Co-Investigator & Hub Leader
Call for Proposal Guidance – South Africa
The call in South Africa is an open call and is supported by our hub partners at Rhodes University
Introducing the hub team
Timeline for the call for proposals in South Africa
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South Africa Background Paper
In this background paper we consider both: 1) how education can contribute to sustainable development, and 2) how sustainable development can shape quality, relevant education. We also frame the meaning of education broadly, within a lifelong learning framework that includes formal education, technical and vocational education and training, work and learning, as well as social movement and community education and social learning.
South Africa First Engagement Paper
This paper is a companion piece to the South African Background Paper and outlines the insight gained from our first engagement with a wide range of stakeholders, practitioners, activists and researchers. They added their thoughts and experiences to the overall framing of the project and in doing so deepened our understandings of the power and potential that this project could generate in the South African context.
Unintended Methodologies: Arts-based Research Practices as Forms of Listening
This video is a recording of a webinar which took place on 25 November 2020 as part of the seminar series Bristol Conversations in Education, which is run by the School of Education at the University of Bristol.
Think Piece: Learning, Living and Leading into Transgression – A reflection on decolonial praxis in a neoliberal world
A paper published in the Southern African Journal of Environmental Education. Three scholar activists from South Africa reflect on what it means to transgress the limits of a neoliberal world and its crisis times, particularly considering transgressions in the service of a decolonial future.
Environment and sustainability education research as policy engagement: (re-) invigorating ‘politics as potentia’ in South Africa
Using a meta-review approach organized historically in relation to critical policy incidents, this paper critically reviews the process of developing and (re) invigorating Environment and Sustainability Education (ESE) (policy) research as ESE policy engagement over a 30+ year period in a rapidly transforming society, South Africa. It offers an example of long term policy-research meta-review in a context of policy flux. It adds to a body of international ESE policy studies that are seeking to understand and develop the ESE research/policy interface as this relation emerges under more complex conditions.
T-Learning Project Website
The International Sciences Council programme on Transformations to Sustainability strengthens social responses to climate change and environmental concerns. It has established a number of Transformative Knowledge Networks linking scientists, educators, civil society, policy makers, business and other stakeholders together. The T-learning project was one of the first of these Transformative Knowledge Networks.