Mestre Jazz 80
- Authors: Miramo, Tomolo
- Subjects: McGregor, Chris--1936-1990 , Blue Notes (Musical group : South Africa) , Jazz musicians
- Language: French
- Identifier: vital:13575 , http://hdl.handle.net/10962/d1006531 , McGregor, Chris--1936-1990 , Blue Notes (Musical group : South Africa) , Jazz musicians
- Description: Original program for the music festival "Mestre Jazz 80" in Italy.
- Full Text:
- Authors: Miramo, Tomolo
- Subjects: McGregor, Chris--1936-1990 , Blue Notes (Musical group : South Africa) , Jazz musicians
- Language: French
- Identifier: vital:13575 , http://hdl.handle.net/10962/d1006531 , McGregor, Chris--1936-1990 , Blue Notes (Musical group : South Africa) , Jazz musicians
- Description: Original program for the music festival "Mestre Jazz 80" in Italy.
- Full Text:
Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction
- Lotz-Sisitka, Heila, Wals, Arjen E, Kronlid, David O, McGarry, Dylan K
- Authors: Lotz-Sisitka, Heila , Wals, Arjen E , Kronlid, David O , McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392190 , vital:68729 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
- Description: The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
- Full Text:
- Date Issued: 2015
- Authors: Lotz-Sisitka, Heila , Wals, Arjen E , Kronlid, David O , McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392190 , vital:68729 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
- Description: The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
- Full Text:
- Date Issued: 2015
Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction
- Lotz-Sisitka, Heila, Wals, Arjen E J, Kronlid, David O, McGarry, Dylan K
- Authors: Lotz-Sisitka, Heila , Wals, Arjen E J , Kronlid, David O , McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/372794 , vital:66623 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
- Description: The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
- Full Text:
- Date Issued: 2015
- Authors: Lotz-Sisitka, Heila , Wals, Arjen E J , Kronlid, David O , McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/372794 , vital:66623 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
- Description: The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
- Full Text:
- Date Issued: 2015
Towards transformative social learning on the path to 1.5 degrees
- Macintyre, Thomas, Lotz-Sisitka, Heila, Wals, Arjen E, Vogel, Coleen, Tassone, Valenina
- Authors: Macintyre, Thomas , Lotz-Sisitka, Heila , Wals, Arjen E , Vogel, Coleen , Tassone, Valenina
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182461 , vital:43832 , xlink:href="https://doi.org/10.1016/j.cosust.2017.12.003"
- Description: This paper provides insights into learning orientations and approaches that encourage change and transformation on the path to achieving the 1.5 degree C target. This literature review of the climate change and education/learning interface positions relevant literature in a heuristic tool, and reveals different learning approaches to addressing climate change. We highlight that although traditional lines of departure for achieving climate targets are usually technocratic in nature, especially if a zero emissions pathway is aimed for, there is an increasing realisation that climate issues are complex, deeply intertwined with unsustainable development and cultural change, and require collective engagement. Through considering the 1.5 degree C target as a metaphor for the fundamental changes needed in society, we argue that a wide range of learning orientations, including more inclusive and transformative social learning approaches, are needed to address the colossal challenges facing society.
- Full Text:
- Date Issued: 2018
- Authors: Macintyre, Thomas , Lotz-Sisitka, Heila , Wals, Arjen E , Vogel, Coleen , Tassone, Valenina
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182461 , vital:43832 , xlink:href="https://doi.org/10.1016/j.cosust.2017.12.003"
- Description: This paper provides insights into learning orientations and approaches that encourage change and transformation on the path to achieving the 1.5 degree C target. This literature review of the climate change and education/learning interface positions relevant literature in a heuristic tool, and reveals different learning approaches to addressing climate change. We highlight that although traditional lines of departure for achieving climate targets are usually technocratic in nature, especially if a zero emissions pathway is aimed for, there is an increasing realisation that climate issues are complex, deeply intertwined with unsustainable development and cultural change, and require collective engagement. Through considering the 1.5 degree C target as a metaphor for the fundamental changes needed in society, we argue that a wide range of learning orientations, including more inclusive and transformative social learning approaches, are needed to address the colossal challenges facing society.
