Transformative Learning for Teacher Educators: Making sense of Education for Sustainable Development (ESD) policy emphasis on transformative education

Lotz-Sisitka, Heila; Schudel, Ingrid J; Wilmot, Diana P; O’Donoghue, Rob B; Chikunda, Charles

Title: Transformative Learning for Teacher Educators: Making sense of Education for Sustainable Development (ESD) policy emphasis on transformative education
Creator: Lotz-Sisitka, Heila
Creator: Schudel, Ingrid J
Creator: Wilmot, Diana P
Creator: O’Donoghue, Rob B
Creator: Chikunda, Charles
Subject: To be catalogued
Date Issued: 2022
Date: 2022
Type: text
Type: report
Identifier: http://hdl.handle.net/10962/435765
Identifier: vital:73199
Identifier: ISBN Report
Identifier: https://www.researchgate.net/profile/Ingrid-Schudel/publication/364399424_Transformative_Learning_for_Teach-er_Educators_Making_sense_of_Education_for_Sustainable_Develop-ment_ESD_policy_emphasis_on_transformative_education/links/638c38c3658cec2104ab7227/Transformative-Learning-for-Teacher-Educators-Making-sense-of-Education-for-Sustainable-Development-ESD-policy-emphasis-on-transformative-education.pdf
Description: This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.
Format: 29 pages
Format: pdf
Publisher: Rhodes University
Language: English
Relation: Lotz-Sisitka, H., Schudel, I., Di Wilmot, Z.S., O’Donoghue, R. and Chikunda, C., 2022. Transformative Learning for Teacher Educators: Making sense of Education for Sustainable Development (ESD) policy emphasis on transformative education
Rights: Publisher
Rights: Use of this resource is governed by the terms and conditions of the authors

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Wilmot, Di (Prof)

O'Donoghue, Rob B (Prof)

Schudel, Ingrid Joan(Assoc Prof)

Lotz-Sisitka, Heila (Distinguished Professor)

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