spaces that speak to educational innova-tion/transformation and change. This may in part be due to its “youthfulness” within the more established and traditional edu-cation research landscape and trajectory, but also to its trans-formative intent. Environmental education researchers such as Stevenson (2007) continue to lament the “marginal” or “perma-nently peripheral” status of environmental education and envi-ronmental education research, noting that it is almost impossi-ble to situate effectively within modernist educational para-digms oriented mostly toward reproduction of existing cultures and practices, traditions which continue to characterize formal education institutional settings.
- Full Text:
- Date Issued: 2013
- Authors: Lotz-Sisitka, Heila , Fien, John , Ketlhoilwe, Mphemelang
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437323 , vital:73370 , ISBN 9780203813331 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780203813331-26/traditions-new-niches-heila-lotz-sisitka-john-fien-mphemelang-ketlhoilwe
- Description: In this chapter we consider the traditions of environmental ed-ucation curriculum and learning research, their relationship to wider education research traditions, and point to new niches for curriculum and learning research, as opened up (in part) 1 through the contributions in this section of the IRHEE. The chapter points to the fact that environmental education re-search seems to primarily be seeking to fulfill a “cultural inno-vation role” in the wider education research landscape, carving out niches and spaces that speak to educational innova-tion/transformation and change. This may in part be due to its “youthfulness” within the more established and traditional edu-cation research landscape and trajectory, but also to its trans-formative intent. Environmental education researchers such as Stevenson (2007) continue to lament the “marginal” or “perma-nently peripheral” status of environmental education and envi-ronmental education research, noting that it is almost impossi-ble to situate effectively within modernist educational para-digms oriented mostly toward reproduction of existing cultures and practices, traditions which continue to characterize formal education institutional settings.
- Full Text:
- Date Issued: 2013
When does a nation-level analysis make sense? ESD and educational governance in Brazil, South Africa, and the USA
- Feinstein, Noah W, Jacobi, Pedro R, Lotz-Sisitka, Heila
- Authors: Feinstein, Noah W , Jacobi, Pedro R , Lotz-Sisitka, Heila
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/131645 , vital:36707 , http://dx.doi.org/10.1080/13504622.2013.767321
- Description: International policy analysis tends to simplify the nation state, portraying countries as coherent units that can be described by one statistic or placed into one category. As scholars from Brazil, South Africa, and the USA, we find the nation-centric research perspective particularly challenging. In each of our home countries, the effective influence of the national government on education is quite limited, particularly in fringe and emerging areas of education such as Education for Sustainable Development (ESD) and Climate Change Education (CCE). This essay explores how nation-level comparisons are and are not useful for international research on ESD and CCE. We consider several layers of decentralized governance, but ultimately come to the conclusion that ESD governance in our respective countries is polycentric rather than decentralized. We discuss the implications of this idea for cross-national policy research on ESD and CCE.
- Full Text:
- Date Issued: 2013
- Authors: Feinstein, Noah W , Jacobi, Pedro R , Lotz-Sisitka, Heila
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/131645 , vital:36707 , http://dx.doi.org/10.1080/13504622.2013.767321
- Description: International policy analysis tends to simplify the nation state, portraying countries as coherent units that can be described by one statistic or placed into one category. As scholars from Brazil, South Africa, and the USA, we find the nation-centric research perspective particularly challenging. In each of our home countries, the effective influence of the national government on education is quite limited, particularly in fringe and emerging areas of education such as Education for Sustainable Development (ESD) and Climate Change Education (CCE). This essay explores how nation-level comparisons are and are not useful for international research on ESD and CCE. We consider several layers of decentralized governance, but ultimately come to the conclusion that ESD governance in our respective countries is polycentric rather than decentralized. We discuss the implications of this idea for cross-national policy research on ESD and CCE.
- Full Text:
- Date Issued: 2013
Editorial : methodology, context and quality
- Authors: Lotz-Sisitka, Heila
- Date: 2012/2013
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59670 , vital:27636 , https://www.ajol.info/index.php/sajee/article/view/122254
- Description: From Introduction: The present edition of the journal is also interesting in that three different perspectives stand out, namely methodology, context and quality, perspectives which permeate the journal papers in various ways. The journal opens with a methodology think piece by Price. In this think piece, she challenges us to avoid ‘methodolatry’ in an environmental education context, noting that this requires us to resist hegemonic methodological assumptions – she suggests that positivism, post-structuralism and participatory methodology may all have such ‘hegemonic status’ and calls on us to critically and reflexively challenge the assumptions that inform and shape our methodologies and methodological commitments. She explains how she herself navigated this problem via the use of critical realist research approaches. The paper can therefore serve as a useful reflexive tool for authors who have contributed to the journal to review their methodological assumptions and practices and to ‘think deeply’ about the role of methodology in the research that we undertake.