- Full Text:
- Date Issued: 2018
Co-designing research on transgressive learning in times of climate change
- Lotz-Sisitka, Heila, Ali, Million B, Mphepho, Gibson, Chaves, Martha, Macintyre, Thomas, Pesanayi, Tichaona V, Wals, Arjen E, Mukute, Mutizwa, Kronlid, David O, Tran, Duc, Joon, Deepika, McGarry, Dylan K
- Authors: Lotz-Sisitka, Heila , Ali, Million B , Mphepho, Gibson , Chaves, Martha , Macintyre, Thomas , Pesanayi, Tichaona V , Wals, Arjen E , Mukute, Mutizwa , Kronlid, David O , Tran, Duc , Joon, Deepika , McGarry, Dylan K
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182472 , vital:43833 , xlink:href="https://doi.org/10.1016/j.cosust.2016.04.004"
- Description: This paper reflects on the epistemological context for the co-design of a research programme on transformative, transgressive learning emerging at the nexus of climate change, water and food security, energy and social justice. It outlines a sequence of learning actions that we, as a group of collaborating partners in a Transformative Knowledge Network (TKN) undertook to co-design a research programme, firstly in situ in various case study contexts, and secondly together across case study contexts. Finally, it provides some reflections and learning points.
- Full Text:
- Date Issued: 2016
- Authors: Lotz-Sisitka, Heila , Ali, Million B , Mphepho, Gibson , Chaves, Martha , Macintyre, Thomas , Pesanayi, Tichaona V , Wals, Arjen E , Mukute, Mutizwa , Kronlid, David O , Tran, Duc , Joon, Deepika , McGarry, Dylan K
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182472 , vital:43833 , xlink:href="https://doi.org/10.1016/j.cosust.2016.04.004"
- Description: This paper reflects on the epistemological context for the co-design of a research programme on transformative, transgressive learning emerging at the nexus of climate change, water and food security, energy and social justice. It outlines a sequence of learning actions that we, as a group of collaborating partners in a Transformative Knowledge Network (TKN) undertook to co-design a research programme, firstly in situ in various case study contexts, and secondly together across case study contexts. Finally, it provides some reflections and learning points.
- Full Text:
- Date Issued: 2016
Learning in a Changing World
- Lotz-Sisitka, Heila, O'Donoghue, Rob B, Robottom, Ian
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B , Robottom, Ian
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182679 , vital:43853 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122733 "
- Description: The year 2007 is a significant year for environmental education. It marks 30 years since the first internationally agreed principles of environmental education were developed at Tbilisi, commonly known as the Tbilisi Principles. It is also the year in which human beings apparently are finally ‘waking up’ to the fact that human-induced environmental change is causing impacts which are infinitely complex and difficult to resolve. This year, through various highly publicised and politicised events, people have begun to recognise that it is getting hot on planet Earth, and that the associated social, economic and environmental costs are profoundly disturbing. The Stern Review and the UN Intergovernmental Panel on Climate Change both firmly indicated that human-induced environmental change will threaten human economies and security in ways that are unprecedented in human history. Southern Africa, where this special edition of the EEASA Journal is being produced to coincide with the 25th anniversary of the existence of the Environmental Education Association of Southern Africa, and the hosting of the 4th World Environmental Education Congress, is one of the areas most vulnerable to the impacts of climate change. More than 70% of the people in southern Africa live in rural areas, and depend directly on natural resources for their livelihood and food security, making environment (and environmental education processes) a central concern in development discussions in the region. Patterns of global inequality are pronounced in the region, which has some of the poorest countries in the world. Out of its 25-year history, EEASA and its members, along with colleagues around the world, continue to seek ways of educating and empowering people to successfully participate in resolving environmental issues and create more sustainable and socially just living patterns. In drawing attention to our constant need to learn how to improve our understandings of environmental education and learning as the world around us changes, the World Environmental Education Congress organising committee chose to profile the question of ‘Learning in a Changing World’, by making this the theme of the Congress.
