Browse

You are looking at 1 - 10 of 51 items for :

  • Technology and Development x
Clear All

Through a project undertaken under a programme funded by United Kingdom Research and Innovation (UKRI) called Transforming Education for Sustainable Futures (TESF), alternative learning approaches associated with the introduction of a form of vertical farming called ‘tower gardens’ at primary schools were explored. Methods that were new to the local education context were used to support the learning process, for example role-playing sketches that allowed learners to share their own knowledge about gardening activities with their peers, teachers and staff from the non-governmental organisation that facilitated the process. This collective sharing and recall were key elements of the social learning process, building into individual and group knowledge. Corroborated memory recall contributed to group learning and also built into the collective storage of knowledge. Learning was firmly embedded in social interaction, in collective symbolism and arts – music specifically. These forms of learning and storing of knowledge resonated with the learners as it was a continuation of life as they know it in their community. It became clear from the project that educators saw the value of introducing concepts from classroom subjects when constructing and managing the tower gardens and were pleasantly surprised by the responses of the learners to this new way of learning, suggesting that creating scope within the curriculum and schoolwork plan is necessary in tandem with building the required capacity to replicate this without external support.

Open access

This paper offers a novel analysis of how Nepal is delivering its commitment to secondary education provision that is advancing environmental sustainability, tracing a trajectory that begins with national policies relating to environmental sustainability and incorporating the national curriculum framework, textbooks, pedagogies used in classrooms, and learner experiences and anticipated actions. We consider Nepal’s education about and for environmental sustainability in the context of theories of environmental justice, and question if and how secondary provision might promote the behavioural change that Nepal recognises is vital for environmental sustainability. Qualitative data were generated through policy analysis, critical content analysis of secondary-level curriculum and textbooks, classroom observations, semi-structured interviews with 15 teachers and 4 headteachers, and a range of in-person activities with 24 students in purposively selected four community secondary schools in the three diverse locations across Nepal. The results illuminate pronounced disconnections across modalities that indicate incoherence and unresolved debates in the underlying narrative of what environmental sustainability is and the role of education in addressing it. Our findings suggest that learners’ ideas, opinions, thinking and experiences should be encouraged and celebrated in the classroom to aid learners in translating conceptual learning into practical, sustainable behaviours, as well as to contribute to environmental justice. The findings appeal to the concerned stakeholders for their consideration of future policy and programme development that promotes environmental justice through education and establishes a connection between classroom learning and students’ lived experiences through a participatory approach, collaboration, and critical and creative thinking.

Open access

Education is often posed as the harbinger of progress in discourses related to the development of marginalised Indigenous communities. However, since they entered the mainstream schools in the 1960s, the four Indigenous communities of Gudalur, India have experienced various forms of injustice in seeking formal education. This article draws from the work of the Vishwa Bharati Vidyodaya Trust, a community-driven organisation that has been working on matters related to the education of these four communities since 1996, and two research initiatives that captures the community’s voices on their experiences and aspirations related to education, to put forth recommendations for practice that is geared towards greater equality and justice for the children of Indigenous communities. Rooted in the belief that the active participation of the community is crucial to devising solutions that truly address in a sustainable manner the historical injustices faced by them, the article outlines various interventions at different sites of learning that builds community ownership and nurtures a meaningful continuum between the home and school environment of the children.

Open access

This paper explores how Ugandan secondary school learners experience schooling in English-medium schools where the use of English only is strictly enforced. We conceptualise the ways that the learners sit at the intersection of direct, systemic and cultural violence that in turn impacts their educational experiences. We particularly focus on instances of direct violence through corporal punishment, and the ways that such violence, and associated fear, are part of many learners’ everyday schooling experiences. We demonstrate this through presentation of findings from thematic analysis of individual and focus group interviews with 64 learners at two public and two private secondary schools in the Amuru and Kitgum districts of Northern Uganda. Our conclusions advocate for greater attention to be paid to the ways that changes to enforced English-only policies could support more positive well-being and educational outcomes.

Open access

This paper draws on findings from the JustEd study to discuss the shallow pedagogies that have emerged in Peru in the context of learner-centred and outcomes-based reforms that have been poorly implemented in a context with many limitations in terms of policy orientations, resources, and teacher training and support. These pedagogies promote little to no critical thinking, are disconnected from students’ experiences and do not encourage them to problematise reality nor to grasp complexity. Such pedagogies constitute a form of epistemic injustice in that they do not help to develop students’ capacity to participate as equals in the consumption and production of knowledge. Through this, these pedagogies also limit education’s potential contributions to justice, peace and sustainability. Our discussion of shallow pedagogies leads us to articulate some more positive elements of what rich and just pedagogies might entail.