- Full Text:
- Date Issued: 2012/2013
- Authors: Lotz-Sisitka, Heila
- Date: 2012/2013
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59670 , vital:27636 , https://www.ajol.info/index.php/sajee/article/view/122254
- Description: From Introduction: The present edition of the journal is also interesting in that three different perspectives stand out, namely methodology, context and quality, perspectives which permeate the journal papers in various ways. The journal opens with a methodology think piece by Price. In this think piece, she challenges us to avoid ‘methodolatry’ in an environmental education context, noting that this requires us to resist hegemonic methodological assumptions – she suggests that positivism, post-structuralism and participatory methodology may all have such ‘hegemonic status’ and calls on us to critically and reflexively challenge the assumptions that inform and shape our methodologies and methodological commitments. She explains how she herself navigated this problem via the use of critical realist research approaches. The paper can therefore serve as a useful reflexive tool for authors who have contributed to the journal to review their methodological assumptions and practices and to ‘think deeply’ about the role of methodology in the research that we undertake.
- Full Text:
- Date Issued: 2012/2013
Educational perspectives on social learning theory: antecedents and starting points for research
- Lotz-Sisitka, Heila, Mukute, Mutizwa, Belay, Million
- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436612 , vital:73286 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This paper contributes to the social learning literature. It argues that there is a need to give attention to the antecedent literatures that inform understandings of the social in social learning; and the learning in social learning. These antecedent literatures (drawn mainly from sociocultural psychology, learning theory and realist social theory in this paper) are necessary in social learning research, if we are to avoid the problem of ontological collapse in social learning research. The concept of ontologi-cal collapse (after Sfard, 2006) refers to a tendency in modern sciences to objectify social processes. It is used in this paper to draw attention to the need to understand the complex social processes involved in social learn-ing (and the antecedent literatures that may enable us to do so). As such, it warns against reification in social learning research; and also warns against turning social learning into an object, devoid of complex learning processes and agentive reflexions, decision making and practices. To clar-ify this concept, the paper shares examples of instances of ontological collapse, showing that at times, the social learning literature itself can fall victim to the problem of ontological collapse. Drawing on the literature review work in two cases studies of social learning research that work carefully with the antecedent literatures, the paper demonstrates the im-portance of engaging carefully with these literatures to avoid ontological collapse in social learning research in the fields of environmental education and natural resources management.
- Full Text:
- Date Issued: 2012
- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436612 , vital:73286 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This paper contributes to the social learning literature. It argues that there is a need to give attention to the antecedent literatures that inform understandings of the social in social learning; and the learning in social learning. These antecedent literatures (drawn mainly from sociocultural psychology, learning theory and realist social theory in this paper) are necessary in social learning research, if we are to avoid the problem of ontological collapse in social learning research. The concept of ontologi-cal collapse (after Sfard, 2006) refers to a tendency in modern sciences to objectify social processes. It is used in this paper to draw attention to the need to understand the complex social processes involved in social learn-ing (and the antecedent literatures that may enable us to do so). As such, it warns against reification in social learning research; and also warns against turning social learning into an object, devoid of complex learning processes and agentive reflexions, decision making and practices. To clar-ify this concept, the paper shares examples of instances of ontological collapse, showing that at times, the social learning literature itself can fall victim to the problem of ontological collapse. Drawing on the literature review work in two cases studies of social learning research that work carefully with the antecedent literatures, the paper demonstrates the im-portance of engaging carefully with these literatures to avoid ontological collapse in social learning research in the fields of environmental education and natural resources management.
- Full Text:
- Date Issued: 2012
Introducing the monograph and the (re)views
- Authors: Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436623 , vital:73287 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This monograph, entitled (Re) Views on Social Learning Literature: A monograph for social learning researchers in natural resources manage-ment and environmental education provides four different reviews on the social learning literature. Rather than seeking to be comprehensive, the reviews seek to provide views on the social learning literature, from dif-ferent perspectives. The purpose of the monograph is to scope aspects of the social learning literature, providing access to a wide body of litera-ture(s) on social learning for emerging researchers interested in social learning in the fields of environmental education and natural resources management.
- Full Text:
- Date Issued: 2012
- Authors: Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436623 , vital:73287 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This monograph, entitled (Re) Views on Social Learning Literature: A monograph for social learning researchers in natural resources manage-ment and environmental education provides four different reviews on the social learning literature. Rather than seeking to be comprehensive, the reviews seek to provide views on the social learning literature, from dif-ferent perspectives. The purpose of the monograph is to scope aspects of the social learning literature, providing access to a wide body of litera-ture(s) on social learning for emerging researchers interested in social learning in the fields of environmental education and natural resources management.
- Full Text:
- Date Issued: 2012
Working with cultural-historical activity theory and critical realism to investigate and expand farmer learning in Southern Africa
- Mukute, Mutizwa, Lotz-Sisitka, Heila
- Authors: Mukute, Mutizwa , Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182494 , vital:43835 , xlink:href="https://doi.org/10.1080/10749039.2012.656173"
- Description: This article uses the theoretical and methodological tools of cultural historical activity theory and critical realism to examine three case studies of the introduction and expansion of sustainable agricultural practices in southern Africa. The article addresses relevant issues in the field of agricultural extension, which lacks a theoretical “bridge” between top-down knowledge transfer and bottom-up participatory approaches to learning. Further, the article considers the learning environments necessary for sustainable agriculture. Such environments provided research participants with encounters with “postnormal” scientific practices that recognise and engage plural ways of knowing. Our research explored why farmers learn and practise sustainable agriculture, how they learn and practise it, the contradictions they are facing, and how these contradictions can be overcome in a context of change-oriented learning.
