Engaged sustainability science and place-based transgressive learning in higher education
- Lotz-Sisitka, Heila, Le Grange, Lesley, Mphepo, Gibson Y
- Authors: Lotz-Sisitka, Heila , Le Grange, Lesley , Mphepo, Gibson Y
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480429 , vital:78441 , https://hdl.handle.net/10520/ejc-sajsci-v120-n9-a22
- Description: This article is located within current debates on engaged science and learning in higher education, with emphasis on types of learning emerging from engaged sustainability science, and associated contributions to debates on decoloniality in higher education. In par ticular, the ar ticle deliberates how a focus on sustainability science practised as place-based transgressive learning can add to debates on decoloniality in higher education. Through analysis of two case studies, we propose that co-engaged place-based research and learning emerges as a form of multi-loop, transgressive learning that offers possibilities for advancing understanding of decolonising learning processes, at least in those par ts of the higher education system where the learning and sustainability sciences meet. This is offered as an approach to deepen science engagement in contemporary African contexts.
- Full Text:
- Date Issued: 2024
- Authors: Lotz-Sisitka, Heila , Le Grange, Lesley , Mphepo, Gibson Y
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480429 , vital:78441 , https://hdl.handle.net/10520/ejc-sajsci-v120-n9-a22
- Description: This article is located within current debates on engaged science and learning in higher education, with emphasis on types of learning emerging from engaged sustainability science, and associated contributions to debates on decoloniality in higher education. In par ticular, the ar ticle deliberates how a focus on sustainability science practised as place-based transgressive learning can add to debates on decoloniality in higher education. Through analysis of two case studies, we propose that co-engaged place-based research and learning emerges as a form of multi-loop, transgressive learning that offers possibilities for advancing understanding of decolonising learning processes, at least in those par ts of the higher education system where the learning and sustainability sciences meet. This is offered as an approach to deepen science engagement in contemporary African contexts.
- Full Text:
- Date Issued: 2024
Transforming Education for Sustainable Futures: Intersecting dynamics of food, water, livelihoods and education in the COVID-19 pandemic
- Velempini, Kgosietsile, Lotz-Sisitka, Heila, Kulundu, Injairu, Maqwelane, Lwanda, James, Anna, Mphepo, Gibson Y, Dyantyi, Phila, Kunkwenza, Esthery
- Authors: Velempini, Kgosietsile , Lotz-Sisitka, Heila , Kulundu, Injairu , Maqwelane, Lwanda , James, Anna , Mphepo, Gibson Y , Dyantyi, Phila , Kunkwenza, Esthery
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389903 , vital:68494 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/211392"
- Description: Since 2019, the COVID-19 pandemic has posed challenges to but also highlighted the urgent need for transforming education for sustainable futures. The purpose of this article is to share insights gained from a southern African study on intersecting influences of water, food, livelihoods and education, and what they mean for Education for Sustainable Development going forward. The interest is to learn from this study in ways that can inform transformation of education for sustainable futures in southern Africa going forward. The study involved a number of early career researchers in SADC countries, and was conducted via an online approach during the early days of the pandemic. It followed a qualitative research design, employed document analysis, interviews and questionnaires, and drew on a systems perspective to inform analysis. The findings are as relevant today as they were in the pandemic, and point to the importance of giving attention to intersecting issues that affect education. The study highlights six transformative praxis pathways for transforming education for sustainable futures.
- Full Text:
- Date Issued: 2022
- Authors: Velempini, Kgosietsile , Lotz-Sisitka, Heila , Kulundu, Injairu , Maqwelane, Lwanda , James, Anna , Mphepo, Gibson Y , Dyantyi, Phila , Kunkwenza, Esthery
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389903 , vital:68494 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/211392"
- Description: Since 2019, the COVID-19 pandemic has posed challenges to but also highlighted the urgent need for transforming education for sustainable futures. The purpose of this article is to share insights gained from a southern African study on intersecting influences of water, food, livelihoods and education, and what they mean for Education for Sustainable Development going forward. The interest is to learn from this study in ways that can inform transformation of education for sustainable futures in southern Africa going forward. The study involved a number of early career researchers in SADC countries, and was conducted via an online approach during the early days of the pandemic. It followed a qualitative research design, employed document analysis, interviews and questionnaires, and drew on a systems perspective to inform analysis. The findings are as relevant today as they were in the pandemic, and point to the importance of giving attention to intersecting issues that affect education. The study highlights six transformative praxis pathways for transforming education for sustainable futures.
- Full Text:
- Date Issued: 2022
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