'We must start with our own children’: reflectively researching intergenerational leadership for social justice, education, and sustainability
- Authors: Lotz-Sisitka, Heila
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437207 , vital:73353 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_1
- Description: This paper was prepared today, 13 December 2013, for this book on ‘Intergenerational learning and transformative leader-ship for sustainable futures’, to be released in November 2014 at a World Conference to mark the end of the UN Decade of Education for Sustainable Development (UN-DESD) in Nago-ya, Japan. The UNDESD was born in Johannesburg in 2002; it was an outcome of the Johannesburg Implementation Plan formulated by world leaders at the World Summit on Sustaina-ble Development, hosted by the South African government, building on the earlier Rio Earth Summit. Nelson Rolihlahla Mandela attended the opening of the World Summit on Sus-tainable Development soon after he left office as the first dem-ocratically elected President of the Republic of South Africa. He passed away a week ago today, on 5 December 2013, at the age of 95. His life story is well known. I write here about his words ‘We must start with our own children’.
- Full Text:
- Date Issued: 2014
- Authors: Lotz-Sisitka, Heila
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437207 , vital:73353 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_1
- Description: This paper was prepared today, 13 December 2013, for this book on ‘Intergenerational learning and transformative leader-ship for sustainable futures’, to be released in November 2014 at a World Conference to mark the end of the UN Decade of Education for Sustainable Development (UN-DESD) in Nago-ya, Japan. The UNDESD was born in Johannesburg in 2002; it was an outcome of the Johannesburg Implementation Plan formulated by world leaders at the World Summit on Sustaina-ble Development, hosted by the South African government, building on the earlier Rio Earth Summit. Nelson Rolihlahla Mandela attended the opening of the World Summit on Sus-tainable Development soon after he left office as the first dem-ocratically elected President of the Republic of South Africa. He passed away a week ago today, on 5 December 2013, at the age of 95. His life story is well known. I write here about his words ‘We must start with our own children’.
- Full Text:
- Date Issued: 2014
(Re) conceptualising poverty and informal employment
- Rogan, Michael, Cichello, Paul
- Authors: Rogan, Michael , Cichello, Paul
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/473673 , vital:77671 , ISBN 9780429200724 , https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9780429200724-15/re-conceptualising-poverty-informal-employment-michael-rogan-paul-cichello
- Description: There are roughly 839 million working poor in developing countries who survive on less than $2/day and about 80 per cent are employed in the informal economy. The conventional poverty approach therefore tends to frame the informal economy as a problem to be solved rather than as an important source of household income or a critical base of the modern economy. This chapter aims to reframe the link between informal employment and income poverty by examining the role of informal employment in reducing poverty. To explore the potential for measuring the link between informal employment and poverty reduction, the chapter presents the results of a poverty decomposition analysis using household survey data from South Africa. The findings suggest that a focus on low earnings in the informal economy belies the important contribution of this income to keeping workers and their households above the poverty line. The chapter concludes by considering whether or how policies might look different when they recognise and support the role of earnings from informal employment in the households of the working poor.
- Full Text:
- Date Issued: 2020
- Authors: Rogan, Michael , Cichello, Paul
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/473673 , vital:77671 , ISBN 9780429200724 , https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9780429200724-15/re-conceptualising-poverty-informal-employment-michael-rogan-paul-cichello
- Description: There are roughly 839 million working poor in developing countries who survive on less than $2/day and about 80 per cent are employed in the informal economy. The conventional poverty approach therefore tends to frame the informal economy as a problem to be solved rather than as an important source of household income or a critical base of the modern economy. This chapter aims to reframe the link between informal employment and income poverty by examining the role of informal employment in reducing poverty. To explore the potential for measuring the link between informal employment and poverty reduction, the chapter presents the results of a poverty decomposition analysis using household survey data from South Africa. The findings suggest that a focus on low earnings in the informal economy belies the important contribution of this income to keeping workers and their households above the poverty line. The chapter concludes by considering whether or how policies might look different when they recognise and support the role of earnings from informal employment in the households of the working poor.
- Full Text:
- Date Issued: 2020
A contemporary phenomenology of menstruation: Understanding the body in situation and as situation in public health interventions to address menstruation-related challenges
- Kelland, Lindsay, Paphitis, Sharli A, Macleod, Catriona I
- Authors: Kelland, Lindsay , Paphitis, Sharli A , Macleod, Catriona I
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434293 , vital:73045 , ISBN 1879-243X , https://doi.org/10.1016/j.wsif.2017.09.004
- Description: Social science and public health research has pointed to, firstly, the challenges women face in terms of the management of menstruation and, secondly, to the negative symbolic associations made with the menstruating body. This research, however, seldom engages with philosophical issues relating to embodied subjectivity in order to explain and understand the trends noted. In this paper, we attempt to bridge the divide between feminist theory and current research on the menstruation-related challenges facing women today. We provide a feminist phenomenological account of menstruation in which women's shared bodily lived experiences of menstruation—the body as situation—are set within contexts that enable and/or restrain freedom—the body in situation. This account allows us to understand the universal and differentiated aspects of menstruation and menstrual management, thereby providing a nuanced picture of the interplay between the physical occurrence of menstruation, the symbolic associations made with menstruation, and the socio-material, historical and political conditions within which women live. Such an account, we suggest, should inform advocacy around public policy and institutional civic society that promotes the freedom of women to engage in important life projects, and ground public health interventions around menstruation related challenges.