- Full Text:
- Date Issued: 2012
- Authors: Mukute, Mutizwa , Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182494 , vital:43835 , xlink:href="https://doi.org/10.1080/10749039.2012.656173"
- Description: This article uses the theoretical and methodological tools of cultural historical activity theory and critical realism to examine three case studies of the introduction and expansion of sustainable agricultural practices in southern Africa. The article addresses relevant issues in the field of agricultural extension, which lacks a theoretical “bridge” between top-down knowledge transfer and bottom-up participatory approaches to learning. Further, the article considers the learning environments necessary for sustainable agriculture. Such environments provided research participants with encounters with “postnormal” scientific practices that recognise and engage plural ways of knowing. Our research explored why farmers learn and practise sustainable agriculture, how they learn and practise it, the contradictions they are facing, and how these contradictions can be overcome in a context of change-oriented learning.
- Full Text:
- Date Issued: 2012
Integrating scholastic and practice-centred epistemologies in a post-graduate professional degree
- Lotz-Sisitka, Heila, Ellery, Karen
- Authors: Lotz-Sisitka, Heila , Ellery, Karen
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69489 , vital:29542 , https://hdl.handle.net/10520/EJC37710
- Description: This article argues for the integration of both scholastic and practice-centred epistemologies within an Environmental Education (EE) post-graduate curriculum that is oriented towards sustainability and socio-ecological justice. It is an interpretive study based on an in-depth analysis of five assignments by four scholars registered for the M.Ed. EE course at Rhodes University where a contextualised, reflexive research process, based in a work-place context, forms the integrative pedagogic tool. Analyses indicate that involving students in such a process, with close support and guidance, is an effective means of developing both scholastic and practical epistemologies. It is concluded that research-led integration of scholastic and practice-centred epistemologies in a transformational curriculum has the potential to provide epistemological access to the academy, advance knowledge within disciplines, and challenge the dominance of scholastic knowledge in higher education settings.
- Full Text:
- Date Issued: 2011
- Authors: Lotz-Sisitka, Heila , Ellery, Karen
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69489 , vital:29542 , https://hdl.handle.net/10520/EJC37710
- Description: This article argues for the integration of both scholastic and practice-centred epistemologies within an Environmental Education (EE) post-graduate curriculum that is oriented towards sustainability and socio-ecological justice. It is an interpretive study based on an in-depth analysis of five assignments by four scholars registered for the M.Ed. EE course at Rhodes University where a contextualised, reflexive research process, based in a work-place context, forms the integrative pedagogic tool. Analyses indicate that involving students in such a process, with close support and guidance, is an effective means of developing both scholastic and practical epistemologies. It is concluded that research-led integration of scholastic and practice-centred epistemologies in a transformational curriculum has the potential to provide epistemological access to the academy, advance knowledge within disciplines, and challenge the dominance of scholastic knowledge in higher education settings.
- Full Text:
- Date Issued: 2011
National case study : teacher professional development with an education for sustainable development focus in South Africa: development of a network, curriculum framework and resources for teacher education
- Authors: Lotz-Sisitka, Heila
- Date: 2011
- Subjects: Teachers -- Training of , Career development , Sustainable development -- South Africa
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59646 , vital:27634 , https://www.ajol.info/index.php/sajee/article/view/122242
- Description: This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability, also known as education for sustainable development (ESD) in the South African teacher education system. It reviews and reports on the history of environment and sustainability education in teacher education, and from this, the national case study begins to conceptualise a new approach to environment and sustainability teacher education within a new curriculum policy environment, and a new teacher education and development policy environment. Action research case study methodology is used to document the first phase of the emergence of this network, and this report covers Phase 1 of the initiative, which covers formation of the network, review of previous practices, three conceptual development pilot studies undertaken in both in-service and pre-service teacher education environments and a piloting of a ‘Train the Trainers’ or ‘Educate the Teacher Educators’ programme, which complements and extends the actual teacher education and development (TED) programme under development. The study highlights critical insights of relevance to the shift to a content referenced curriculum in South Africa, and shows how the ‘knowledge mix’ which forms the foundation of the new Teacher Education Qualifications Framework can be engaged. It also highlights some features of the changing knowledge environment, and what dominant knowledge practices are in environment and sustainability-related teaching and teacher education practices, opening these up for further scrutiny. It raises concerns that dominant knowledge work, while integrating a range of forms of knowledge (as is expected of the teacher education system under the new policy), tends to be limited by content on problems and issues for raising awareness, and fails to develop deeper conceptual depth and understanding of environment and sustainability, as issues based knowledge dominates. Similarly, it fails to support social innovation as a response to environment and sustainability concerns, as awareness raising dominates in dominant knowledge work. The study provides a revised conceptual framework for the Teacher Development Network (TEDN) programme, with guidance on key elements necessary to take the programme forward in Phase 2.
