Agentive learning for sustainability and equity: Communities, cooperatives and social movements as emerging foci of the learning sciences
- Engeström, Yrjö, Sannino, Annalisa, Bal, Aydin, Lotz-Sisitka, Heila, Pesanayi, Tichaona, Chikunda, Charles, Lesama, Manoel F, Picinatto, Antonio C, Querol, Marco P, Lee, Yew J
- Authors: Engeström, Yrjö , Sannino, Annalisa , Bal, Aydin , Lotz-Sisitka, Heila , Pesanayi, Tichaona , Chikunda, Charles , Lesama, Manoel F , Picinatto, Antonio C , Querol, Marco P , Lee, Yew J
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , symposium
- Identifier: http://hdl.handle.net/10962/436670 , vital:73292 , ISBN 978-1-4312-0852-4 , https://repository.isls.org//handle/1/372
- Description: This symposium expands the object and scope of the learning sciences by introducing communities, cooperatives and social movements as crucially important sites of learning. The sym-posium papers employ and critically interrogate cultural-historical activity theory, specifically the theory of expansive learning, and the emerging methodology of formative interven-tions as a potential framework for dealing with learning in communities, cooperatives and social movements. Expansive learning emerges as a process of revitalizing the commons, or commoning. The contributions of the symposium point toward the importance of analyzing and fostering transformative agency as a quality of learning.
- Full Text:
- Date Issued: 2016
- Authors: Engeström, Yrjö , Sannino, Annalisa , Bal, Aydin , Lotz-Sisitka, Heila , Pesanayi, Tichaona , Chikunda, Charles , Lesama, Manoel F , Picinatto, Antonio C , Querol, Marco P , Lee, Yew J
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , symposium
- Identifier: http://hdl.handle.net/10962/436670 , vital:73292 , ISBN 978-1-4312-0852-4 , https://repository.isls.org//handle/1/372
- Description: This symposium expands the object and scope of the learning sciences by introducing communities, cooperatives and social movements as crucially important sites of learning. The sym-posium papers employ and critically interrogate cultural-historical activity theory, specifically the theory of expansive learning, and the emerging methodology of formative interven-tions as a potential framework for dealing with learning in communities, cooperatives and social movements. Expansive learning emerges as a process of revitalizing the commons, or commoning. The contributions of the symposium point toward the importance of analyzing and fostering transformative agency as a quality of learning.
- Full Text:
- Date Issued: 2016
AMANZI For Food
- Lotz-Sisitka, Heila, Pesanayi, Tichaona, Sisitka, Lawrence, Metelerkamp, Luke, Chakona, Gamuchirai, van Staden, Wilma, Durr, Sarah, Matiwane, Mandelive, Maqwelane, Lwanda, Conde-Aller, Laura, Shawarire, Patience
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona , Sisitka, Lawrence , Metelerkamp, Luke , Chakona, Gamuchirai , van Staden, Wilma , Durr, Sarah , Matiwane, Mandelive , Maqwelane, Lwanda , Conde-Aller, Laura , Shawarire, Patience
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435745 , vital:73197 , ISBN 978-0-6392-0309-6 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/TT 868 final web.pdf
- Description: This action-oriented research project seeks to address the policy-practice contradiction that exists between commit-ments and requirements for citizen engagement and in-volvement in Integrated Water Quality Management (IWQM) and a lack of sustainable support for scaling high quality Citi-zen-based Water Quality Monitoring (CBWQM) practices that exist in South Africa.
- Full Text:
- Date Issued: 2022
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona , Sisitka, Lawrence , Metelerkamp, Luke , Chakona, Gamuchirai , van Staden, Wilma , Durr, Sarah , Matiwane, Mandelive , Maqwelane, Lwanda , Conde-Aller, Laura , Shawarire, Patience
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435745 , vital:73197 , ISBN 978-0-6392-0309-6 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/TT 868 final web.pdf
- Description: This action-oriented research project seeks to address the policy-practice contradiction that exists between commit-ments and requirements for citizen engagement and in-volvement in Integrated Water Quality Management (IWQM) and a lack of sustainable support for scaling high quality Citi-zen-based Water Quality Monitoring (CBWQM) practices that exist in South Africa.