- Full Text:
- Date Issued: 2017
- Authors: Kelland, Lindsay , Paphitis, Sharli A , Macleod, Catriona I
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434293 , vital:73045 , ISBN 1879-243X , https://doi.org/10.1016/j.wsif.2017.09.004
- Description: Social science and public health research has pointed to, firstly, the challenges women face in terms of the management of menstruation and, secondly, to the negative symbolic associations made with the menstruating body. This research, however, seldom engages with philosophical issues relating to embodied subjectivity in order to explain and understand the trends noted. In this paper, we attempt to bridge the divide between feminist theory and current research on the menstruation-related challenges facing women today. We provide a feminist phenomenological account of menstruation in which women's shared bodily lived experiences of menstruation—the body as situation—are set within contexts that enable and/or restrain freedom—the body in situation. This account allows us to understand the universal and differentiated aspects of menstruation and menstrual management, thereby providing a nuanced picture of the interplay between the physical occurrence of menstruation, the symbolic associations made with menstruation, and the socio-material, historical and political conditions within which women live. Such an account, we suggest, should inform advocacy around public policy and institutional civic society that promotes the freedom of women to engage in important life projects, and ground public health interventions around menstruation related challenges.
- Full Text:
- Date Issued: 2017
A Quest for Ethnic Media: Form and Content in the Case of Muvhango
- Authors: Aiseng, Kealeboga
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/455299 , vital:75419 , ISBN 978-3-031-54914-4 , https://doi.org/10.1007/978-3-031-54915-1_6
- Description: This chapter studies elements of ethnic media in Muvhango against dominant language ideologies in South African television. This chapter aims to show that Muvhango, through form and content, has offered low-status languages linguistic justice using elements of ethnic media. The intersection of form and content within ethnic media productions offers a unique lens to explore the complexities of representation, cultural preservation, and societal transformation.
- Full Text:
- Date Issued: 2024
- Authors: Aiseng, Kealeboga
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/455299 , vital:75419 , ISBN 978-3-031-54914-4 , https://doi.org/10.1007/978-3-031-54915-1_6
- Description: This chapter studies elements of ethnic media in Muvhango against dominant language ideologies in South African television. This chapter aims to show that Muvhango, through form and content, has offered low-status languages linguistic justice using elements of ethnic media. The intersection of form and content within ethnic media productions offers a unique lens to explore the complexities of representation, cultural preservation, and societal transformation.
- Full Text:
- Date Issued: 2024
A reflection on the use of case studies as a methodology for social learning research in sub Saharan Africa
- Cundill, Georgina, Lotz-Sisitka, Heila, Mukute, Mutizwa, Belay, Million, Shackleton, Sheona E, Kulundu, Iinjairu
- Authors: Cundill, Georgina , Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million , Shackleton, Sheona E , Kulundu, Iinjairu
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436636 , vital:73288 , ISBN 1573-5214 , https://doi.org/10.1016/j.njas.2013.04.001
- Description: A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sci-ences from sub-Saharan Africa to reflect on possible reasons behind the preponderance of case study research in this field, and to identify common elements that may be significant for social learning research more generally. We find that a com-mon interest in change oriented social learning, and therefore processes of change, makes case studies a necessary ap-proach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reflected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reflecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is significant scope for exploratory research that compares case studies of social learning research to generate a deeper un-derstanding of social learning processes, and their relationship to human agency and societal change.
- Full Text:
- Date Issued: 2014
- Authors: Cundill, Georgina , Lotz-Sisitka, Heila , Mukute, Mutizwa , Belay, Million , Shackleton, Sheona E , Kulundu, Iinjairu
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436636 , vital:73288 , ISBN 1573-5214 , https://doi.org/10.1016/j.njas.2013.04.001
- Description: A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sci-ences from sub-Saharan Africa to reflect on possible reasons behind the preponderance of case study research in this field, and to identify common elements that may be significant for social learning research more generally. We find that a com-mon interest in change oriented social learning, and therefore processes of change, makes case studies a necessary ap-proach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reflected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reflecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is significant scope for exploratory research that compares case studies of social learning research to generate a deeper un-derstanding of social learning processes, and their relationship to human agency and societal change.
- Full Text:
- Date Issued: 2014
A review of three generations of critical theory: Towards conceptualising critical HESD research
- Authors: Lotz-Sisitka, Heila
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437136 , vital:73345 , ISBN 9781315852249 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781315852249-17/review-three-generations-critical-theory-heila-lotz-sisitka
- Description: To begin a review of the purpose(s) of ESD research, we must first ask the basic question of the purpose of research generally. Definitions of research normally centre on it comprising sys-tematic investigation which contributes to knowledge or under-standing of phenomena or a problem. A distinction is common-ly drawn between pure or basic research which focuses on understanding phenomena and issues, and applied research where the primary emphasis is on research which contributes to the solution of problems or some systemic improvement ra-ther than knowledge for its own sake. Some commentators see action research as a third category as it is predicated on the researcher being part of the research process which itself is committed to personal or social change. ESD research as an area of interest is perhaps unusual because it accommodates and crosses these categories. It also engages in philosophic research regarding cultural, worldview and ethical dimensions of sustainability education – critically important dimensions of ESD research, but not within the scope of this chapter. Re-search on – say – the relative effect of different pedagogies, or how a learning environ-ment affects learning, may be thought of as basic research, but at another level, ESD research is often purposeful beyond the accumulation of understanding about educational processes.