- Full Text:
- Date Issued: 2011
- Authors: Lotz-Sisitka, Heila
- Date: 2011
- Subjects: Teachers -- Training of , Career development , Sustainable development -- South Africa
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59646 , vital:27634 , https://www.ajol.info/index.php/sajee/article/view/122242
- Description: This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability, also known as education for sustainable development (ESD) in the South African teacher education system. It reviews and reports on the history of environment and sustainability education in teacher education, and from this, the national case study begins to conceptualise a new approach to environment and sustainability teacher education within a new curriculum policy environment, and a new teacher education and development policy environment. Action research case study methodology is used to document the first phase of the emergence of this network, and this report covers Phase 1 of the initiative, which covers formation of the network, review of previous practices, three conceptual development pilot studies undertaken in both in-service and pre-service teacher education environments and a piloting of a ‘Train the Trainers’ or ‘Educate the Teacher Educators’ programme, which complements and extends the actual teacher education and development (TED) programme under development. The study highlights critical insights of relevance to the shift to a content referenced curriculum in South Africa, and shows how the ‘knowledge mix’ which forms the foundation of the new Teacher Education Qualifications Framework can be engaged. It also highlights some features of the changing knowledge environment, and what dominant knowledge practices are in environment and sustainability-related teaching and teacher education practices, opening these up for further scrutiny. It raises concerns that dominant knowledge work, while integrating a range of forms of knowledge (as is expected of the teacher education system under the new policy), tends to be limited by content on problems and issues for raising awareness, and fails to develop deeper conceptual depth and understanding of environment and sustainability, as issues based knowledge dominates. Similarly, it fails to support social innovation as a response to environment and sustainability concerns, as awareness raising dominates in dominant knowledge work. The study provides a revised conceptual framework for the Teacher Development Network (TEDN) programme, with guidance on key elements necessary to take the programme forward in Phase 2.
- Full Text:
- Date Issued: 2011
Teacher professional development with an Education for Sustainable Development focus in South Africa: Development of a network, curriculum framework and resources for teacher education
- Authors: Lotz-Sisitka, Heila
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/128949 , vital:36193 , https://www.ajol.info/index.php/sajee/article/view/122242
- Description: This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability, also known as education for sustainable development (ESD) in the South African teacher education system. It reviews and reports on the history of environment and sustainability education in teacher education, and from this, the national case study begins to conceptualise a new approach to environment and sustainability teacher education within a new curriculum policy environment, and a new teacher education and development policy environment.Action research case study methodology is used to document the first phase of the emergence of this network, and this report covers Phase 1 of the initiative, which covers formation of the network, review of previous practices, three conceptual development pilot studies undertaken in both in-service and pre-service teacher education environments and a piloting of a ‘Train the Trainers’ or ‘Educate the Teacher Educators’ programme, which complements and extends the actual teacher education and development (TED) programme under development.The study highlights critical insights of relevance to the shift to a content referenced curriculum in South Africa, and shows how the ‘knowledge mix’ which forms the foundation of the new Teacher Education Qualifications Framework can be engaged. It also highlights some features of the changing knowledge environment, and what dominant knowledge practices are in environment and sustainability-related teaching and teacher education practices, opening these up for further scrutiny. It raises concerns that dominant knowledge work, while integrating a range of forms of knowledge (as is expected of the teacher education system under the new policy), tends to be limited by content on problems and issues for raising awareness, and fails to develop deeper conceptual depth and understanding of environment and sustainability, as issues based knowledge dominates. Similarly, it fails to support social innovation as a response to environment and sustainability concerns, as awareness raising dominates in dominant knowledge work. The study provides a revised conceptual framework for the Teacher Development Network (TEDN) programme, with guidance on key elements necessary to take the programme forward in Phase 2.
- Full Text:
- Date Issued: 2011
- Authors: Lotz-Sisitka, Heila
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/128949 , vital:36193 , https://www.ajol.info/index.php/sajee/article/view/122242
- Description: This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability, also known as education for sustainable development (ESD) in the South African teacher education system. It reviews and reports on the history of environment and sustainability education in teacher education, and from this, the national case study begins to conceptualise a new approach to environment and sustainability teacher education within a new curriculum policy environment, and a new teacher education and development policy environment.Action research case study methodology is used to document the first phase of the emergence of this network, and this report covers Phase 1 of the initiative, which covers formation of the network, review of previous practices, three conceptual development pilot studies undertaken in both in-service and pre-service teacher education environments and a piloting of a ‘Train the Trainers’ or ‘Educate the Teacher Educators’ programme, which complements and extends the actual teacher education and development (TED) programme under development.The study highlights critical insights of relevance to the shift to a content referenced curriculum in South Africa, and shows how the ‘knowledge mix’ which forms the foundation of the new Teacher Education Qualifications Framework can be engaged. It also highlights some features of the changing knowledge environment, and what dominant knowledge practices are in environment and sustainability-related teaching and teacher education practices, opening these up for further scrutiny. It raises concerns that dominant knowledge work, while integrating a range of forms of knowledge (as is expected of the teacher education system under the new policy), tends to be limited by content on problems and issues for raising awareness, and fails to develop deeper conceptual depth and understanding of environment and sustainability, as issues based knowledge dominates. Similarly, it fails to support social innovation as a response to environment and sustainability concerns, as awareness raising dominates in dominant knowledge work. The study provides a revised conceptual framework for the Teacher Development Network (TEDN) programme, with guidance on key elements necessary to take the programme forward in Phase 2.
