Contextualising learning in Advanced Certificate in Education (Environmental Education) courses : synthesising contexts and experiences
- Lotz-Sisitka, Heila, Le Roux, Cheryl, Loubser, Callie, Schudel, Ingrid J, O'Donoghue, Rob B, Shallcross, Tony
- Authors: Lotz-Sisitka, Heila , Le Roux, Cheryl , Loubser, Callie , Schudel, Ingrid J , O'Donoghue, Rob B , Shallcross, Tony
- Date: 2008
- Language: English
- Type: Article
- Identifier: vital:21224 , http://hdl.handle.net/10962/7167 , http://0-hdl.handle.net.wam.seals.ac.za/10520/EJC32180
- Description: We report on experiences in the Advanced Certificate in Education (Environmental Education) courses of two South African universities, namely, Rhodes University and the University of South Africa. We focus specifically on the whole school approaches which were influenced by a project between these two universities and Manchester Metropolitan University. We illustrate how contextual profiling influenced the perspective or entry point from which the whole school message was approached in the ACE (EE) courses. Through illustrative examples from these two courses, we report on two different approaches to contextual profiling, starting by problematising an approach that relies solely on a priori contextual profiling. We then illustrate how this approach can be complemented by contextual profiling within courses and within context through situated learning processes.
- Full Text:
- Date Issued: 2008
- Authors: Lotz-Sisitka, Heila , Le Roux, Cheryl , Loubser, Callie , Schudel, Ingrid J , O'Donoghue, Rob B , Shallcross, Tony
- Date: 2008
- Language: English
- Type: Article
- Identifier: vital:21224 , http://hdl.handle.net/10962/7167 , http://0-hdl.handle.net.wam.seals.ac.za/10520/EJC32180
- Description: We report on experiences in the Advanced Certificate in Education (Environmental Education) courses of two South African universities, namely, Rhodes University and the University of South Africa. We focus specifically on the whole school approaches which were influenced by a project between these two universities and Manchester Metropolitan University. We illustrate how contextual profiling influenced the perspective or entry point from which the whole school message was approached in the ACE (EE) courses. Through illustrative examples from these two courses, we report on two different approaches to contextual profiling, starting by problematising an approach that relies solely on a priori contextual profiling. We then illustrate how this approach can be complemented by contextual profiling within courses and within context through situated learning processes.
- Full Text:
- Date Issued: 2008
Environmental Education and Educational Quality and Relevance-Opening the debate
- Authors: Lotz-Sisitka, Heila
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182668 , vital:43852 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122756"
- Description: This edition of the Southern African Journal of Environmental Education (SAJEE) tackles a critical issue being debated across the world today, namely the question of educational quality and relevance. In 2005 the UNESCO Education for All Global Monitoring Report entitled Education for All: The Quality Imperative (UNESCO, 2004) was published. This global monitoring report drew attention to issues of educational quality, and raised the problem that physical access to education does not necessarily lead to epistemological access to knowledge or to relevant education being offered to learners. In the foreword to the 430-page assessment of educational quality issues, Koïchiro Matsuura, Director General of UNESCO, stated that ‘although much debate surrounds attempts to define educational quality, solid common ground exists … Quality must be seen in light of how societies define the purpose of education’ (UNESCO, 2004: Foreword). He went on to explain that there seem to be two mutually agreed upon purposes for education in the world today: cognitive development of learners, and creative and emotional growth of learners to help them acquire values and attitudes for responsible citizenship. He also pointed out that ‘quality must pass the test of equity’ (UNESCO, 2004: Foreword), emphasising the importance of equity of opportunity to access and participate in education and learning. Relevant to the field of environmental education, is the inclusion of educational quality as a major thrust of the United Nations Decade of Education for Sustainable Development (UNDESD) (UNESCO, 2004).