- Full Text:
- Date Issued: 2015
- Authors: Lotz-Sisitka, Heila
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437136 , vital:73345 , ISBN 9781315852249 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781315852249-17/review-three-generations-critical-theory-heila-lotz-sisitka
- Description: To begin a review of the purpose(s) of ESD research, we must first ask the basic question of the purpose of research generally. Definitions of research normally centre on it comprising sys-tematic investigation which contributes to knowledge or under-standing of phenomena or a problem. A distinction is common-ly drawn between pure or basic research which focuses on understanding phenomena and issues, and applied research where the primary emphasis is on research which contributes to the solution of problems or some systemic improvement ra-ther than knowledge for its own sake. Some commentators see action research as a third category as it is predicated on the researcher being part of the research process which itself is committed to personal or social change. ESD research as an area of interest is perhaps unusual because it accommodates and crosses these categories. It also engages in philosophic research regarding cultural, worldview and ethical dimensions of sustainability education – critically important dimensions of ESD research, but not within the scope of this chapter. Re-search on – say – the relative effect of different pedagogies, or how a learning environ-ment affects learning, may be thought of as basic research, but at another level, ESD research is often purposeful beyond the accumulation of understanding about educational processes.
- Full Text:
- Date Issued: 2015
A socio-political and historical perspective of linguistic prescriptivism in relation to the African languages of southern Africa
- Kaschula, Russell H, Mokapela, Sebolelo, Nkomo, Dion, Nosilela, Bulelwa
- Authors: Kaschula, Russell H , Mokapela, Sebolelo , Nkomo, Dion , Nosilela, Bulelwa
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468042 , vital:77002 , ISBN 9781003095125 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003095125-22/socio-political-historical-perspective-linguistic-prescriptivism-relation-african-languages-southern-africa-russell-kaschula-sebolelo-mokapela-dion-nkomo-bulelwa-nosilela
- Description: Major languages in southern Africa evolved from oral to the written mode within particular socio-cultural and political milieu from the eighteenth century. In the postcolonial period, some African countries established regulatory bodies, while others maintained those established during the colonial period to oversee the development and use of African languages. The quest for uniformity manifested itself in a prescriptive approach to the orthographies and grammars of southern African languages. This chapter looks at how prescriptivism emerged from those socio-political and historical processes to become a feature in the development and use of African languages in southern Africa.
- Full Text:
- Date Issued: 2023
- Authors: Kaschula, Russell H , Mokapela, Sebolelo , Nkomo, Dion , Nosilela, Bulelwa
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468042 , vital:77002 , ISBN 9781003095125 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003095125-22/socio-political-historical-perspective-linguistic-prescriptivism-relation-african-languages-southern-africa-russell-kaschula-sebolelo-mokapela-dion-nkomo-bulelwa-nosilela
- Description: Major languages in southern Africa evolved from oral to the written mode within particular socio-cultural and political milieu from the eighteenth century. In the postcolonial period, some African countries established regulatory bodies, while others maintained those established during the colonial period to oversee the development and use of African languages. The quest for uniformity manifested itself in a prescriptive approach to the orthographies and grammars of southern African languages. This chapter looks at how prescriptivism emerged from those socio-political and historical processes to become a feature in the development and use of African languages in southern Africa.
- Full Text:
- Date Issued: 2023
Absenting absence: Expanding zones of proximal development in environmental learning processes
- Authors: Lotz-Sisitka, Heila
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436939 , vital:73318 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: In this chapter I demonstrate that indigenous knowledge practice is com mensurate with critical realist scientific practice. Critical realism under labours for Western scien-tific knowledge, helping to bring its practice in line with its theory. In this paper I similarly underlabour for indigenous knowledge. I use examples from the Eastern Coast of Tan-zania to suggest that the kind of knowledge that is gener-ated through indigenous pro cesses is based on retroduc-tive and retrodictive reasoning (as well as induc tive and deductive reasoning) and is thus grounded in the theory development principles of DREI(C)/RRREI(C) which, ac-cording to Bhaskar (1993), is the basis for all scientific knowledge. The chapter therefore creates a basis for indi-viduals, groups, organiza tions, and institutions that are involved in the field of environment and sustainability edu-cation and have an indigenous knowledge component, to use the DREI(C)/RRREI(C) for learning and research pur-poses. In this way, they can assume the commensurablity of both Western scientific knowledge and indigenous knowledge. This work substantiates the signifi cance of indigenous knowledge as science in its own right, which pursues specified scientific principles and procedures to inform practice or praxis in the coastal learning environ-ment in a manner that may enhance social learning. There already exists a body of literature that regards indigenous knowledge as ‘local science’ (Sillitoe, 2007). However, I hope to expand this view by more closely aligning this ‘lo-cal science’ with the same prac tices used by science in general, where this science is defined according to critical realist principles.
- Full Text:
- Date Issued: 2015
- Authors: Lotz-Sisitka, Heila
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436939 , vital:73318 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: In this chapter I demonstrate that indigenous knowledge practice is com mensurate with critical realist scientific practice. Critical realism under labours for Western scien-tific knowledge, helping to bring its practice in line with its theory. In this paper I similarly underlabour for indigenous knowledge. I use examples from the Eastern Coast of Tan-zania to suggest that the kind of knowledge that is gener-ated through indigenous pro cesses is based on retroduc-tive and retrodictive reasoning (as well as induc tive and deductive reasoning) and is thus grounded in the theory development principles of DREI(C)/RRREI(C) which, ac-cording to Bhaskar (1993), is the basis for all scientific knowledge. The chapter therefore creates a basis for indi-viduals, groups, organiza tions, and institutions that are involved in the field of environment and sustainability edu-cation and have an indigenous knowledge component, to use the DREI(C)/RRREI(C) for learning and research pur-poses. In this way, they can assume the commensurablity of both Western scientific knowledge and indigenous knowledge. This work substantiates the signifi cance of indigenous knowledge as science in its own right, which pursues specified scientific principles and procedures to inform practice or praxis in the coastal learning environ-ment in a manner that may enhance social learning. There already exists a body of literature that regards indigenous knowledge as ‘local science’ (Sillitoe, 2007). However, I hope to expand this view by more closely aligning this ‘lo-cal science’ with the same prac tices used by science in general, where this science is defined according to critical realist principles.
