Viewpoint: Prospect of Military Educational Roles during Public Health Crises - Lessons from the COVID-19 Pandemic in South Africa

This viewpoint paper examines the prospect of an effective educational role for the military during public health crises. Reflecting a broad understanding of environmental education as education to protect the public space, the authors argue that the military could provide this during times of crises. The response to the COVID-19 pandemic in South Africa included the South African National Defence Force (SANDF), thus offering a unique opportunity to inquire into this contentious possibility. At the outset of the outbreak, some scholars deemed the SANDF unfit to make any meaningful contribution to the fight against the novel coronavirus. Leadership and coordination hurdles, a longstanding legitimacy crisis and inadequate training, may justify this pessimistic view. Based on available literature and document analysis, the authors propose the viewpoint that the military can play a progressive environmental educational role during crises if (1) its educational programmes such as green soldiering are intensified, widened and adequately informed by training; (2) if more is made of the experience, cultural insights and personnel gain during peacekeeping missions; (3) if healthy civil-military relations are prioritised, along with (4) military professionalism, supported by a deeper understanding in society of the diversity of roles and skills the military could offer. The military itself needs to recognise this and not train all personnel as if they are about to enter combat with an enemy. Should these elements be present, the security forces could indeed be a force for good during times of public health crises

Identifying expansive learning opportunities to foster a more sustainable food economy: a case study of Rhodes University dining halls

This is a one year half thesis. This research was conducted within the context of the food services sector of Higher Education Institution dining halls and in the midst of the rising global call for food resource management and food waste reduction. The main aim of this research therefore was to identify opportunities for learning and change for a more sustainable food economy, contributing to Education for Sustainable Production and Consumption, and by further implication, Education for Sustainable Development. To achieve this aim, I used Cultural Historical Activity Theory as theoretical and methodological framework; drawing on the second and the third generations of this theory. Implicated in the above research approach is the identification of expansive learning opportunities from the surfacing of ‘tensions’ and ‘contradictions’. In this case study of the Rhodes University Campus Food Services, such tensions and contradictions inhibiting a more sustainable food economy, involving food waste production were identified. To narrow the scope of the study, one dining hall formed the focus of the case, with a two phased research approach whereby one research question and three goals were developed for each phase. The former being the exploration phase and the latter being the initial stages of the expansive phase. Methods used in line with the methodological framework included ten individual interviews with food producers (staff members), nine focus group discussions with food consumers (students), observations of the dining hall activities which lasted for over a month and two ‘Change Laboratory Workshops’. Some of the findings of this research are that food wastage cannot be addressed and appropriately curtailed without an intensive consideration of all the stages of food economy. Multiple contradictions and sources of tensions embedded in the Food Services Sector constituted major causes of food waste. Additionally, the lack of substantial food waste related teaching and learning activities, the presence of disputed rules, institutional structure and traditional practices within the Food Services all exacerbated the tensions and contradictions. More so, prioritizing some of this identified contradictions and tensions hindering a more sustainable food economy and relegating some as unimportant or nonurgent is unproductive. Finally, the non-existence of facilitated deliberation, consultation, dialogue, collaboration between food producers and food consumers has been identified as an obstacle to learning and institutional change. Recommendations abound in re-orienting, re-educating, and re-informing the constituents of the food economy. Re-visiting and revising of rules and regulations guiding conduct of students and kitchen staff members in the RU dining halls, as well as revision of existing learning support materials and mediating tools in use is needed. Recognition and consideration of the concerns and interests of students and kitchen staff members are also needed. Finally, there is a need to continue to address the tensions and contradictions identified in this case study, to further the Expansive Learning Process if a more sustainable food economy at Rhodes University is to be established

A morphogenic and laminated system explanation of position-practice systems and professional development training in mainstreaming education for sustainable development in African universities

