Socio-ecological Justice Informed Curriculum: Inquiry Transformative Potentials of Critical Water Pedagogy
- Authors: James, Anna
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436159 , vital:73231 , ISBN 978-3-030-84510-0 , https://doi.org/10.1007/978-3-030-84510-0_5
- Description: This paper brings water education, critical pedagogy, and environmental learning into dialogue for the purposes of ar-ticulating some tensions and openings toward a critical envi-ronmental pedagogy that is asked of us in contexts of the Global South. Against this backdrop, I present a pedagogical framework for a socio-ecological school’s audit which seeks to bring to life the possibility of merging environmental and social movement knowledge. Drawing on the threads of transformative potential from literature on water education projects situated in South Africa, I offer a framework for en-gaging with water as socio-ecological phenomena that re-spond to multiple experiences and the urgency of knowing and shifting our structural relationship to water.
- Full Text:
- Date Issued: 2022
- Authors: James, Anna
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436159 , vital:73231 , ISBN 978-3-030-84510-0 , https://doi.org/10.1007/978-3-030-84510-0_5
- Description: This paper brings water education, critical pedagogy, and environmental learning into dialogue for the purposes of ar-ticulating some tensions and openings toward a critical envi-ronmental pedagogy that is asked of us in contexts of the Global South. Against this backdrop, I present a pedagogical framework for a socio-ecological school’s audit which seeks to bring to life the possibility of merging environmental and social movement knowledge. Drawing on the threads of transformative potential from literature on water education projects situated in South Africa, I offer a framework for en-gaging with water as socio-ecological phenomena that re-spond to multiple experiences and the urgency of knowing and shifting our structural relationship to water.
- Full Text:
- Date Issued: 2022
The (Slow) Urgency of Socio-cological Justice in ESE–Listening to Children in Marginalized Positions in ESE
- Jørgensen, Nanna J, James, Anna
- Authors: Jørgensen, Nanna J , James, Anna
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437526 , vital:73391 , ISBN
- Description: As a contribution to discussions about how ESE research respond to increasing urgency and climate emergencies, this essay discusses the relation between education and the pursuit of societal transformation with a view to questions of socio-ecological justice. Our research interest centers on young children’s participation and voice, on the inequalities which constitute barriers to this participation, and on the potentials of a more fine-tuned pedagogy which listens to children’s voices and their relations with the non-human environment in our research practices. This listening is a radical process of unlearning and rethinking ‘urgency’. The essay is based on an ongoing dialogue about how research on sustainability education might respond to the voices of children in marginalized positions across two very different geographical and socio-cultural settings–the Danish welfare state and post-apartheid South Africa (see James and Jørgensen, forthcoming). Here we draw attention to the dangers of assumptions underlying urgency (dualism and instrumentalism) and the voices of young children in research as a practice that resists these dangers.
- Full Text:
- Date Issued: 2022
- Authors: Jørgensen, Nanna J , James, Anna
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437526 , vital:73391 , ISBN
- Description: As a contribution to discussions about how ESE research respond to increasing urgency and climate emergencies, this essay discusses the relation between education and the pursuit of societal transformation with a view to questions of socio-ecological justice. Our research interest centers on young children’s participation and voice, on the inequalities which constitute barriers to this participation, and on the potentials of a more fine-tuned pedagogy which listens to children’s voices and their relations with the non-human environment in our research practices. This listening is a radical process of unlearning and rethinking ‘urgency’. The essay is based on an ongoing dialogue about how research on sustainability education might respond to the voices of children in marginalized positions across two very different geographical and socio-cultural settings–the Danish welfare state and post-apartheid South Africa (see James and Jørgensen, forthcoming). Here we draw attention to the dangers of assumptions underlying urgency (dualism and instrumentalism) and the voices of young children in research as a practice that resists these dangers.
- Full Text:
- Date Issued: 2022
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
Think Piece. Working for Living: Popular Education as/at Work for Social-ecological Justice
- Burt, Jane C, James, Anna, Walters, Shirley, Von Kotze, Astrid
- Authors: Burt, Jane C , James, Anna , Walters, Shirley , Von Kotze, Astrid
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388150 , vital:68310 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/165826"
- Description: Drawing on the working lives of popular educators who are striving for socioeconomic and socio-ecological justice, we demonstrate how popular education is a form of care work which is feminised, often undervalued and unrecognised as highly skilled work. It is relational work that aims to forge solidarity with communities and the environment. Given the state of the planet, the radical transformations that are needed, and the future projection of ‘work’ as including the care economy in large measure, we argue that popular education is a generative site for further exploration of research into work and learning. However, to move popular education as work from the margins means to rethink the current economic system of value. Addressing the contradiction that undervalues work for life/living, popular education engages transformative action motivated by a deep sense of solidarity and a focus on imagining alternatives as an act of hope.
- Full Text:
- Date Issued: 2020
- Authors: Burt, Jane C , James, Anna , Walters, Shirley , Von Kotze, Astrid
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388150 , vital:68310 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/165826"
- Description: Drawing on the working lives of popular educators who are striving for socioeconomic and socio-ecological justice, we demonstrate how popular education is a form of care work which is feminised, often undervalued and unrecognised as highly skilled work. It is relational work that aims to forge solidarity with communities and the environment. Given the state of the planet, the radical transformations that are needed, and the future projection of ‘work’ as including the care economy in large measure, we argue that popular education is a generative site for further exploration of research into work and learning. However, to move popular education as work from the margins means to rethink the current economic system of value. Addressing the contradiction that undervalues work for life/living, popular education engages transformative action motivated by a deep sense of solidarity and a focus on imagining alternatives as an act of hope.