- Full Text:
- Date Issued: 2015
Absenting the absence of parallel learning pathways for intermediate skills: The ‘missing middle' in the environmental sector in South Africa
- Authors: Ramsarup, Presha
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436964 , vital:73320 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: Environment and sustainable development are recognized for: their significance for the future of South Africa’s well-being; their complex, transversal nature; and their associated ‘new-ness’ within South African education and training systems. In a sector with relatively new occupations without clear learning pathways into jobs and where occupational contexts are rapid-ly changing with evolving skill needs, the chapter explores a critical realist dialectical view of learning pathways across sys-tems of work and learning. It highlights the need to develop more sophisticated understandings of learning pathways, and the way in which work, education and training systems inter-face to support the transitions needed for particular forms of work and learning. The chapter also explores how critical real-ist dialectics can help to explain more fully the absence of in-termediate pathways in the environment and sustainable de-velopment ‘sector’ in South Africa. It highlights the absences within the post-school provisioning system and through this analysis raises the patterns of emergence that characterize environmental learning pathways. This then advances an edu-cational critique that assists in the development of deeper knowledge of the object of the study (elements constituting learning pathways) in order to understand possibilities for change and to present opportunities for creating more seam-less environmental learning pathways into green jobs, enhanc-ing social justice potential and public good concerns.
- Full Text:
- Date Issued: 2015
- Authors: Ramsarup, Presha
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436964 , vital:73320 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: Environment and sustainable development are recognized for: their significance for the future of South Africa’s well-being; their complex, transversal nature; and their associated ‘new-ness’ within South African education and training systems. In a sector with relatively new occupations without clear learning pathways into jobs and where occupational contexts are rapid-ly changing with evolving skill needs, the chapter explores a critical realist dialectical view of learning pathways across sys-tems of work and learning. It highlights the need to develop more sophisticated understandings of learning pathways, and the way in which work, education and training systems inter-face to support the transitions needed for particular forms of work and learning. The chapter also explores how critical real-ist dialectics can help to explain more fully the absence of in-termediate pathways in the environment and sustainable de-velopment ‘sector’ in South Africa. It highlights the absences within the post-school provisioning system and through this analysis raises the patterns of emergence that characterize environmental learning pathways. This then advances an edu-cational critique that assists in the development of deeper knowledge of the object of the study (elements constituting learning pathways) in order to understand possibilities for change and to present opportunities for creating more seam-less environmental learning pathways into green jobs, enhanc-ing social justice potential and public good concerns.
- Full Text:
- Date Issued: 2015
Academic development: Autonomy pathways towards gaining legitimacy
- Authors: Vorster, Jo-Anne E
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445759 , vital:74427 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-16/academic-development-jo-anne-vorster
- Description: Despite playing a critical role in universities grappling with change, practitioners working in the field of academic staff development often struggle with legitimacy. Being a relatively young field in higher education, the challenges faced by these actors are largely un-theorized and under-researched. This chapter explores how academic staff development practitioners at eight universities seek (and gain) legitimacy amongst disciplinary academic peers. Drawing on LCT concepts of ‘autonomy codes’, it analyses practices in terms of the fields from which they come and the purpose to which they are directed. Data include publications by academic developers and interviews with academic developers, academics and senior managers of the eight institutions. The chapter demonstrates how academic developers often struggle to gain legitimacy as they occupy a liminal position between academic or administrative positions in relation to the disciplinary experts they work with. Furthermore, it demonstrates that the most successful academic development work occurs when disciplinary staff view academic development as enabling them to become better teachers. The chapter reveals how legitimacy may be more successfully enabled in the field of academic staff development.
- Full Text:
- Date Issued: 2020
- Authors: Vorster, Jo-Anne E
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445759 , vital:74427 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-16/academic-development-jo-anne-vorster
- Description: Despite playing a critical role in universities grappling with change, practitioners working in the field of academic staff development often struggle with legitimacy. Being a relatively young field in higher education, the challenges faced by these actors are largely un-theorized and under-researched. This chapter explores how academic staff development practitioners at eight universities seek (and gain) legitimacy amongst disciplinary academic peers. Drawing on LCT concepts of ‘autonomy codes’, it analyses practices in terms of the fields from which they come and the purpose to which they are directed. Data include publications by academic developers and interviews with academic developers, academics and senior managers of the eight institutions. The chapter demonstrates how academic developers often struggle to gain legitimacy as they occupy a liminal position between academic or administrative positions in relation to the disciplinary experts they work with. Furthermore, it demonstrates that the most successful academic development work occurs when disciplinary staff view academic development as enabling them to become better teachers. The chapter reveals how legitimacy may be more successfully enabled in the field of academic staff development.