- Full Text:
- Date Issued: 2022
Exploring contradictions and absences in mobilizing ‘learning as process' for sustainable agricultural practices
- Authors: Pesanayi, Tichaona
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437008 , vital:73323 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: Water is a fascinating, life-giving being. It flows. It cuts into the earth to create its passage by finding the places where the earth will give. As it meanders it passes through many different contexts, whether at a fastrush-full-blown flood or the trickle of an underground desert stream. It does not demand that the space it moves through is homogenous. It adapts to whatever terrain it finds itself journeying through. Human creatures, dependent as they are on water for their own beings and for life, flock to water like flies to food. We build our cities, our factories and homes on the banks and corners of rivers and draw and drink and use (and abuse) water. We throw in and we take out and the river keeps going until sometimes it doesn’t. Then we worry. Sometimes it is not the lack of flow that worries us but the fact that when we drink it babies become sick, some die and this causes a stir. In South Africa this security, or lack of it, is embedded in the political historical landscape of this land. Water is classified as scarce. Our rainfall is low in comparison to other countries. In South Africa, during apartheid this scarce resource was not avail able in equal measure to all. The rulers of apartheid South Africa were farmers and miners. They were of British decent, sent to farm the new colony. They were also descended from first colonial settlers arriving from the Nether-lands and then Germany, known colloquially as the Boers. South Africa was divided and redivided until in 1948 the Boers gained independence from British rule and finished the job that the British had started by legalizing the separation of races. Farming was still core to the Boer way of life and this is reflect-ed in the laws that dictated resource use and management, such as the 1956 Water Act No. 54 (RSA, 1956) which gave riparian rights to those that owned land. Water was also subsi-dized to boost the economy, particularly for the large mines, and parastatals such as Eskom (Byrnes, 1996). Water was not only used to ensure that the economy of white South Africa flourished, it also was the landmark of division.
- Full Text:
- Date Issued: 2015
- Authors: Pesanayi, Tichaona
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437008 , vital:73323 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: Water is a fascinating, life-giving being. It flows. It cuts into the earth to create its passage by finding the places where the earth will give. As it meanders it passes through many different contexts, whether at a fastrush-full-blown flood or the trickle of an underground desert stream. It does not demand that the space it moves through is homogenous. It adapts to whatever terrain it finds itself journeying through. Human creatures, dependent as they are on water for their own beings and for life, flock to water like flies to food. We build our cities, our factories and homes on the banks and corners of rivers and draw and drink and use (and abuse) water. We throw in and we take out and the river keeps going until sometimes it doesn’t. Then we worry. Sometimes it is not the lack of flow that worries us but the fact that when we drink it babies become sick, some die and this causes a stir. In South Africa this security, or lack of it, is embedded in the political historical landscape of this land. Water is classified as scarce. Our rainfall is low in comparison to other countries. In South Africa, during apartheid this scarce resource was not avail able in equal measure to all. The rulers of apartheid South Africa were farmers and miners. They were of British decent, sent to farm the new colony. They were also descended from first colonial settlers arriving from the Nether-lands and then Germany, known colloquially as the Boers. South Africa was divided and redivided until in 1948 the Boers gained independence from British rule and finished the job that the British had started by legalizing the separation of races. Farming was still core to the Boer way of life and this is reflect-ed in the laws that dictated resource use and management, such as the 1956 Water Act No. 54 (RSA, 1956) which gave riparian rights to those that owned land. Water was also subsi-dized to boost the economy, particularly for the large mines, and parastatals such as Eskom (Byrnes, 1996). Water was not only used to ensure that the economy of white South Africa flourished, it also was the landmark of division.
