- Title
- Transdisciplinary curriculum design for sustainability transitions: A reflective dialogue
- Creator
- Olvitt, Lausanne L
- Creator
- Davies, Megan
- Creator
- Ebrahim, A’ishah I
- Creator
- Cockburn, Jessica J
- Subject
- To be catalogued
- Date Issued
- 2024
- Date
- 2024
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/480673
- Identifier
- vital:78465
- Identifier
- https://hdl.handle.net/10520/ejc-sajsci-v120-n9-a23
- Description
- Inter- and transdisciplinary curricula can potentially develop an integrated understanding of an increasingly interconnected, complex world and develop students' agency, empathy, creativity and critical thinking skills. Within the South African qualification landscape, the Postgraduate Diploma (PGDip) is identified as a multior interdisciplinary qualification that allows working professionals 'to undertake advanced reflection and development by means of a systematic survey of current thinking, practice and research methods in an area of specialisation'. In this paper, four academics reflexively share their experiences of (re)developing and piloting transdisciplinary curricula for the PGDip in Sustainable Development (at Stellenbosch University) and the PGDip in Sustainability Learning (at Rhodes University). Reflections centre around the rationale, context and emergence of the two programmes, their structure and intended learning outcomes, and principles guiding the overall curriculum design. We highlight the appropriateness of transdisciplinary approaches to curricula focused on the sustainability field, and it distils three broad features of the two PGDip programmes that seem important - even necessary - for developing students' competencies as sustainability practitioners. These are ontological groundedness, epistemological openness and ethical attentiveness.
- Format
- 6 page
- Format
- Language
- English
- Relation
- South African Journal of Science
- Relation
- Olvitt, L., Davies, M., Ebrahim, A.I. and Cockburn, J., 2024. Transdisciplinary curriculum design for sustainability transitions: A reflective dialogue. South African Journal of Science, 120(9/10)
- Relation
- South African Journal of Science volume 120 number 9-10 1 7 2024 1996-7489
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Sabinet Terms and Conditions Statement (https://www.sabinet.co.za/terms-conditions)
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- Visitors: 14
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Collections
Cockburn, Jessica J (Ms)
RU Department of Environmental Science
Olvitt, Lausanne Laura (Assoc Prof)
RU DST/NRF SARChI for Global Change Social Learning Systems Development: Transformative Learning and Green Skills Learning (ELRC)
SDG 04. Quality Education
RU Department of Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Transdisciplinary curriculum design for sustainability transitions.pdf | 302 KB | Adobe Acrobat PDF | View Details Download |