- Full Text:
- Date Issued: 2011
Changing social imaginaries, multiplicities and ‘one sole world’: Reading Scandinavian environmental and sustainability education research papers with Badiou and Taylor at hand
- Authors: Lotz-Sisitka, Heila
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182506 , vital:43836 , xlink:href="https://doi.org/10.1080/13504620903504081"
- Description: Badiou’s ontological work draws attention to multiplicities – the oneness of ontology, which he explains can only become ontologically differentiated into events or sites through political, artistic or amorous practices that philosophies can think and invent from. He also draws attention to the fusion of events and sites, and he explains that events (such as producing special issues of journals located in particular sites) are reflexive. He also tells us, however, that the reflexive structure of an artistic or scientific event (such as producing a special issue of a journal) is not always immediately evident. In writing this response article I work with this concept – and probe how the production of events (such as a special issue of a journal produced in a specific site) may be reflexive. This is the purpose of the article. This response article therefore probes some of the political, structural and intellectual processes that come to shape scholarship in different sites, and here I draw on the insights into social imaginaries provided by Charles Taylor to develop a perspective on the scholarship that is reflected in this journal. Through this, I seek to open the notion of multiplicities, oneness and the particularities of our social imaginaries as themes for thinking about educational scholarship events produced within and across geo‐physical, socio‐ecological and socio‐economic spaces in different parts of the world.
- Full Text:
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182506 , vital:43836 , xlink:href="https://doi.org/10.1080/13504620903504081"
- Description: Badiou’s ontological work draws attention to multiplicities – the oneness of ontology, which he explains can only become ontologically differentiated into events or sites through political, artistic or amorous practices that philosophies can think and invent from. He also draws attention to the fusion of events and sites, and he explains that events (such as producing special issues of journals located in particular sites) are reflexive. He also tells us, however, that the reflexive structure of an artistic or scientific event (such as producing a special issue of a journal) is not always immediately evident. In writing this response article I work with this concept – and probe how the production of events (such as a special issue of a journal produced in a specific site) may be reflexive. This is the purpose of the article. This response article therefore probes some of the political, structural and intellectual processes that come to shape scholarship in different sites, and here I draw on the insights into social imaginaries provided by Charles Taylor to develop a perspective on the scholarship that is reflected in this journal. Through this, I seek to open the notion of multiplicities, oneness and the particularities of our social imaginaries as themes for thinking about educational scholarship events produced within and across geo‐physical, socio‐ecological and socio‐economic spaces in different parts of the world.
- Full Text:
- Date Issued: 2010
Climate injustice: How should education respond?
- Authors: Lotz-Sisitka, Heila
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437268 , vital:73364 , ISBN 9780203866399 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780203866399-11/climate-injustice-education-respond-heila-lotz-sisitka
- Description: The Fourth Assessment Report of the Intergovernmental Panel on Cli-mate Change (IPCC 2007) identifi es Africa as one of the continents of the world most vulnerable to climate change. Africa’s vulnerability to climate change is aggravated by the interaction of multiple stresses such as poverty, poor governance, and weak institutions, limited access to capi-tal (including technology), ecosystem degradation, confl ict and disasters (UNEP 2006), and a generally poor quality of education (UNESCO 2004). The climate injustices and exacerbating circumstances experienced by poor and weak states today lie in the long-term historical emergence of a modern (and increasingly global) world order framed by a hegemonic Westphalian state system. This state system privileges exclusive, undi-vided sovereignty over a bounded territory (Fraser 2008), and is known more popularly as the ‘nation state’ system.
- Full Text:
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437268 , vital:73364 , ISBN 9780203866399 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780203866399-11/climate-injustice-education-respond-heila-lotz-sisitka
- Description: The Fourth Assessment Report of the Intergovernmental Panel on Cli-mate Change (IPCC 2007) identifi es Africa as one of the continents of the world most vulnerable to climate change. Africa’s vulnerability to climate change is aggravated by the interaction of multiple stresses such as poverty, poor governance, and weak institutions, limited access to capi-tal (including technology), ecosystem degradation, confl ict and disasters (UNEP 2006), and a generally poor quality of education (UNESCO 2004). The climate injustices and exacerbating circumstances experienced by poor and weak states today lie in the long-term historical emergence of a modern (and increasingly global) world order framed by a hegemonic Westphalian state system. This state system privileges exclusive, undi-vided sovereignty over a bounded territory (Fraser 2008), and is known more popularly as the ‘nation state’ system.