- Full Text:
- Date Issued: 2020
Making (non) sense of urban water flows: Qualities and processes for transformative and transgressive learning moments
- Authors: James, Anna
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/390665 , vital:68572 , xlink:href="https://doi.org/10.3390/su11236817"
- Description: Urban sustainability and justice depend upon the flow of water across complex urban space. Yet, the characteristics of urban space produce a fragmented sense of our water resources. Cape Town, South Africa, the context of this research, is one such city whose water challenges have been exacerbated by climate change-induced drought, to the extent that the city nearly shut off the water running to residents’ taps. This context presents a particular challenge for the focus of this special issue, transformative and transgressive learning, an emerging arena of thought and practice concerned with learning processes that might foster more sustainable socio-ecological relations. The empirical material for this research draws from 12 arts-based inquiry workshops run with youth in an environmental organisation over four months, exploring a local water crisis. The data were generated through an engaged arts-based research process. The paper traces how transformative and transgressive learning in the context of urban water crisis might be characterised as making (non)sense by bringing the empirical material into dialogue with five entry points of transformative and transgressive learning literature rooted in Freirean educational praxis. This paper crafts and engages the concept of making (non)sense, a way of thinking about qualities and processes of learning praxis that responds to the wicked sustainability challenges we face today, particularly in terms of a Global South perspective. I argue such a praxis needs qualities and processes that disrupt and trouble the norm in the context of the socio-ecological challenge of urban water.
- Full Text:
- Date Issued: 2019
- Authors: James, Anna
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/390665 , vital:68572 , xlink:href="https://doi.org/10.3390/su11236817"
- Description: Urban sustainability and justice depend upon the flow of water across complex urban space. Yet, the characteristics of urban space produce a fragmented sense of our water resources. Cape Town, South Africa, the context of this research, is one such city whose water challenges have been exacerbated by climate change-induced drought, to the extent that the city nearly shut off the water running to residents’ taps. This context presents a particular challenge for the focus of this special issue, transformative and transgressive learning, an emerging arena of thought and practice concerned with learning processes that might foster more sustainable socio-ecological relations. The empirical material for this research draws from 12 arts-based inquiry workshops run with youth in an environmental organisation over four months, exploring a local water crisis. The data were generated through an engaged arts-based research process. The paper traces how transformative and transgressive learning in the context of urban water crisis might be characterised as making (non)sense by bringing the empirical material into dialogue with five entry points of transformative and transgressive learning literature rooted in Freirean educational praxis. This paper crafts and engages the concept of making (non)sense, a way of thinking about qualities and processes of learning praxis that responds to the wicked sustainability challenges we face today, particularly in terms of a Global South perspective. I argue such a praxis needs qualities and processes that disrupt and trouble the norm in the context of the socio-ecological challenge of urban water.
- Full Text:
- Date Issued: 2019
A peaceful revenge: Achieving structural and agential transformation in a South African context using cognitive justice and emancipatory social learning
- Authors: Burt, Jane C , James, Anna
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392049 , vital:68717 , xlink:href="https://doi.org/10.1080/14767430.2018.1550312"
- Description: This is an account of the emancipatory struggle that faces agents who seek to change the oppressive social structures associated with neo-liberalism. We begin by ‘digging amongst the bones’ of the calls for resistance that have been declared dead or assimilated/co-opted by neoliberal theorists. This leads us to unearth, then utilize, Paulo Freire’s Pedagogy of the Oppressed, Steve Biko’s Black Consciousness and Shiv Visvanathan's ideas; which are examples of Roy Bhaskar’s transformative dialectic. We argue, using examples, that cognitive justice – a concept common to each of our chosen theorists – is vital in enabling emancipatory social learning. By embracing cognitive justice, the agents gained confidence, which led to their increased ability to champion community and non-academic knowledge. It also uncovered structural tensions – attendant in neoliberalism – around privilege. By articulating these tensions, the participants were able to ‘come closer together’. Such processes, initiated by ensuring cognitive justice, are possible steps in achieving universal solidarity; which is likely to be a necessary step along the path of achieving emancipation.
- Full Text:
- Date Issued: 2018
- Authors: Burt, Jane C , James, Anna
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392049 , vital:68717 , xlink:href="https://doi.org/10.1080/14767430.2018.1550312"
- Description: This is an account of the emancipatory struggle that faces agents who seek to change the oppressive social structures associated with neo-liberalism. We begin by ‘digging amongst the bones’ of the calls for resistance that have been declared dead or assimilated/co-opted by neoliberal theorists. This leads us to unearth, then utilize, Paulo Freire’s Pedagogy of the Oppressed, Steve Biko’s Black Consciousness and Shiv Visvanathan's ideas; which are examples of Roy Bhaskar’s transformative dialectic. We argue, using examples, that cognitive justice – a concept common to each of our chosen theorists – is vital in enabling emancipatory social learning. By embracing cognitive justice, the agents gained confidence, which led to their increased ability to champion community and non-academic knowledge. It also uncovered structural tensions – attendant in neoliberalism – around privilege. By articulating these tensions, the participants were able to ‘come closer together’. Such processes, initiated by ensuring cognitive justice, are possible steps in achieving universal solidarity; which is likely to be a necessary step along the path of achieving emancipation.
- Full Text:
- Date Issued: 2018
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