- Full Text:
- Date Issued: 2020
Academic discourse: An inter-disciplinary dialogue
- Martin, J R, Maton, Karl, Doran, Y JR
- Authors: Martin, J R , Maton, Karl , Doran, Y JR
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445880 , vital:74439 , ISBN 9780429280726 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429280726-1/academic-discourse-martin-karl-maton-doran
- Description: This volume has been designed to showcase the cutting-edge of the ever-growing dialogue between systemic functional linguistics (SFL) and Legitimation Code Theory (LCT) and the insights into academic discourse this brings. This opening chapter reviews the foundations of this dialogue and positions the work presented throughout the book within this context. First it steps through the development of SFL work in education, focusing on the register-variable field and how it has been impinged upon by successive developments in Bernstein’s code theory and subsequently LCT. It then introduces how LCT extends and integrates Bernstein’s work to embrace a greater range of phenomena within a more systematic framework. It does this by introducing the dimensions of Specialization and Semantics, and showing the insights these conceptual tools can bring to academic knowledge and academic discourse. Finally, it introduces the chapters that make up the volume and positions them in relation to the ways the LCT–SFL dialogue has driven their understandings. This opening chapter lays the foundations for what is to follow and gives a flavour of energy and explanatory power this dialogue generates.
- Full Text:
- Date Issued: 2019
- Authors: Martin, J R , Maton, Karl , Doran, Y JR
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445880 , vital:74439 , ISBN 9780429280726 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429280726-1/academic-discourse-martin-karl-maton-doran
- Description: This volume has been designed to showcase the cutting-edge of the ever-growing dialogue between systemic functional linguistics (SFL) and Legitimation Code Theory (LCT) and the insights into academic discourse this brings. This opening chapter reviews the foundations of this dialogue and positions the work presented throughout the book within this context. First it steps through the development of SFL work in education, focusing on the register-variable field and how it has been impinged upon by successive developments in Bernstein’s code theory and subsequently LCT. It then introduces how LCT extends and integrates Bernstein’s work to embrace a greater range of phenomena within a more systematic framework. It does this by introducing the dimensions of Specialization and Semantics, and showing the insights these conceptual tools can bring to academic knowledge and academic discourse. Finally, it introduces the chapters that make up the volume and positions them in relation to the ways the LCT–SFL dialogue has driven their understandings. This opening chapter lays the foundations for what is to follow and gives a flavour of energy and explanatory power this dialogue generates.
- Full Text:
- Date Issued: 2019
Administrative penalties
- Arendse, Jacqueline A, Clegg, David, Williams, Robert C
- Authors: Arendse, Jacqueline A , Clegg, David , Williams, Robert C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/131225 , vital:36539 , https://store.lexisnexis.co.za/products/silke-on-tax-administration-skuZASKUPG1440
- Description: Provisions dealing with the levying of interest and penalties are contained in the Tax Administration Act and specific provisions also exist in the various tax Acts. Most of the specific penalty provisions in the various tax Acts have been replaced by the general provisions contained in the Tax Administration Act.
- Full Text: false
- Date Issued: 2016
- Authors: Arendse, Jacqueline A , Clegg, David , Williams, Robert C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/131225 , vital:36539 , https://store.lexisnexis.co.za/products/silke-on-tax-administration-skuZASKUPG1440
- Description: Provisions dealing with the levying of interest and penalties are contained in the Tax Administration Act and specific provisions also exist in the various tax Acts. Most of the specific penalty provisions in the various tax Acts have been replaced by the general provisions contained in the Tax Administration Act.
- Full Text: false
- Date Issued: 2016
Adolescent pregnancy: A feminist issue
- Authors: Macleod, Catriona I
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434360 , vital:73051 , ISBN 978-1-4899-8025-0 , https://link.springer.com/chapter/10.1007/978-1-4899-8026-7_6
- Description: Pregnancy and mothering are enduring and central concerns of feminism. DiQuinzo (1999) sums this up in stating that “mothering is both an important site at which the central concepts of feminist theory are elaborated and a site at which these concepts are challenged and reworked.” Stephens (2004) argues, ‘…reproduction and mothering are central to theories of patriarchy and women’s unequal position in Western society…Childbirth can paradoxically be seen as both a cause of women’s subordinate position in society and a means of empowerment.’ Yet, despite the pivotal nature of pregnancy and mothering in feminist literature, there has been surprisingly little direct engagement by feminists in the area of ‘adolescent pregnancy.’ The engagement that there has been is a whisper in relation to the plethora of public health, medical, and psychological writings on ‘adolescent pregnancy.’ The feminists who have engaged with ‘adolescent pregnancy’ have, from their initial engagement and to varying degrees, tried to undermine simple interpretations of ‘adolescent pregnancy’ as a social problem and to link micro- and macro-level gender relations to occurrence of, and responses to, ‘adolescent pregnancy.’ Thus, for example, in the 1980s, Chilman (1985) asserted, ‘Sexism particularly afflicts programs and policies for these young people [unmarried teenage parents] as well as the behaviors that lead up to their becoming unmarried parents.’ In the 1990s, Pillow (1997), using a combination of feminist and postmodern theory, argued that ‘teen research and policy interventions can be understood as entrenched in the dilemmas of modernism, resulting often in normative assumptions that reflect our paradoxical attitudes and practices concerning female sexuality.’ More recently, Wilson and Huntington (2005) observed ‘adolescent pregnancy’ at a time when rates of fertility among young women are decreasing in ‘Western’ societies is ‘underpinned by changing social and political imperatives regarding the role of women in these countries.’