Open access

All international agreements recognise that sustainable development, equity and poverty alleviation are preconditions for the substantial societal and technological transformations required to limit global warming to 1.5°C. A growing body of literature indicates that while climate change undermines the progress of Sustainable Development Goals (SDGs), climate actions also pose several trade-offs with them. Climate adaptation has a largely synergistic relationship with SDGs across various socio-economic contexts. However, climate mitigation’s relationship with SDGs is far more complex. While the need to decarbonise is universal, the pathways to deliver deep decarbonisation vary across contexts and scales and are located within the local socio-economic realities besides local environmental factors. This paper argues that (1) climate mitigation measures in countries like India – with rising income inequality and high social diversity in caste, religion and region – need a tailored assessment approach, (2) carefully mediating climate mitigation measures – like deep decarbonisation – at the local level is crucial to enable transformative change required to meet the Paris Agreement and the UN Agenda 2030, (3) enabling ‘just’ deep decarbonisation or SDG-enabled decarbonisation at the local level requires addressing unmet needs of the vulnerable population even at the cost of increased emissions, and (4) sector-specific decarbonisation strategies at the national level must be translated into the local area’s social, economic, environmental and institutional realities. This paper grounds this approach using the example of the transport sector and applies it in a mid-sized city of India, Udaipur, to illustrate the argument.

Open access

This piece elaborates on a ‘new way of thinking’ (Einstein, 1946) that would contribute to overcoming the challenge of climate change and its impacts. This ‘new way’ will have us go beyond using facts and figures alone to persuade and cajole. It will have us stretching our moral imagination (Johnson, 2016) and empathising with people very different from ourselves. It will have us investing in processes of exchange which support the co-creation of knowledge and the future we want together.

Open access

This chapter analyses the tactics of civil society organizations (CSOs) in three South African cities: Cape Town; Ekurhuleni, in the Gauteng City-Region; and Buffalo City. Drawing on work on data politics, data activism, and postcolonial STS, it uses the notion of ‘conjugated knowledge positions’ to open the reflection to data tactics as part of broader knowledge politics and envisage them as negotiated within a multi-actor game. Based on the case studies, the chapter shows how CSO tactics are positioned along a spectrum between data power and knowledge power. Extending work on CSO urban data politics, the authors conclude that South African CSOs have not rolled out and rolled back data-focused tactics as a consequence of moments of faith and disillusionment in the power of data, but rather mobilize data and other forms of knowledge according to local political contexts and interactional situations.

Open access

Data, data everywhere. Never a moment’s rest. Never an aspect of life not potentially convertible into indicating something besides itself, never unable to participate in a gathering of factors whose particular compositions indicate future behavioral dispositions or scenarios. Data reworks the fundamental ontological status of things, as they no longer exist for themselves or for their actual and potential uses for others, but rather as placeholders, momentary points of reference for an assemblage of futurity always in the making. In other words, things are basins of attraction – to use cybernetic vernacular – that contribute to the singularity of specific events, personalities, and operations: a contributing factor to why events transpired in the way they did and what their likely implications are to be. The chapter explores some of the operations and ramifications of urban data technical apparatuses. What do they do, how do they function, and what, most significantly, is the terrain of the urban they both analyse and constitute? In what ways is the interoperability of knowledge increasingly predicated, or at least suggestive of, an entire domain of the inoperable, the feral; that is, procedures of knowing and doing that seem to come out of nowhere, that have no ready mechanisms of translation, no discernible relational frameworks.

Open access
Author:

Ethics as practice in data-driven contexts refers to ways of organizing, acting with, relating to, or contesting data. The use of data within urban settings provides a number of specific contexts and practices, intersecting and transcending what might be considered ‘top-down’ or ‘bottom-up’ dynamics. Data-based governance, management, and civic engagement are deeply embedded into the function and experience of cities, raising issues of justice that require considerations of meaning that cut across scale, since issues of justice are temporally dispersed and contextually specific. Ethnographic methods can surface a range of possibilities for understanding issues of data justice across these contexts and scales. Areas of practice with ethical and justice implications include: commercial practices of data-based companies; participatory and civic data-gathering and engagement processes, including data activism; and community- or commons-based data governance strategies. A future data ethics can move away from responsive actions set within frameworks set by existing powerful actors and towards attention to implications across scale and time, producing and drawing from dynamics of resistance, resilience, and community strength. This chapter outlines a multiscalar data ethics in practice, using examples to illustrate the processes of trust and autonomy modelled through practices of ethics including governance, management, and civic engagement.

Open access