Catchment and River Management in Graduate Teacher Education: A Case Study of Student Teacher Learning and Teaching in the Upper uThukela Valley, KwaZulu-Natal
- Authors: Heath, Gavin Edward Craig
- Date: 2021-10-29
- Subjects: Geography Study and teaching (Higher) South Africa KwaZulu-Natal , Watershed management Study and teaching (Higher) South Africa KwaZulu-Natal , Pedagogical content knowledge , Environmental education South Africa KwaZulu-Natal , Teacher effectiveness South Africa KwaZulu-Natal , Curriculum and Assessment Policy Statement (CAPS)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/190635 , vital:45012 , 10.21504/10962/190635
- Description: This study developed as a progressive focus on a design research process towards the inclusion of new environmental knowledge in teacher education. It is centred on the clarification of pedagogical content knowledge for the teaching of catchment and river management in Geography teacher education. The study was developed as a design research case study with three phases or iterations of experiential engagement and data collection during the teaching of Postgraduate Certificate in Education students at the University of KwaZulu-Natal where I lecture Geography Education. The study’s iterative design was developed around pedagogical content knowledge refinement with curriculum knowledge analysis (phase 1) that was followed by lecture delivery and analysis (phase 2) and analysis of student engagement during fieldwork, and on teaching practice in rural classroom contexts (phase 3). Data and insights were generated across the successive stages of knowledge differentiation and teaching and learning interactions over time, and included reflection with students involved in the lectures, fieldwork and teaching practice programme. The analytical work covered a review of trajectories in new environmental knowledge, social-ecological systems, sustainability competencies, practice architecture and fieldwork pedagogy. This was done using three research lenses, namely social-ecological systems, social learning and practice architectures. All the design research and review processes served to develop, clarify and refine pedagogical content knowledge for sustainability-oriented teacher education. Thus the study conformed to the tenets of design-based research that was centred on clarification and review of pedagogical content knowledge that was carried into phases two and three. Research was focused at the nexus of pedagogical content knowledge and sustainability concerns that is necessary for the teaching of catchment and river basin management within a social-ecological systems perspective for integrated water resources management in South Africa and globally. The findings informed an illustrative model on how the research was carried out. Six design research insights and principles conclude the study and encapsulate the contribution it makes to new knowledge on how teacher education practice can be progressively aligned with new content knowledge teaching and the teaching of sustainability concerns. Specific findings in the form of six research insights indicated that the fieldworkbased teaching practice experience proved a successful learning crucible to develop sustainability competences. The cohort of student teachers passed their fieldwork teaching practice despite inadequate covering of foundational concepts in school and university. The teaching of a catchment management strategy case study was valuable in all three phases of research. A multi-contextual teaching and learning environment was successfully negotiated and navigated by the student teachers. The present Curriculum and Assessment Policy Statement does not speak to the reality on the ground, particularly in deep rural environments. A compulsory virtual Geography teacher training experience is recommended. Lastly, varied and broad responses to the noted multi-contextual challenges are needed in order to prepare and equip student teachers for the demands of the new environmental knowledge in the curriculum. Based on the groundwork provided by this study, there is scope for further research especially regarding the varied and broad responses to this new environmental knowledge in the curriculum. , Thesis (PhD) -- Faculty of Education, Education, 2021
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- Date Issued: 2021-10-29
Social policy and regional integration in SADC: a regional health care perspective
- Authors: Maduna-Mafu, Nqobani
- Date: 2020-12
- Subjects: Regionalism , AIDS (Disease) -- Africa, Southern , HIV-positive persons -- Africa, Southern Africa, Southern -- Government policy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/19848 , vital:43386
- Description: The study examined the implementation of SADC health programmes, particularly the health protocol and its role to the advancement of health justice in the SADC region. Social driven regionalism involves member states adopting common policies in social policy areas that include; health, education and social protection. Therefore, the focus of this study was on regional integration-social policy interface and contribution towards socially equitable regional development with specific focus on health care provision. Since the 19th century development co-operation between countries has been informed by traditionalist views on regionalism, particularly the comparative advantage and the customs union paradigms. These anachronistic models have constructed a narrative suggesting that adopting trade-based regional integration schemes is a sustainable solution to fragmented markets and weak economies that are vulnerable to global economic trends. This antediluvian approach has produced forms of regionalism whose endeavour is the liberalisation of trade to the negation of human development. The SADC has experimented with this approach since the 1980s leading to the neglect of social policy and deepening human insecurity as shown by high mortality rates attributable to epidemics and low life expectancy in SADC member countries. Although neo-classical foundations are the socio-historical pivots of regional integration SADC has instruments that are centred on social actions aiming to promote citizens’ normative right to health. Thus, the fundamental strength with SADC regional social policy instruments is the incorporation of pro-poor commitments in systems of regional governance. While these social policies do not establish guarantees to the realisation of the right to health because they do have the politico-legal means to enforce such guarantees, they define regional agenda for justice in the context of deepening social challenges. This consequently makes the SADC region a site for norms that engender practices towards addressing the challenge of economic development and social transformation dichotomy. The existence of social policies arising from global health diplomacy means that the region has an opportunity to play a role as a vector for social justice through committing member states to equity and promoting social rights while providing brokerage needed for redistribution of public commodities. Using the qualitative approach, the study examined the implementation of SADC health programmes, particularly the health protocol, and the contribution to regional integration experience in the region. Narratives showed that SADC is facing enormous challenges in re-inventing regional co-operation towards health diplomacy. Although there is a confluence of factors militating against this form of regionalism, the fundamental contributory factor is lopsided regional integration favouring economic development ahead of social transformation. The architectural framework of SADC is trade-driven. Consequently, it lacks structures that can foster regional action on social questions that include; health infrastructure, health human resources, medical research and technology, vaccines production and procurement, regional health financing, civil society engagement towards achieving health justice in the region. The study has adopted the justice-driven regional health approach grounded on South to South co-operation principles and universalisation of health as the framework for understanding region and state-level interventions required to resolve intensifying social policy challenges including TB and HIV/AIDS. , Thesis (PhD) -- Faculty of Management & Commerce, 2020
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- Date Issued: 2020-12