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This paper explores the use of systems theory to inform the mainstreaming of sustainability in a university’s functions as it responds to sustainable development challenges in its local context. Offering a case study of Rhodes University, the paper shows how the use of systems models and concepts, underpinned by a critical realist ontology and an understanding of morphogenetic change processes, have the potential to enable universities to mobilise their operations to respond to local sustainability challenges. In this instance, the success of such an approach is shown to depend on commitments from the university community and the availability of enabling inputs, such as financial and human resources. The paper concludes with reflections and recommendations to inform further development of a newly emerging systems approach in sustainability mainstreaming at Rhodes University, and other institutions pursuing similar approaches and goals. 相似文献
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Heila Lotz‐Sisitka 《Environmental Education Research》2009,15(2):165-175
This paper responds to a keynote paper presented by William Scott at the 2007 World Environmental Education Congress held in Durban, South Africa. The keynote address reviewed 30 years of environmental education research. In this response to William Scott's paper I contemplate the way in which environmental education research may enable reflexivity in modernity and develop knowledge that can serve as cultural mediator between individual and society. Through emphasizing ontology, I consider the reality of global knowledge production in relation to the way in which ontology may influence the reasons how and why we come to do particular forms of research, providing an ontological reference for the ever‐expanding pluralism that characterizes the field of environmental education research. The paper comments on various aspects of the Scott paper, but presents an argument for not only valuing pluralism, methodological experimentation and ‘reaching out’, but for embracing the cosmopolitan implications of wider ontological referents of environmental concerns in environmental education research. The paper argues that research in environmental education ought to become ontologically defensible at both local and global scales. 相似文献
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Heila Lotz-Sisitka Mutizwa Mukute Charles Chikunda Aristides Baloi Tichaona Pesanayi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(6):897-914
Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms – viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge. 相似文献
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Heila Lotz-Sisitka 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,38(2):207-220
This paper considers the question of what education for sustainable development (ESD) research might signify when linked to
the concept of “retention”, and how this relation (ESD and retention) might be researched. It considers two different perspectives
on retention, as revealed through educational research trajectories, drawing on existing research and case studies. Firstly,
it discusses an ESD research agenda that documents retention by focusing on the issue of keeping children in schools. This
research agenda is typical of the existing discourses surrounding Education for All (EFA). It then discusses a related ESD
research agenda that focuses more on the pedagogical and curricular aspects of retention, as this provides for a deeper understanding
of how ESD can contribute to improving the quality of teaching and learning within a wider EFA retention agenda. 相似文献
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In our response to 'Mind the gap' by Kollmuss and Agyeman (2002) we review contemporary pro-environmental behaviour research and perspectives. We apply a social processes vantage point to reveal a blindness to the historical origins of these perspectives. Through drawing on a case in an African context, we illuminate the way in which experts in institutional contexts come to etch instrumental perspectives, and thus we probe the limitations of instrumentalist assumptions associated with pro-environmental behaviour research and perspectives. We also point to ideological blind spots and blockages that persist in disallowing social politics and history to illuminate the complexities of human social habitus, and we reveal some of the complexities that have been set aside in the Kollmuss and Agyeman article. 相似文献
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Martin Mickelsson David O. Kronlid Heila Lotz-Sisitka 《Environmental Education Research》2019,25(1):135-150
This article aims to introduce a view of scaling as a learning process. In the article we discuss the concept of ‘scaling up’ or ‘scaling’ of Education for Sustainable Development (ESD) activities on the basis of how ‘scaling up’ ESD is highlighted in the UNESCO Global Action Programme (GAP) on ESD. Drawing on a Deweyan theory of learning as processes of transactional encounters, the article presents a conceptual framework of scaling-ESD-activities-as-learning. This conceptual framework is intended to have implications for ESD policy and ESE research. The theoretical specifications and practical implications presented are results of data collected using a participatory research approach (Re-Solve) and an abductive analysis. In this article, we argue that viewing scaling as a learning process enables a nuanced notion of scaling ESD-activities. This should be seen in relation to (a) complex sustainability challenges, (b) ethical aspects, (c) a more attentive and strict approach to scaling in ESD policy and (d) addressing questions of significant importance to scaling research. 相似文献
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Noah Weeth Feinstein Pedro Roberto Jacobi Heila Lotz-Sisitka 《Environmental Education Research》2013,19(2):218-230
International policy analysis tends to simplify the nation state, portraying countries as coherent units that can be described by one statistic or placed into one category. As scholars from Brazil, South Africa, and the USA, we find the nation-centric research perspective particularly challenging. In each of our home countries, the effective influence of the national government on education is quite limited, particularly in fringe and emerging areas of education such as Education for Sustainable Development (ESD) and Climate Change Education (CCE). This essay explores how nation-level comparisons are and are not useful for international research on ESD and CCE. We consider several layers of decentralized governance, but ultimately come to the conclusion that ESD governance in our respective countries is polycentric rather than decentralized. We discuss the implications of this idea for cross-national policy research on ESD and CCE. 相似文献
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