- Full Text:
- Date Issued: 2015
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
Responsive Curriculum Design and Implementation: Contextualising and Recontextualising Content in the Case of Climate Change EducationTraining for Southern African Transfrontier Conservation Area Practitioners
- Mukute, Mutizwa, Pesanayi, Tichaona
- Authors: Mukute, Mutizwa , Pesanayi, Tichaona
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , bulletin
- Identifier: http://hdl.handle.net/10962/436427 , vital:73271 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description: This paper discusses how the climate change education/training needs of Park Managers, Ecologists, and Community Development Officers in Southern African Development Community (SADC) Transfrontier Conser-vation Areas (TFCAs) were established through contextual profiling. It subsequently analyses how a curriculum that was designed in response to a contextual profiling process was recontextualised during implementa-tion by the SADC Regional Environmental Education Programme (REEP), with support from the German Federal Enterprise for International Coop-eration (GIZ). The paper’s purpose is to trace the trajectory of contextual-ised curriculum development and implementation with a view to identify-ing how the twin concepts of contextual profiling and recontextualisation were utilised and lessons were learned. The paper has potential value for educators/ trainers interested in increasing the relevance of protected area workplace learning and its congruence to learners’ realities. It also has relevance for learning pathways in the environment and sustaninable development arena and elsewhere.
- Full Text:
- Date Issued: 2017
- Authors: Mukute, Mutizwa , Pesanayi, Tichaona
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , bulletin
- Identifier: http://hdl.handle.net/10962/436427 , vital:73271 , ISBN bulletin , https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description: This paper discusses how the climate change education/training needs of Park Managers, Ecologists, and Community Development Officers in Southern African Development Community (SADC) Transfrontier Conser-vation Areas (TFCAs) were established through contextual profiling. It subsequently analyses how a curriculum that was designed in response to a contextual profiling process was recontextualised during implementa-tion by the SADC Regional Environmental Education Programme (REEP), with support from the German Federal Enterprise for International Coop-eration (GIZ). The paper’s purpose is to trace the trajectory of contextual-ised curriculum development and implementation with a view to identify-ing how the twin concepts of contextual profiling and recontextualisation were utilised and lessons were learned. The paper has potential value for educators/ trainers interested in increasing the relevance of protected area workplace learning and its congruence to learners’ realities. It also has relevance for learning pathways in the environment and sustaninable development arena and elsewhere.
- Full Text:
- Date Issued: 2017
Water Use and Food Security: Knowledge Dissemination and Use in Agricultural Colleges and Local Learning Networks for Homestead Food Gardening and Smallholder Farming
- Lotz-Sisitka, Heila, Pesanayi, Tichaona, Weaver, Kim N, Lupele, Chisala, O’Donoghue, Rob B, Sithole, Phindile, van Staden, Wilna, Mabeza, Chris, Denison, C M Jonathan, Phillips, Katrina
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona , Weaver, Kim N , Lupele, Chisala , O’Donoghue, Rob B , Sithole, Phindile , van Staden, Wilna , Mabeza, Chris , Denison, C M Jonathan , Phillips, Katrina
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436825 , vital:73308 , ISBN 978-1-4312-0852-4 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2277-1-16.pdf
- Description: This final report has detailed the work that went into pilot testing an Ac-tion Oriented Strategy (AOS) to support Agricultural Colleges to make use of the two sets of WRC materials that were the focus of the project. The general objective of this project entitled “Action oriented strategy for knowledge dissemination and training for skills development of water use in homestead food gardening and rain water harvesting for cropland food production” was: To develop a strategy for achieving effective knowledge dissemination and practical training to encourage productive water use for food crop production [amongst smallholder farmers and food growers in South Africa].
- Full Text:
- Date Issued: 2016
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona , Weaver, Kim N , Lupele, Chisala , O’Donoghue, Rob B , Sithole, Phindile , van Staden, Wilna , Mabeza, Chris , Denison, C M Jonathan , Phillips, Katrina
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436825 , vital:73308 , ISBN 978-1-4312-0852-4 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2277-1-16.pdf
- Description: This final report has detailed the work that went into pilot testing an Ac-tion Oriented Strategy (AOS) to support Agricultural Colleges to make use of the two sets of WRC materials that were the focus of the project. The general objective of this project entitled “Action oriented strategy for knowledge dissemination and training for skills development of water use in homestead food gardening and rain water harvesting for cropland food production” was: To develop a strategy for achieving effective knowledge dissemination and practical training to encourage productive water use for food crop production [amongst smallholder farmers and food growers in South Africa].
- Full Text:
- Date Issued: 2016
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