- Full Text:
- Date Issued: 2007
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B , Robottom, Ian
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182679 , vital:43853 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122733 "
- Description: The year 2007 is a significant year for environmental education. It marks 30 years since the first internationally agreed principles of environmental education were developed at Tbilisi, commonly known as the Tbilisi Principles. It is also the year in which human beings apparently are finally ‘waking up’ to the fact that human-induced environmental change is causing impacts which are infinitely complex and difficult to resolve. This year, through various highly publicised and politicised events, people have begun to recognise that it is getting hot on planet Earth, and that the associated social, economic and environmental costs are profoundly disturbing. The Stern Review and the UN Intergovernmental Panel on Climate Change both firmly indicated that human-induced environmental change will threaten human economies and security in ways that are unprecedented in human history. Southern Africa, where this special edition of the EEASA Journal is being produced to coincide with the 25th anniversary of the existence of the Environmental Education Association of Southern Africa, and the hosting of the 4th World Environmental Education Congress, is one of the areas most vulnerable to the impacts of climate change. More than 70% of the people in southern Africa live in rural areas, and depend directly on natural resources for their livelihood and food security, making environment (and environmental education processes) a central concern in development discussions in the region. Patterns of global inequality are pronounced in the region, which has some of the poorest countries in the world. Out of its 25-year history, EEASA and its members, along with colleagues around the world, continue to seek ways of educating and empowering people to successfully participate in resolving environmental issues and create more sustainable and socially just living patterns. In drawing attention to our constant need to learn how to improve our understandings of environmental education and learning as the world around us changes, the World Environmental Education Congress organising committee chose to profile the question of ‘Learning in a Changing World’, by making this the theme of the Congress.
- Full Text:
- Date Issued: 2007
Editorial, 2007
- Lotz-Sisitka, Heila, O’Donoghue, Rob B, Robottom, Ian
- Authors: Lotz-Sisitka, Heila , O’Donoghue, Rob B , Robottom, Ian
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67345 , vital:29078 , https://www.ajol.info/index.php/sajee/article/view/122733
- Description: publisher version , The year 2007 is a significant year for environmental education. It marks 30 years since the first internationally agreed principles of environmental education were developed at Tbilisi, commonly known as the Tbilisi Principles. It is also the year in which human beings apparently are finally ‘waking up’ to the fact that human-induced environmental change is causing impacts which are infinitely complex and difficult to resolve. This year, through various highly publicised and politicised events, people have begun to recognise that it is getting hot on planet Earth, and that the associated social, economic and environmental costs are profoundly disturbing. The Stern Review and the UN Intergovernmental Panel on Climate Change both firmly indicated that human-induced environmental change will threaten human economies and security in ways that are unprecedented in human history.
- Full Text:
- Date Issued: 2007
- Authors: Lotz-Sisitka, Heila , O’Donoghue, Rob B , Robottom, Ian
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67345 , vital:29078 , https://www.ajol.info/index.php/sajee/article/view/122733
- Description: publisher version , The year 2007 is a significant year for environmental education. It marks 30 years since the first internationally agreed principles of environmental education were developed at Tbilisi, commonly known as the Tbilisi Principles. It is also the year in which human beings apparently are finally ‘waking up’ to the fact that human-induced environmental change is causing impacts which are infinitely complex and difficult to resolve. This year, through various highly publicised and politicised events, people have begun to recognise that it is getting hot on planet Earth, and that the associated social, economic and environmental costs are profoundly disturbing. The Stern Review and the UN Intergovernmental Panel on Climate Change both firmly indicated that human-induced environmental change will threaten human economies and security in ways that are unprecedented in human history.