- Full Text:
- Date Issued: 2008
- Authors: Lotz-Sisitka, Heila
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182668 , vital:43852 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122756"
- Description: This edition of the Southern African Journal of Environmental Education (SAJEE) tackles a critical issue being debated across the world today, namely the question of educational quality and relevance. In 2005 the UNESCO Education for All Global Monitoring Report entitled Education for All: The Quality Imperative (UNESCO, 2004) was published. This global monitoring report drew attention to issues of educational quality, and raised the problem that physical access to education does not necessarily lead to epistemological access to knowledge or to relevant education being offered to learners. In the foreword to the 430-page assessment of educational quality issues, Koïchiro Matsuura, Director General of UNESCO, stated that ‘although much debate surrounds attempts to define educational quality, solid common ground exists … Quality must be seen in light of how societies define the purpose of education’ (UNESCO, 2004: Foreword). He went on to explain that there seem to be two mutually agreed upon purposes for education in the world today: cognitive development of learners, and creative and emotional growth of learners to help them acquire values and attitudes for responsible citizenship. He also pointed out that ‘quality must pass the test of equity’ (UNESCO, 2004: Foreword), emphasising the importance of equity of opportunity to access and participate in education and learning. Relevant to the field of environmental education, is the inclusion of educational quality as a major thrust of the United Nations Decade of Education for Sustainable Development (UNDESD) (UNESCO, 2004).
- Full Text:
- Date Issued: 2008
Links between the local trade in natural products, livelihoods and poverty alleviation in a semi-arid region of South Africa
- Shackleton, Sheona E, Campbell, Bruce, Lotz-Sisitka, Heila, Shackleton, Charlie M
- Authors: Shackleton, Sheona E , Campbell, Bruce , Lotz-Sisitka, Heila , Shackleton, Charlie M
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/181246 , vital:43712 , xlink:href="https://doi.org/10.1016/j.worlddev.2007.03.003"
- Description: Can the local commercialization of natural products contribute to reduced poverty and vulnerability? Commentary on this issue is mixed, with some observers being quite optimistic, while others hold a counterview. This paper explores the poverty alleviation potential of four products traded in Bushbuckridge, South Africa—traditional brooms, reed mats, woodcraft, and “marula” beer. While key in enhancing the livelihood security of the poorest households, these products were unlikely to provide a route out of poverty for most, although there were exceptions. Incomes often surpassed local wage rates, and some producers obtained returns equivalent to the minimum wage. Non-financial benefits such as the opportunity to work from home were highly rated, and the trade was found to represent a range of livelihood strategies both within and across products.
- Full Text:
- Date Issued: 2008
- Authors: Shackleton, Sheona E , Campbell, Bruce , Lotz-Sisitka, Heila , Shackleton, Charlie M
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/181246 , vital:43712 , xlink:href="https://doi.org/10.1016/j.worlddev.2007.03.003"
- Description: Can the local commercialization of natural products contribute to reduced poverty and vulnerability? Commentary on this issue is mixed, with some observers being quite optimistic, while others hold a counterview. This paper explores the poverty alleviation potential of four products traded in Bushbuckridge, South Africa—traditional brooms, reed mats, woodcraft, and “marula” beer. While key in enhancing the livelihood security of the poorest households, these products were unlikely to provide a route out of poverty for most, although there were exceptions. Incomes often surpassed local wage rates, and some producers obtained returns equivalent to the minimum wage. Non-financial benefits such as the opportunity to work from home were highly rated, and the trade was found to represent a range of livelihood strategies both within and across products.
- Full Text:
- Date Issued: 2008
Participation, situated culture, and practical reason
- Lotz-Sisitka, Heila, O'Donoghue, Rob B
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437436 , vital:73378 , ISBN 978-1-4020-6415-9 , https://link.springer.com/chapter/10.1007/978-1-4020-6416-6_7
- Description: This chapter examines the emergence of participatory education as both a central feature and a terrain of ambivalence within the develop-ing landscape of environmental education in South Africa. From its roots in nature experience activities through to more socially critical forms of environmental education, participatory imperatives in this area have yet to address sufficiently the conceptual and practical challenges inherent in pedagogies of participation. We argue that more recent de-velopments reveal similar anomalies, such that participatory education in South Africa has now become an idealised and techniqued logic of practice.