- Full Text:
- Date Issued: 2014
- Authors: Macleod, Catriona I
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434360 , vital:73051 , ISBN 978-1-4899-8025-0 , https://link.springer.com/chapter/10.1007/978-1-4899-8026-7_6
- Description: Pregnancy and mothering are enduring and central concerns of feminism. DiQuinzo (1999) sums this up in stating that “mothering is both an important site at which the central concepts of feminist theory are elaborated and a site at which these concepts are challenged and reworked.” Stephens (2004) argues, ‘…reproduction and mothering are central to theories of patriarchy and women’s unequal position in Western society…Childbirth can paradoxically be seen as both a cause of women’s subordinate position in society and a means of empowerment.’ Yet, despite the pivotal nature of pregnancy and mothering in feminist literature, there has been surprisingly little direct engagement by feminists in the area of ‘adolescent pregnancy.’ The engagement that there has been is a whisper in relation to the plethora of public health, medical, and psychological writings on ‘adolescent pregnancy.’ The feminists who have engaged with ‘adolescent pregnancy’ have, from their initial engagement and to varying degrees, tried to undermine simple interpretations of ‘adolescent pregnancy’ as a social problem and to link micro- and macro-level gender relations to occurrence of, and responses to, ‘adolescent pregnancy.’ Thus, for example, in the 1980s, Chilman (1985) asserted, ‘Sexism particularly afflicts programs and policies for these young people [unmarried teenage parents] as well as the behaviors that lead up to their becoming unmarried parents.’ In the 1990s, Pillow (1997), using a combination of feminist and postmodern theory, argued that ‘teen research and policy interventions can be understood as entrenched in the dilemmas of modernism, resulting often in normative assumptions that reflect our paradoxical attitudes and practices concerning female sexuality.’ More recently, Wilson and Huntington (2005) observed ‘adolescent pregnancy’ at a time when rates of fertility among young women are decreasing in ‘Western’ societies is ‘underpinned by changing social and political imperatives regarding the role of women in these countries.’
- Full Text:
- Date Issued: 2014
Advance rulings
- Arendse, Jacqueline A, Clegg, David, Williams, Robert C
- Authors: Arendse, Jacqueline A , Clegg, David , Williams, Robert C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/131195 , vital:36535 , https://store.lexisnexis.co.za/products/silke-on-tax-administration-skuZASKUPG1440
- Description: Chapter 7 of the Tax Administration Act, namely ss 75–90, deals with the formal system and process of the advance tax ruling system. It therefore follows that SARS may now issue advance rulings in respect of all tax types and tax Acts administered by the Commissioner. Procedures and guidelines, in the form of ‘binding general rulings’, for implementation and operation of the ‘advance ruling’ system may be issued by the Commissioner to give effect to the advance tax ruling system.
- Full Text: false
- Date Issued: 2016
- Authors: Arendse, Jacqueline A , Clegg, David , Williams, Robert C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/131195 , vital:36535 , https://store.lexisnexis.co.za/products/silke-on-tax-administration-skuZASKUPG1440
- Description: Chapter 7 of the Tax Administration Act, namely ss 75–90, deals with the formal system and process of the advance tax ruling system. It therefore follows that SARS may now issue advance rulings in respect of all tax types and tax Acts administered by the Commissioner. Procedures and guidelines, in the form of ‘binding general rulings’, for implementation and operation of the ‘advance ruling’ system may be issued by the Commissioner to give effect to the advance tax ruling system.
- Full Text: false
- Date Issued: 2016
Advances in entomotoxicology: Weaknesses and strengths
- Campobasso, Carlo P, Bugelli, Valentina, Carfora, Anna, Borriello, Renata, Villet, Martin H
- Authors: Campobasso, Carlo P , Bugelli, Valentina , Carfora, Anna , Borriello, Renata , Villet, Martin H
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442717 , vital:74027 , ISBN 9781351163767 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781351163767-13/advances-entomotoxicology-carlo-campobasso-valentina-bugelli-anna-carfora-renata-borriello-martin-villet
- Description: Forensic entomotoxicology deals mainly with the analysis of the tissues of insects to identify toxicants present in their food sources. Insects feeding on human tissues can ingest all of the xenobiotic substances taken by living individuals, such as common prescription and illicit drugs. Ecotoxicology is a well-established scientific discipline from which environmental forensic entomotoxicology is derived as a relatively new branch. Entomotoxicology also addresses the effects of drugs and toxins on arthropod development, survival, morphology, and their implications for estimating postmortem intervals. The primary focus of a forensic toxicologist is the detection of toxicants from human tissue samples to help in determining the cause of death. Like nutrients, toxicants encountered by an insect may be assimilated, digested, absorbed, and either sequestered, metabolized, or excreted. Entomological samples are currently of limited quantitative value in forensic toxicology.
- Full Text:
- Date Issued: 2019
- Authors: Campobasso, Carlo P , Bugelli, Valentina , Carfora, Anna , Borriello, Renata , Villet, Martin H
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442717 , vital:74027 , ISBN 9781351163767 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781351163767-13/advances-entomotoxicology-carlo-campobasso-valentina-bugelli-anna-carfora-renata-borriello-martin-villet
- Description: Forensic entomotoxicology deals mainly with the analysis of the tissues of insects to identify toxicants present in their food sources. Insects feeding on human tissues can ingest all of the xenobiotic substances taken by living individuals, such as common prescription and illicit drugs. Ecotoxicology is a well-established scientific discipline from which environmental forensic entomotoxicology is derived as a relatively new branch. Entomotoxicology also addresses the effects of drugs and toxins on arthropod development, survival, morphology, and their implications for estimating postmortem intervals. The primary focus of a forensic toxicologist is the detection of toxicants from human tissue samples to help in determining the cause of death. Like nutrients, toxicants encountered by an insect may be assimilated, digested, absorbed, and either sequestered, metabolized, or excreted. Entomological samples are currently of limited quantitative value in forensic toxicology.