- Full Text:
- Date Issued: 2007
Moholo - Jazzmag
- Authors: Rouy, Gérard
- Subjects: McGregor, Chris--1936-1990 , Brotherhood of Breath (Musical group) , Jazz
- Language: French
- Type: Article
- Identifier: vital:13644 , http://hdl.handle.net/10962/d1012548 , McGregor, Chris--1936-1990 , Brotherhood of Breath (Musical group) , Jazz
- Description: Photocopied article in French from the magazine Jazzmag about Louis Moholo's exiled life in Europe and his music, bands, doubts and success.
- Full Text:
- Authors: Rouy, Gérard
- Subjects: McGregor, Chris--1936-1990 , Brotherhood of Breath (Musical group) , Jazz
- Language: French
- Type: Article
- Identifier: vital:13644 , http://hdl.handle.net/10962/d1012548 , McGregor, Chris--1936-1990 , Brotherhood of Breath (Musical group) , Jazz
- Description: Photocopied article in French from the magazine Jazzmag about Louis Moholo's exiled life in Europe and his music, bands, doubts and success.
- Full Text:
Derde Internationaal Avant Garde Jazz Festival
- Unknown
- Authors: Unknown
- Subjects: McGregor, Chris--1936-1990 , Brotherhood of Breath (Musical group) , Pukwana, Dudu , Feza, Mongezi , Jazz
- Language: Dutch
- Type: Text
- Identifier: vital:13769 , http://hdl.handle.net/10962/d1012786
- Description: Original program for "Derde Internationaal Avant Garde Jazz Festival".
- Full Text:
- Authors: Unknown
- Subjects: McGregor, Chris--1936-1990 , Brotherhood of Breath (Musical group) , Pukwana, Dudu , Feza, Mongezi , Jazz
- Language: Dutch
- Type: Text
- Identifier: vital:13769 , http://hdl.handle.net/10962/d1012786
- Description: Original program for "Derde Internationaal Avant Garde Jazz Festival".
- Full Text:
Editorial. Perspectives on transformations in learning and education
- Authors: Lotz-Sisitka, Heila
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387277 , vital:68221 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137656"
- Description: Perspectives on transformations in learning and education
- Full Text:
- Date Issued: 2015
- Authors: Lotz-Sisitka, Heila
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387277 , vital:68221 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137656"
- Description: Perspectives on transformations in learning and education
- Full Text:
- Date Issued: 2015
Think Piece : an opening dialogue with Think Pieces and feature articles on learning in a changing world in this journal
- Authors: Lotz-Sisitka, Heila
- Date: 2007
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59602 , vital:27630 , https://www.ajol.info/index.php/sajee/article/view/122734
- Description: From Conclusion:This opening Think Piece invites you into such a dialogue, with this journal, its words and flows of meaning, and with the World Environmental Education Congress, its words and flows of meaning. Dialogue, as explained by Bohm, and as illustrated in the thought experiments in this paper, is a process of creatively and experimentally seeking out meaning and coherence through listening, and through deeper explorations of the tacit, implicate order. It is also a free process, where you as individual are invited to seek out the relations between your thoughts and the collective. Welcome to the process.
- Full Text:
- Date Issued: 2007
- Authors: Lotz-Sisitka, Heila
- Date: 2007
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59602 , vital:27630 , https://www.ajol.info/index.php/sajee/article/view/122734
- Description: From Conclusion:This opening Think Piece invites you into such a dialogue, with this journal, its words and flows of meaning, and with the World Environmental Education Congress, its words and flows of meaning. Dialogue, as explained by Bohm, and as illustrated in the thought experiments in this paper, is a process of creatively and experimentally seeking out meaning and coherence through listening, and through deeper explorations of the tacit, implicate order. It is also a free process, where you as individual are invited to seek out the relations between your thoughts and the collective. Welcome to the process.