- Full Text:
- Date Issued: 2010
Cultivating a scholarly community of practice
- Lotz-Sisitka, Heila, Ellery, Karen, Olvitt, Lausanne L, Schudel, Ingrid J, O'Donoghue, Rob B
- Authors: Lotz-Sisitka, Heila , Ellery, Karen , Olvitt, Lausanne L , Schudel, Ingrid J , O'Donoghue, Rob B
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69777 , vital:29579 , https://hdl.handle.net/10520/EJC15102
- Description: In the field of Environment and Sustainability Education we are seeking ways of developing our teaching and supervision practices to enable social changes in a rapidly transforming field of practice where global issues of truth, judgement, justice and sustainability define our engagements with the public good. This article explores the process of cultivating a scholarly community of practice as a model of supervision that not only engages scholars in an intellectual community oriented towards socio-ecological transformation, but also extends and enhances dialogue with individuals on the technical and theoretical aspects of their postgraduate studies.
- Full Text: false
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila , Ellery, Karen , Olvitt, Lausanne L , Schudel, Ingrid J , O'Donoghue, Rob B
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69777 , vital:29579 , https://hdl.handle.net/10520/EJC15102
- Description: In the field of Environment and Sustainability Education we are seeking ways of developing our teaching and supervision practices to enable social changes in a rapidly transforming field of practice where global issues of truth, judgement, justice and sustainability define our engagements with the public good. This article explores the process of cultivating a scholarly community of practice as a model of supervision that not only engages scholars in an intellectual community oriented towards socio-ecological transformation, but also extends and enhances dialogue with individuals on the technical and theoretical aspects of their postgraduate studies.
- Full Text: false
- Date Issued: 2010
Education for Sustainable Development and retention: unravelling a research agenda
- Authors: Lotz-Sisitka, Heila
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127192 , vital:35975 , https://10.1007/s11159-010-9165-9
- Description: This paper considers the question of what education for sustainable development (ESD) research might signify when linked to the concept of “retention”, and how this relation (ESD and retention) might be researched. It considers two different perspectives on retention, as revealed through educational research trajectories, drawing on existing research and case studies. Firstly, it discusses an ESD research agenda that documents retention by focusing on the issue of keeping children in schools. This research agenda is typical of the existing discourses surrounding Education for All (EFA). It then discusses a related ESD research agenda that focuses more on the pedagogical and curricular aspects of retention, as this provides for a deeper understanding of how ESD can contribute to improving the quality of teaching and learning within a wider EFA retention agenda.
- Full Text:
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127192 , vital:35975 , https://10.1007/s11159-010-9165-9
- Description: This paper considers the question of what education for sustainable development (ESD) research might signify when linked to the concept of “retention”, and how this relation (ESD and retention) might be researched. It considers two different perspectives on retention, as revealed through educational research trajectories, drawing on existing research and case studies. Firstly, it discusses an ESD research agenda that documents retention by focusing on the issue of keeping children in schools. This research agenda is typical of the existing discourses surrounding Education for All (EFA). It then discusses a related ESD research agenda that focuses more on the pedagogical and curricular aspects of retention, as this provides for a deeper understanding of how ESD can contribute to improving the quality of teaching and learning within a wider EFA retention agenda.
- Full Text:
- Date Issued: 2010
Global Climate Change, Adaptation and Abatement in a Context of Risk and Vulnerability
- Lotz-Sisitka, Heila, Le Grange, Lesley
- Authors: Lotz-Sisitka, Heila , Le Grange, Lesley
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/437338 , vital:73371 , ISBN 9780826440655 , https://www.bloomsbury.com/us/climate-change-and-philosophy-9780826440655/
- Description: Climate Change and Philosophy presents ten original es-says by an international team of expert contributors, ex-ploring the important contribution philosophical inquiry can make to contemporary debates to do with climate change and the global environment. Examining this hugely topical issue through the lens of environmental philosophy, political theory, philosophy of technology, philosophy of education and feminist theory, these es-says interrogate some of the presumptions that inform modernity and our interaction with natural processes. The book asks fundamental questions about human na-ture and, more importantly, the concept of 'nature' itself. The conceptual frameworks presented here contribute to an understanding of the processes of change, of social transformation, and the means of adapting to the con-straints that problems such as climate change pose. The book proposes a way of beginning the important task of rethinking the relationship between humanity and the natural environment. Through enquiry into the basic philosophical principles that inform modern society, each author asserts that reflection informs change and that change is both required and possible in the context of the environmental crisis facing us today.
- Full Text:
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila , Le Grange, Lesley
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/437338 , vital:73371 , ISBN 9780826440655 , https://www.bloomsbury.com/us/climate-change-and-philosophy-9780826440655/
- Description: Climate Change and Philosophy presents ten original es-says by an international team of expert contributors, ex-ploring the important contribution philosophical inquiry can make to contemporary debates to do with climate change and the global environment. Examining this hugely topical issue through the lens of environmental philosophy, political theory, philosophy of technology, philosophy of education and feminist theory, these es-says interrogate some of the presumptions that inform modernity and our interaction with natural processes. The book asks fundamental questions about human na-ture and, more importantly, the concept of 'nature' itself. The conceptual frameworks presented here contribute to an understanding of the processes of change, of social transformation, and the means of adapting to the con-straints that problems such as climate change pose. The book proposes a way of beginning the important task of rethinking the relationship between humanity and the natural environment. Through enquiry into the basic philosophical principles that inform modern society, each author asserts that reflection informs change and that change is both required and possible in the context of the environmental crisis facing us today.