- Full Text:
- Date Issued: 2019
Advancing Assessment Thinking in Education for Sustainable Development with a Focus on Significant Learning Processes
- Shumba, Overson, Mandikonza, Caleb, Lotz-Sisitka, Heila
- Authors: Shumba, Overson , Mandikonza, Caleb , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435209 , vital:73138 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This position paper is developed in the context of the Fundisa [Teaching] for Change teacher education programme (www.fundisaforchange.co.za), as well as the Sustainability Starts with Teachers programmes for teacher education (www. sustainabilityteachers.org/course). Fundisa for Change is a South African programme while Sustainability Starts with Teachers is a Southern Africa Development Community (SADC) programme for teacher educators. Both these programmes seek to enhance transformative environments and sustainability education processes in teacher education. They have a strategic focus on situated and transformative learning approaches for learners to learn to ‘know the world’ and practice ‘being in the world’. The real world provides the context for learning and assessment for learning, but not enough is known about assessment of such learning.
- Full Text:
- Date Issued: 2021
- Authors: Shumba, Overson , Mandikonza, Caleb , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435209 , vital:73138 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This position paper is developed in the context of the Fundisa [Teaching] for Change teacher education programme (www.fundisaforchange.co.za), as well as the Sustainability Starts with Teachers programmes for teacher education (www. sustainabilityteachers.org/course). Fundisa for Change is a South African programme while Sustainability Starts with Teachers is a Southern Africa Development Community (SADC) programme for teacher educators. Both these programmes seek to enhance transformative environments and sustainability education processes in teacher education. They have a strategic focus on situated and transformative learning approaches for learners to learn to ‘know the world’ and practice ‘being in the world’. The real world provides the context for learning and assessment for learning, but not enough is known about assessment of such learning.
- Full Text:
- Date Issued: 2021
Advancing urban ecology in the global south: emerging themes and future research directions
- du Toit, Marie J, Shackleton, Charlie M, Cilliers, Sarel S, Davoren, Elandre
- Authors: du Toit, Marie J , Shackleton, Charlie M , Cilliers, Sarel S , Davoren, Elandre
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433713 , vital:72996 , ISBN 978-3-030-67650-6 , https://doi.org/10.1007/978-3-030-67650-6_17
- Description: The rapid growth in urban ecological research and application has been led by countries of the Global North, particularly Europe and the USA, albeit not restricted to them. However, this belies that most urban growth is currently in the Global South, with the differential set to increase in the future. Thus, there is an imbalance between where the bulk of urban ecological research and framings are developed and where the majority of urban citizens globally live, work and seek to meet their aspirations. This chapter illustrates how this book addressed the identified research gaps in the Global South. We also highlight dominant recurring themes in Global South research discourse and importantly, where future research efforts over the next decade should be focussed. Eight themes are considered, namely: inequality; informality; urban–rural links; small and medium-sized towns and cities; urban green infrastructure, biodiversity and ecosystem services; understanding and accommodating multiple worldviews of urban nature; human health and urban nature; and specific research approaches.
- Full Text:
- Date Issued: 2021
- Authors: du Toit, Marie J , Shackleton, Charlie M , Cilliers, Sarel S , Davoren, Elandre
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433713 , vital:72996 , ISBN 978-3-030-67650-6 , https://doi.org/10.1007/978-3-030-67650-6_17
- Description: The rapid growth in urban ecological research and application has been led by countries of the Global North, particularly Europe and the USA, albeit not restricted to them. However, this belies that most urban growth is currently in the Global South, with the differential set to increase in the future. Thus, there is an imbalance between where the bulk of urban ecological research and framings are developed and where the majority of urban citizens globally live, work and seek to meet their aspirations. This chapter illustrates how this book addressed the identified research gaps in the Global South. We also highlight dominant recurring themes in Global South research discourse and importantly, where future research efforts over the next decade should be focussed. Eight themes are considered, namely: inequality; informality; urban–rural links; small and medium-sized towns and cities; urban green infrastructure, biodiversity and ecosystem services; understanding and accommodating multiple worldviews of urban nature; human health and urban nature; and specific research approaches.
- Full Text:
- Date Issued: 2021
Agents of Change: Journalism Education as Critical Service-Learning
- Authors: Du Toit, Jeanne E
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468250 , vital:77036 , ISBN 978-1-80071-188-4 , https://www.emerald.com/insight/content/doi/10.1108/s2055-364120220000046004/full/html
- Description: The chapter deals with a service-learning course based in the School of Journalism and Media Studies at Rhodes University in South Africa. It provides a backdrop for the case study, describing the context in which the course is based and kind of intervention that it aims to make into this context. It then maps out the theoretical framework that informs the course, explaining how this is informed by the available spectrum of approaches to service-learning. It demonstrates how the course draws on the concept of a ‘communicative ecology’, to provide itself with a language in which to reflect on the social significance of communication. The chapter then reviews the first cycle of the course which took place in 2019, drawing on insights from participants (teachers, students and community partners). It deals, firstly, with the participants’ engagement with the concept of service-learning. Secondly, it describes their experience of service-learning as a communicative process. Finally, it describes their evaluation of this process as an intervention into the local communicative ecology. It is demonstrated that service-learning enables the school to respond strategically to the need for innovative communicative practices both in their immediate environment and within the broader South African context.