- Full Text:
- Date Issued: 2007
Exploring group solidarity for insights into qualities of T-learning
- Mudokwani, Kuda, Mukute, Mutizwa
- Authors: Mudokwani, Kuda , Mukute, Mutizwa
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/390612 , vital:68568 , xlink:href="https://doi.org/10.3390/su11236825"
- Description: Across the world, organised groups of farmers participating in just and sustainability transformations encounter multiple obstacles. Through solidarity manifested in iterative processes of questioning, co-learning, collective action and reflection, and value creation for themselves and for others, some succeed in overcoming them. This article investigates how a district organic farmer association in Zimbabwe is encountering and handling group solidarity challenges arising from shifting from local to district level coordinated organic production and marketing. Based on the use of change laboratory, this paper explores solidarity at the local niche and networked district level to seek insights into the qualities of T-learning.
- Full Text:
- Date Issued: 2019
- Authors: Mudokwani, Kuda , Mukute, Mutizwa
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/390612 , vital:68568 , xlink:href="https://doi.org/10.3390/su11236825"
- Description: Across the world, organised groups of farmers participating in just and sustainability transformations encounter multiple obstacles. Through solidarity manifested in iterative processes of questioning, co-learning, collective action and reflection, and value creation for themselves and for others, some succeed in overcoming them. This article investigates how a district organic farmer association in Zimbabwe is encountering and handling group solidarity challenges arising from shifting from local to district level coordinated organic production and marketing. Based on the use of change laboratory, this paper explores solidarity at the local niche and networked district level to seek insights into the qualities of T-learning.
- Full Text:
- Date Issued: 2019
Nature-Based Solutions for Coastal Engineering and Management
- Slinger, Jill, Stive, Marcel, Luijendijk, Arjen
- Authors: Slinger, Jill , Stive, Marcel , Luijendijk, Arjen
- Date: 2021
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/177521 , vital:42829 , https://doi.org/10.3390/w13070976
- Description: There is a growing scientific and engineering interest in exploring how natural processes can provide management solutions to resolve the degradation and vulnerability of coastal environments. Climate change and associated sea level rise together with drivers, such as subsidence, reduced sediment supply and coastal squeeze represent major risk factors for coastal systems sustainability. Using natural processes to deal with these risk factors presents a nontrivial challenge. This special issue focuses on nature-based solutions and state-of-the-art interventions in the coastal environment.
- Full Text:
- Date Issued: 2021
- Authors: Slinger, Jill , Stive, Marcel , Luijendijk, Arjen
- Date: 2021
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/177521 , vital:42829 , https://doi.org/10.3390/w13070976
- Description: There is a growing scientific and engineering interest in exploring how natural processes can provide management solutions to resolve the degradation and vulnerability of coastal environments. Climate change and associated sea level rise together with drivers, such as subsidence, reduced sediment supply and coastal squeeze represent major risk factors for coastal systems sustainability. Using natural processes to deal with these risk factors presents a nontrivial challenge. This special issue focuses on nature-based solutions and state-of-the-art interventions in the coastal environment.
- Full Text:
- Date Issued: 2021
Research Projects Portfolio.
- Authors: Schudel, Ingrid Joan
- Date: 2000
- Subjects: Environmental education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2015 , http://hdl.handle.net/10962/d1016368
- Description: This collection of research projects tells a story of the time I have spent with members of the Albany Working for Water team; including preparations made, lessons learned and insights gained. My first project was to analyse the methodology of a research paper. I chose the paper by Arjen Wals because I intended, like him, to examine people's perceptions of environmental issues. From this paper I gained ideas for a qualitative research process and learnt the importance of theoretical and methodological consistency. My next project was to present a report on my research into the perceptions of workrelated environmental issues among the Albany Working for Water workers. From this research I gained insight into the knowledge of the workers and also some of the misconceptions that they have about social and ecological issues. I made educational recommendations based on these insights. This experience inspired me to initiate a play with a group of the workers about alien plant eradication. The process of developing this play formed the basis for a research paper that I have submitted as another research project. Concurrent with the development of the play, I conducted a fourth research project that was a situational analysis of the Albany Workingfor Water Project. I hoped that this analysis would provide useful insight into the context of the above two projects. Overall, I hope the story reflects how I have grown through the learning experiences I shared with the Albany Working for Water team. I would like to extend to my thanks to all those who assisted and shared my journey with me.