- Full Text:
- Date Issued: 2010
New Possibilities for Mediation in Society: How is Environmental Education Research Responding?
- O’Donoghue, Rob B, Lotz-Sisitka, Heila
- Authors: O’Donoghue, Rob B , Lotz-Sisitka, Heila
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/437354 , vital:73372 , ISBN 978-9460911590 , https://brill.com/display/title/36964?rskey=xymnmAandresult=1
- Description: African universities have, since their inception in the colonial era, been governed by a colonial framing of research agendas and modernist trajectories. Keeley and Scoones (2003), for example, explain how agronomy in the French colonies in Afri-ca was shaped by the ‘particular form of science’that arrived in Mali as the French set about expanding the production of cot-ton. French scientific research, at the time (in the post World War 1 period) emphasized the economic development of the colonies, which introduced scientific ways of improving the par-ticular production of cash crops, dealing with pests and improv-ing varieties, locating early university-based research in pat-terns of bureaucratic and state formation. Expatriate research-ers from universities in France, England and Belgium were brought to the colonies to set the agenda for research, as most of the colonial universities offered research and teaching pro-grammes that were accredited by universities in the ‘mother country’. While the number of expatriate researchers working in African universities may have declined in recent years, with the emphasis now on short-term consultancies (from the ‘donor country’), funding and technical inputs from mother and donor countries continues to shape research. What is of note here is how research agendas are coupled with particular research conventions and processes of administrative and social organ-ization1 that are seldom explicit..
- Full Text:
- Date Issued: 2010
- Authors: O’Donoghue, Rob B , Lotz-Sisitka, Heila
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/437354 , vital:73372 , ISBN 978-9460911590 , https://brill.com/display/title/36964?rskey=xymnmAandresult=1
- Description: African universities have, since their inception in the colonial era, been governed by a colonial framing of research agendas and modernist trajectories. Keeley and Scoones (2003), for example, explain how agronomy in the French colonies in Afri-ca was shaped by the ‘particular form of science’that arrived in Mali as the French set about expanding the production of cot-ton. French scientific research, at the time (in the post World War 1 period) emphasized the economic development of the colonies, which introduced scientific ways of improving the par-ticular production of cash crops, dealing with pests and improv-ing varieties, locating early university-based research in pat-terns of bureaucratic and state formation. Expatriate research-ers from universities in France, England and Belgium were brought to the colonies to set the agenda for research, as most of the colonial universities offered research and teaching pro-grammes that were accredited by universities in the ‘mother country’. While the number of expatriate researchers working in African universities may have declined in recent years, with the emphasis now on short-term consultancies (from the ‘donor country’), funding and technical inputs from mother and donor countries continues to shape research. What is of note here is how research agendas are coupled with particular research conventions and processes of administrative and social organ-ization1 that are seldom explicit..
- Full Text:
- Date Issued: 2010
The Makana Regional Centre of expertise: Experiments in social learning
- Lotz-Sisitka, Heila, O'Donoghue, Rob B, Wilmot, P Dianne
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B , Wilmot, P Dianne
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182634 , vital:43849 , xlink:href="https://doi.org/10.1177/097340820900400114"
- Description: This article deliberates the possibilities for Regional Centres of Expertise (RCEs) to become ‘experiments’ in social learning. The purpose of the article is to advance the broader research agenda of RCEs through reflection on the empirical research agenda of one RCE, Makana RCE in South Africa. As such it opens questions on how we might see RCE’s as morphogenic social learning processes (i.e., processes of social change). It provides an oversight of the key issues, educational foci and developing areas of engagement in the Makana RCE. These provide an overview of the ‘starting points’ for social learning in the Makana RCE. A model of social learning is also provided which seeks to engage the ecocultural nature of sustainability practices in the Makana RCE.
- Full Text:
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B , Wilmot, P Dianne
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182634 , vital:43849 , xlink:href="https://doi.org/10.1177/097340820900400114"
- Description: This article deliberates the possibilities for Regional Centres of Expertise (RCEs) to become ‘experiments’ in social learning. The purpose of the article is to advance the broader research agenda of RCEs through reflection on the empirical research agenda of one RCE, Makana RCE in South Africa. As such it opens questions on how we might see RCE’s as morphogenic social learning processes (i.e., processes of social change). It provides an oversight of the key issues, educational foci and developing areas of engagement in the Makana RCE. These provide an overview of the ‘starting points’ for social learning in the Makana RCE. A model of social learning is also provided which seeks to engage the ecocultural nature of sustainability practices in the Makana RCE.