- Full Text:
- Date Issued: 2008
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437436 , vital:73378 , ISBN 978-1-4020-6415-9 , https://link.springer.com/chapter/10.1007/978-1-4020-6416-6_7
- Description: This chapter examines the emergence of participatory education as both a central feature and a terrain of ambivalence within the develop-ing landscape of environmental education in South Africa. From its roots in nature experience activities through to more socially critical forms of environmental education, participatory imperatives in this area have yet to address sufficiently the conceptual and practical challenges inherent in pedagogies of participation. We argue that more recent de-velopments reveal similar anomalies, such that participatory education in South Africa has now become an idealised and techniqued logic of practice.
- Full Text:
- Date Issued: 2008
Reading Conference recommendations in a wider context of social change
- Authors: Lotz-Sisitka, Heila
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373792 , vital:66723 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122783"
- Description: This short Viewpoint paper considers the role and value of conference recommendations in shaping the field of environmental education. It explores the social politics, and often contested nature, of conference recommendations and their institutional histories, arguing that the act of producing conference recommendations forms part of the practices of new social movements. The paper recommends historicising conference recommendations and OEcross readings‚ to consider changing discourses and new developments in the field. Accompanying the short Viewpoint paper, are two sets of recently produced conference recommendations, one from the 4th International Environmental Education Conference held in Ahmedabad, India, and the other from the 1st International Conference on Mainstreaming Environment and Sustainability in African Universities held in Nairobi, Kenya.
- Full Text:
- Date Issued: 2008
- Authors: Lotz-Sisitka, Heila
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373792 , vital:66723 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122783"
- Description: This short Viewpoint paper considers the role and value of conference recommendations in shaping the field of environmental education. It explores the social politics, and often contested nature, of conference recommendations and their institutional histories, arguing that the act of producing conference recommendations forms part of the practices of new social movements. The paper recommends historicising conference recommendations and OEcross readings‚ to consider changing discourses and new developments in the field. Accompanying the short Viewpoint paper, are two sets of recently produced conference recommendations, one from the 4th International Environmental Education Conference held in Ahmedabad, India, and the other from the 1st International Conference on Mainstreaming Environment and Sustainability in African Universities held in Nairobi, Kenya.
- Full Text:
- Date Issued: 2008
Viewpoint: reading conference recommendations in a wider context of social change
- Authors: Lotz-Sisitka, Heila
- Date: 2008
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67411 , vital:29085 , https://www.ajol.info/index.php/sajee/article/view/122783
- Description: publisher version , This short Viewpoint paper considers the role and value of conference recommendations in shaping the field of environmental education. It explores the social politics, and often contested nature, of conference recommendations and their institutional histories, arguing that the act of producing conference recommendations forms part of the practices of new social movements. The paper recommends historicising conference recommendations and OEcross readings‚ to consider changing discourses and new developments in the field. Accompanying the short Viewpoint paper, are two sets of recently produced conference recommendations, one from the 4th International Environmental Education Conference held in Ahmedabad, India, and the other from the 1st International Conference on Mainstreaming Environment and Sustainability in African Universities held in Nairobi, Kenya.
- Full Text:
- Date Issued: 2008
- Authors: Lotz-Sisitka, Heila
- Date: 2008
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67411 , vital:29085 , https://www.ajol.info/index.php/sajee/article/view/122783
- Description: publisher version , This short Viewpoint paper considers the role and value of conference recommendations in shaping the field of environmental education. It explores the social politics, and often contested nature, of conference recommendations and their institutional histories, arguing that the act of producing conference recommendations forms part of the practices of new social movements. The paper recommends historicising conference recommendations and OEcross readings‚ to consider changing discourses and new developments in the field. Accompanying the short Viewpoint paper, are two sets of recently produced conference recommendations, one from the 4th International Environmental Education Conference held in Ahmedabad, India, and the other from the 1st International Conference on Mainstreaming Environment and Sustainability in African Universities held in Nairobi, Kenya.
- Full Text:
- Date Issued: 2008
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