- Full Text:
- Date Issued: 2000
- Authors: Schudel, Ingrid Joan
- Date: 2000
- Subjects: Environmental education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2015 , http://hdl.handle.net/10962/d1016368
- Description: This collection of research projects tells a story of the time I have spent with members of the Albany Working for Water team; including preparations made, lessons learned and insights gained. My first project was to analyse the methodology of a research paper. I chose the paper by Arjen Wals because I intended, like him, to examine people's perceptions of environmental issues. From this paper I gained ideas for a qualitative research process and learnt the importance of theoretical and methodological consistency. My next project was to present a report on my research into the perceptions of workrelated environmental issues among the Albany Working for Water workers. From this research I gained insight into the knowledge of the workers and also some of the misconceptions that they have about social and ecological issues. I made educational recommendations based on these insights. This experience inspired me to initiate a play with a group of the workers about alien plant eradication. The process of developing this play formed the basis for a research paper that I have submitted as another research project. Concurrent with the development of the play, I conducted a fourth research project that was a situational analysis of the Albany Workingfor Water Project. I hoped that this analysis would provide useful insight into the context of the above two projects. Overall, I hope the story reflects how I have grown through the learning experiences I shared with the Albany Working for Water team. I would like to extend to my thanks to all those who assisted and shared my journey with me.
- Full Text:
- Date Issued: 2000
A reflection on research design and methodologies used in the social learning literature
- Rodela, Romina, Cundill, Georgina, Wals, Arjen
- Authors: Rodela, Romina , Cundill, Georgina , Wals, Arjen
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436584 , vital:73284 , ISBN 978-1-919991-81-8 , 10.13140/2.1.1855.3285
- Description: This paper reviews the social learning research literature related to natu-ral resources management. It provides an overview of the social learning discourse and then comments on methodologies used by social learning researchers. The present study is part of an activity that looked at the so-cial learning methodological agenda. As such it is a companion study to the analysis reported in Rodela, Cundill and Wals (under review) where aspects of knowledge production and validation in social learning re-search were considered. The present analysis adds to this a deconstruc-tion of the research designs used and a reflection on methodologies that can best support the study of learning processes in a natural resource management context.
- Full Text:
- Date Issued: 2012
- Authors: Rodela, Romina , Cundill, Georgina , Wals, Arjen
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436584 , vital:73284 , ISBN 978-1-919991-81-8 , 10.13140/2.1.1855.3285
- Description: This paper reviews the social learning research literature related to natu-ral resources management. It provides an overview of the social learning discourse and then comments on methodologies used by social learning researchers. The present study is part of an activity that looked at the so-cial learning methodological agenda. As such it is a companion study to the analysis reported in Rodela, Cundill and Wals (under review) where aspects of knowledge production and validation in social learning re-search were considered. The present analysis adds to this a deconstruc-tion of the research designs used and a reflection on methodologies that can best support the study of learning processes in a natural resource management context.