- Full Text:
- Date Issued: 2022
- Authors: Du Toit, Jeanne E
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468250 , vital:77036 , ISBN 978-1-80071-188-4 , https://www.emerald.com/insight/content/doi/10.1108/s2055-364120220000046004/full/html
- Description: The chapter deals with a service-learning course based in the School of Journalism and Media Studies at Rhodes University in South Africa. It provides a backdrop for the case study, describing the context in which the course is based and kind of intervention that it aims to make into this context. It then maps out the theoretical framework that informs the course, explaining how this is informed by the available spectrum of approaches to service-learning. It demonstrates how the course draws on the concept of a ‘communicative ecology’, to provide itself with a language in which to reflect on the social significance of communication. The chapter then reviews the first cycle of the course which took place in 2019, drawing on insights from participants (teachers, students and community partners). It deals, firstly, with the participants’ engagement with the concept of service-learning. Secondly, it describes their experience of service-learning as a communicative process. Finally, it describes their evaluation of this process as an intervention into the local communicative ecology. It is demonstrated that service-learning enables the school to respond strategically to the need for innovative communicative practices both in their immediate environment and within the broader South African context.
- Full Text:
- Date Issued: 2022
Allopatric speciation in the flightless Phoberus capensis (Coleoptera: Trogidae) group, with description of two new species
- Strümpher, Werner P, Sole, Catherine L, Villet, Martin H, Scholtz, Clarke H
- Authors: Strümpher, Werner P , Sole, Catherine L , Villet, Martin H , Scholtz, Clarke H
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442730 , vital:74028 , ISBN , https://brill.com/view/journals/ise/47/2/article-p149_4.xml
- Description: The name Phoberus capensis (Scholtz) is applied to a small flightless, keratinophagous beetle endemic to the Cape Floristic Region of South Africa. Its gross distribution stretches from roughly 1000 km from the Cederberg (32°24’22” S, 19°04’50” E) to Grahamstown (33°20’07” S, 26°32’50” E). The populations are spatially discrete, restricted to relict forests of the southern Cape and disjunct high montane refugia of the Cape Fold Mountains. We test the hypothesis that there is more than one distinct species nested within the name P . capensis . Phylogenetic relationships among populations were inferred using molecular sequence data. The results support three distinct evolutionary lineages, which were also supported by morphological characters. Divergence time estimates suggest Pliocene-Pleistocene diversification. Based on these results, it is suggested that the P. capensis lineage experienced climatically-driven allopatric speciation with sheltered Afrotemperate forests and high mountain peaks serving as important refugia in response to climatic ameliorations. The P. capensis complex thus represents a speciation process in which flight-restricted populations evolved in close allopatry, possibly as recently as the Pleistocene. Two divergent and geographically distinct lineages are described as novel species: The new species, P . disjunctus sp. n. and P . herminae sp. n., are illustrated by photographs of habitus and male aedeagi.
- Full Text:
- Date Issued: 2016
- Authors: Strümpher, Werner P , Sole, Catherine L , Villet, Martin H , Scholtz, Clarke H
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442730 , vital:74028 , ISBN , https://brill.com/view/journals/ise/47/2/article-p149_4.xml
- Description: The name Phoberus capensis (Scholtz) is applied to a small flightless, keratinophagous beetle endemic to the Cape Floristic Region of South Africa. Its gross distribution stretches from roughly 1000 km from the Cederberg (32°24’22” S, 19°04’50” E) to Grahamstown (33°20’07” S, 26°32’50” E). The populations are spatially discrete, restricted to relict forests of the southern Cape and disjunct high montane refugia of the Cape Fold Mountains. We test the hypothesis that there is more than one distinct species nested within the name P . capensis . Phylogenetic relationships among populations were inferred using molecular sequence data. The results support three distinct evolutionary lineages, which were also supported by morphological characters. Divergence time estimates suggest Pliocene-Pleistocene diversification. Based on these results, it is suggested that the P. capensis lineage experienced climatically-driven allopatric speciation with sheltered Afrotemperate forests and high mountain peaks serving as important refugia in response to climatic ameliorations. The P. capensis complex thus represents a speciation process in which flight-restricted populations evolved in close allopatry, possibly as recently as the Pleistocene. Two divergent and geographically distinct lineages are described as novel species: The new species, P . disjunctus sp. n. and P . herminae sp. n., are illustrated by photographs of habitus and male aedeagi.
- Full Text:
- Date Issued: 2016
An Examination of the Nexus between Environmental Knowledge and Environmental Learning Processes
- Chitsiga, Christina, Schudel, Ingrid J
- Authors: Chitsiga, Christina , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435086 , vital:73129 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Previous chapters in this book have discussed the complexity of environmental content (see Schudel and Lotz-Sisitka, Chapter 2; Isaacs and Olvitt, Chapter 4) and Chapter 8 (Schudel) has highlighted the significance and key elements of active and critical approaches to learning. The primary purpose of this chapter is to draw these two approaches together; that is, to explore the nexus of environmental content and environmental learning processes.
- Full Text:
- Date Issued: 2021
- Authors: Chitsiga, Christina , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435086 , vital:73129 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Previous chapters in this book have discussed the complexity of environmental content (see Schudel and Lotz-Sisitka, Chapter 2; Isaacs and Olvitt, Chapter 4) and Chapter 8 (Schudel) has highlighted the significance and key elements of active and critical approaches to learning. The primary purpose of this chapter is to draw these two approaches together; that is, to explore the nexus of environmental content and environmental learning processes.
- Full Text:
- Date Issued: 2021