- Full Text:
- Date Issued: 2010
The Scope of Teaching and Learning in Environmental Education
- Authors: Lotz-Sisitka, Heila
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/183037 , vital:43906 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/172809"
- Description: Environmental Education involves a variety of teaching and learning processes which are diversely situated in a range of social and educational contexts. The diversity of scope is an interesting 'contour' of a field like environmental education. Contemporary environmental sciences and complexity studies draw our attention to an ever-changing world and to increasingly complex social-ecological issues, patterns and risks that require our attention. These too influence the scope of environmental education teaching and learning processes. This edition of the Southern African Journal of Environmental Education provides a window through which we may see some of the scope of environmental education activities, research questions, learning and teaching settings, and educational activity. It provides insight into the range of research methodologies that are being deployed to investigate the educational processes that are needed for re-orientation towards sustainability, equity, adaptability and transformation at the people-environment interface.
- Full Text: false
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/183037 , vital:43906 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/172809"
- Description: Environmental Education involves a variety of teaching and learning processes which are diversely situated in a range of social and educational contexts. The diversity of scope is an interesting 'contour' of a field like environmental education. Contemporary environmental sciences and complexity studies draw our attention to an ever-changing world and to increasingly complex social-ecological issues, patterns and risks that require our attention. These too influence the scope of environmental education teaching and learning processes. This edition of the Southern African Journal of Environmental Education provides a window through which we may see some of the scope of environmental education activities, research questions, learning and teaching settings, and educational activity. It provides insight into the range of research methodologies that are being deployed to investigate the educational processes that are needed for re-orientation towards sustainability, equity, adaptability and transformation at the people-environment interface.
- Full Text: false
- Date Issued: 2010
Editorial: environmental-education research in the year of COP 15
- Lotz-Sisitka, Heila, Kronlid, David O
- Authors: Lotz-Sisitka, Heila , Kronlid, David O
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67356 , vital:29080 , https://www.ajol.info/index.php/sajee/article/view/122784
- Description: publisher version , Introduction: This year there has literally been a cacophony surrounding the implications of climate change, as the world geared up for the 15th Conference of the Parties (COP 15) in Copenhagen, where it was expected that the largest ever gathering of world leaders would sign binding agreements to reduce carbon emissions to keep global temperatures from rising by more than 2⁰C. As we make the final contributions to the refinement of this editorial, late in December 2009, it is concerning to note that this did not happen, that civil society voices were marginalised at the COP 15 and that there has been little progress on a socially just and ecologically sound global climate change deal. The stark reality remains that developing countries – southern African countries in particular – remain most vulnerable to the risks associated with global climate change. Havnevik (2007) stated a while ago that: The ways in which poverty, consumption and climate change are addressed, tend to blur historical, structural and power features underlying global inequalities. This makes possible the focus on market forces, such as carbon trading, to resolve the problems. However, these market solutions will not suffice, and may only delay a real solution, which will then have to be developed in a situation of more acute global social injustice and possibly deeper conflicts … Issues related to inequality, energy and climate are of a global character: there is no longer one solution for the South and one for the North. (18,19) So where does the current state of climate change and the political failures surrounding responses to climate change leave education research in developing and developed nations? What are the implications for environmental education researchers in southern Africa and elsewhere? These are some of the questions pondered in this edition of the Southern African Journal of Environmental Education (SAJEE). As one of us (Kronlid) reflects in a Think Piece in this journal: ‘the world is one and many and … the complexities associated with climate change means that we have a shared global systematic problem manifested in a myriad different concrete ways in people’s everyday life throughout the globe. We need many different kinds and modes of climate change education research’ (Kronlid, this edition).
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila , Kronlid, David O
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67356 , vital:29080 , https://www.ajol.info/index.php/sajee/article/view/122784
- Description: publisher version , Introduction: This year there has literally been a cacophony surrounding the implications of climate change, as the world geared up for the 15th Conference of the Parties (COP 15) in Copenhagen, where it was expected that the largest ever gathering of world leaders would sign binding agreements to reduce carbon emissions to keep global temperatures from rising by more than 2⁰C. As we make the final contributions to the refinement of this editorial, late in December 2009, it is concerning to note that this did not happen, that civil society voices were marginalised at the COP 15 and that there has been little progress on a socially just and ecologically sound global climate change deal. The stark reality remains that developing countries – southern African countries in particular – remain most vulnerable to the risks associated with global climate change. Havnevik (2007) stated a while ago that: The ways in which poverty, consumption and climate change are addressed, tend to blur historical, structural and power features underlying global inequalities. This makes possible the focus on market forces, such as carbon trading, to resolve the problems. However, these market solutions will not suffice, and may only delay a real solution, which will then have to be developed in a situation of more acute global social injustice and possibly deeper conflicts … Issues related to inequality, energy and climate are of a global character: there is no longer one solution for the South and one for the North. (18,19) So where does the current state of climate change and the political failures surrounding responses to climate change leave education research in developing and developed nations? What are the implications for environmental education researchers in southern Africa and elsewhere? These are some of the questions pondered in this edition of the Southern African Journal of Environmental Education (SAJEE). As one of us (Kronlid) reflects in a Think Piece in this journal: ‘the world is one and many and … the complexities associated with climate change means that we have a shared global systematic problem manifested in a myriad different concrete ways in people’s everyday life throughout the globe. We need many different kinds and modes of climate change education research’ (Kronlid, this edition).
- Full Text:
- Date Issued: 2009