- Full Text:
- Date Issued: 2012
53 stitches : sustainability, ecology and social engagement in contemporary art
- Authors: Salton, Bronwen Lauren
- Date: 2013
- Subjects: Crocheting Community development -- South Africa Ecology in art
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2390 , http://hdl.handle.net/10962/d1001580
- Description: Through an exploration of both the sculptural and socially-engaged art practices undertaken in creating my Master of Fine Art exhibition, 53 Stitches, I unpack some of the possibilities pertaining to the practice of sustainability, ecology and social engagement in contemporary art. This thesis explores the history and concepts of sustainable development and what the implications are of the far-reaching global consideration of sustainability for contemporary art production. Looking at the writings of Felix Guattari’s (2000 [1989]) and Suzi Gablik’s (1992) on the effects of the economic model of capitalism on our environmental, social and mental ecologies, I discuss the necessary paradigm shift of the artists’ identity from the ‘individual self’ towards the ‘relational self’, affirming our interdependence upon our social and natural environments. With reference to the writings of Maja and Reuben Fowkes (2008), I explore the principles of sustainability in contemporary art and discuss the notion of ‘sustainability of form’ through insight into dematerialisation, recycling and the prospect of artists now becoming knowledge producers/facilitators. This is supportive of my personal exploration and experimentation with recyclable materials as a creative medium, used as a means of knowledge and skills facilitation in socially-engaged arts practice and the process of art-making as research. I refer to the sculptural and ‘painterly’ constructions of Sofi Zezmer and Mbongeni Buthelezi, respectively, as a means to elucidate a practical contextualisation of my practical work, particularly with regard to the use of plastic as a constructive medium. Looking at the works of Linda Weintraub (2006), Marnie Badham (2010) and Miwon Kwon (2002), I expand on the theoretical discourse pertaining to sociallyengaged art practices, and elucidate the reconfiguration of the role of the artist towards now becoming a cultural service administrator, organiser and knowledge facilitator. With reference to Arjen Wals and Johnson et al., I further discuss the role of education in sustainability and explore the necessary reconciliation between university institutions and the social and environmental context in which they are located, in the form of place-based capacity building and service learning. I explore within this thesis the concepts and processbased research of my own sculptures
- Full Text:
- Date Issued: 2013
- Authors: Salton, Bronwen Lauren
- Date: 2013
- Subjects: Crocheting Community development -- South Africa Ecology in art
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2390 , http://hdl.handle.net/10962/d1001580
- Description: Through an exploration of both the sculptural and socially-engaged art practices undertaken in creating my Master of Fine Art exhibition, 53 Stitches, I unpack some of the possibilities pertaining to the practice of sustainability, ecology and social engagement in contemporary art. This thesis explores the history and concepts of sustainable development and what the implications are of the far-reaching global consideration of sustainability for contemporary art production. Looking at the writings of Felix Guattari’s (2000 [1989]) and Suzi Gablik’s (1992) on the effects of the economic model of capitalism on our environmental, social and mental ecologies, I discuss the necessary paradigm shift of the artists’ identity from the ‘individual self’ towards the ‘relational self’, affirming our interdependence upon our social and natural environments. With reference to the writings of Maja and Reuben Fowkes (2008), I explore the principles of sustainability in contemporary art and discuss the notion of ‘sustainability of form’ through insight into dematerialisation, recycling and the prospect of artists now becoming knowledge producers/facilitators. This is supportive of my personal exploration and experimentation with recyclable materials as a creative medium, used as a means of knowledge and skills facilitation in socially-engaged arts practice and the process of art-making as research. I refer to the sculptural and ‘painterly’ constructions of Sofi Zezmer and Mbongeni Buthelezi, respectively, as a means to elucidate a practical contextualisation of my practical work, particularly with regard to the use of plastic as a constructive medium. Looking at the works of Linda Weintraub (2006), Marnie Badham (2010) and Miwon Kwon (2002), I expand on the theoretical discourse pertaining to sociallyengaged art practices, and elucidate the reconfiguration of the role of the artist towards now becoming a cultural service administrator, organiser and knowledge facilitator. With reference to Arjen Wals and Johnson et al., I further discuss the role of education in sustainability and explore the necessary reconciliation between university institutions and the social and environmental context in which they are located, in the form of place-based capacity building and service learning. I explore within this thesis the concepts and processbased research of my own sculptures
- Full Text:
- Date Issued: 2013
A search for coherence: Social learning in natural resource management
- Cundill, Georgina, Rodela, Romina
- Authors: Cundill, Georgina , Rodela, Romina
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436597 , vital:73285 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This paper presents the results of a review process that sought to disen-tangle the different ways in which social learning is conceptualised in nat-ural resource management. We begin with an historical review that seeks to reveal the roots of social learning theory in natural resource manage-ment. Based on this analysis, we develop typologies of statements about the processes that support social learning, and the outcomes of these processes. We then conduct a systematic review of the literature to as-sess the extent to which there is an emerging consensus around these typologies. We conclude that a key source of the confusion currently prevalent in the literature, stems from the fact that the same term is used to refer to quite different processes, which have different outcomes as their goal. To find our way out of the current confusion in the literature, researchers must be explicit about the definitions that they adopt for so-cial learning, and locate these definitions within the historical develop-ment of thinking around social learning in this field. Active debate about appropriate definitions for social learning, based on empirical studies and experience, should form the basis of this field of research in the coming years.
- Full Text:
- Date Issued: 2012
- Authors: Cundill, Georgina , Rodela, Romina
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436597 , vital:73285 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This paper presents the results of a review process that sought to disen-tangle the different ways in which social learning is conceptualised in nat-ural resource management. We begin with an historical review that seeks to reveal the roots of social learning theory in natural resource manage-ment. Based on this analysis, we develop typologies of statements about the processes that support social learning, and the outcomes of these processes. We then conduct a systematic review of the literature to as-sess the extent to which there is an emerging consensus around these typologies. We conclude that a key source of the confusion currently prevalent in the literature, stems from the fact that the same term is used to refer to quite different processes, which have different outcomes as their goal. To find our way out of the current confusion in the literature, researchers must be explicit about the definitions that they adopt for so-cial learning, and locate these definitions within the historical develop-ment of thinking around social learning in this field. Active debate about appropriate definitions for social learning, based on empirical studies and experience, should form the basis of this field of research in the coming years.
- Full Text:
- Date Issued: 2012
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
In pursuit of participation tracking the influence of local action for sustainable development
- Authors: Kulundu, Injairu
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437123 , vital:73332 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This literature review charts the cumulative lessons that have emerged from the participatory development discourse in its various guises over the past fifty years, relating them to current emerging perspectives on social learning. Acknowledging the tensions that occur when the theoreti-cally sound proponents of the participatory discourse are translated into practice, this review seeks to outline the practical and ethical implications of this terrain. It will do so with reference to three points in its evolution: the great influence of Participatory Development (popularly known through focuses such as Participatory Rural Appraisal), the effect of Hu-man Development and the Capabilities Approach, and lastly, the growing discourse on Social Learning and what its ideas contribute to the dis-course. As such the paper helps to ‘locate’ social learning discourse within the wider arena of participatory development, showing the antecedent links that exist between social learning discourse (as it is emerging today), and wider participatory development discourses. The paper argues that more attention needs to be given to the ‘hidden work’ involved in turning all of these theories of participatory development, learning and agency into practice, and that the discourses can only really live in practice, a process for which we can only partially be prepared for by our literature (re)views.
- Full Text:
- Date Issued: 2012
- Authors: Kulundu, Injairu
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437123 , vital:73332 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This literature review charts the cumulative lessons that have emerged from the participatory development discourse in its various guises over the past fifty years, relating them to current emerging perspectives on social learning. Acknowledging the tensions that occur when the theoreti-cally sound proponents of the participatory discourse are translated into practice, this review seeks to outline the practical and ethical implications of this terrain. It will do so with reference to three points in its evolution: the great influence of Participatory Development (popularly known through focuses such as Participatory Rural Appraisal), the effect of Hu-man Development and the Capabilities Approach, and lastly, the growing discourse on Social Learning and what its ideas contribute to the dis-course. As such the paper helps to ‘locate’ social learning discourse within the wider arena of participatory development, showing the antecedent links that exist between social learning discourse (as it is emerging today), and wider participatory development discourses. The paper argues that more attention needs to be given to the ‘hidden work’ involved in turning all of these theories of participatory development, learning and agency into practice, and that the discourses can only really live in practice, a process for which we can only partially be prepared for by our literature (re)views.
- Full Text:
- Date Issued: 2012