This research focuses on Education for Sustainable Development (ESD) in Higher Education Institutions (HEIs), particularly in Africa. It explores the roles and practices of these institutions, especially their professionals, in the Anthropocene era where increasing concern for contemporary environmental and sustainability issues and risks emerge. The study presents a longitudinal case study of institutions and participants of the Swedish/African/Asian International Training Programme (ITP) on ESD in Higher Education (HE), who are mostly university educators. This thesis however focuses on African ITP participants only. At a macro level, the research sought to examine how African university educators have contributed to the United Nations Decade of Education for Sustainable Development (UNDESD) through their participation in the ITP (which is a change oriented professional development training programme on ESD) and the associated ESD ‘change projects’. The change projects are ITP participants’ direct attempts to mainstream environment and sustainability issues, concerns, and concepts into core university functions and practices: teaching, research, community engagement, and management operations and policy engagement. At a meso level the study sought insight into how educators in national institutions were supported by sub-regional and regional initiatives, institutions and organisations, including the Mainstreaming of Environment and Sustainability in African (MESA) Universities Partnership programme, especially an initiative supported by the Southern African Development Community Regional Environmental Education Programme to provide (limited) seed funding to three southern African universities to establish what are known as ‘MESA Chairs’, with dedicated time and support for MESA activities in their universities . At a micro level, this research sought to investigate how the position-practice systems and the ITP shape (enable or constrain) effective ESD mainstreaming in higher education, and how the morphogenetic approach and laminated system can be used to understand and explain these dynamics and their relations with meso and macro level engagements. The research sought to understand these dynamics through empirical investigations using survey questionnaires, interviews, document analysis and field visits. The research is constituted as theoretical, conceptual, methodological and analytical exploration using a singular and nested case study research approach, underlaboured by a critical realist ontology, and drawing on a social learning epistemology and social realist morphogenetic interpretive lens. In particular, ontological depth was sought via critical realist laminated system explanation. See Chapter Two for details. This study was carried out in three phases. Phase one encapsulates the investigation of all ITP ESD in higher education alumni who were Asian and African participants from the inception of the ITP to its completion, over a six-year period (2008-2013). This included 280 academics from Asia and Africa in 35 countries in Asia and Africa from 106 institutions in Asia and Africa with their 139 change projects. The outcome of phase one of the research is only included in this thesis as an appendix (see Appendix 3; Agbedahin & Lotz-Sisitka, 2015). However, this phase provided and formed the foundational data that was expanded in phases two and three for the purpose of this study. Phase two of this research concentrated on a less broad population of research participants comprising only all African ITP alumni, from all regions in Africa. The overall data collection and analysis included 162 academics in 23 African countries from 66 institutions with their 81 change projects. The aim was to investigate and provide a morphogenetic explanation of their change projects and how the relationship between participants’ positions and practices (and that of others) may influence ESD mainstreaming in universities. The outcome of this phase two investigation is presented in Chapter Four. In phase three, (nested) case studies of Swaziland, Zambia, and Botswana (in the southern Africa region), which included all the ESD ITP HE participants therein and the three corresponding EE/ESD MESA Chairs, were developed. The population sample in this phase three therefore contained 20 academics, from six institutions with their nine change projects. This phase was characterised by field trips to these countries and in-depth data collection and analysis in order to investigate and deepen the morphogenetic explanations of their change projects and how the relationship between participants’ positions and practices (and that of others) have indeed influenced the ESD mainstreaming in universities. The outcome of this phase three research is presented in Chapters Five, Six and Seven. The final Chapter Eight of this thesis focuses on the seven scalar laminated system perspective and reflections on this research and discussion of these perspectives for supporting the mainstreaming of ESD in African higher education institutions and more specifically in the three case countries and respective institutions presented in Chapters Five, Six, and Seven. The seven scalar laminated system is presented in relation to the position-practice system, and draws on morphogenetic social realist and social learning theory to provide perspective on the actual change processes. Chapter Eight also includes a discussion on social learning and its implication for ESD mainstreaming, and provides recommendations for further research. The outcome of the theoretical exploration underpinning this study provided a potential model for understanding ESD learning and change processes that are facilitated by professional development training programmes in the context of ESD in HE. This study also provides a model for appraising educational changes in time and in space, especially in relation to ESD, or the types of changes that can be brought about by professional development interventions such as those provided by the ITP and how they can be tracked, monitored and documented. For the field of professional or academic development in higher education, this research highlights the significance of the relationship between position-practice systems, professional development interventions and institutional transformation. For the field of ESD in higher education, this study shows the need for in-depth consideration of the position-practice system and sphere of influence of change agents and related stakeholders in and around their institutions in the design and development of professional development programmes. It further sheds light on the laminated system of factors that contextually constrain and/or enable effective ESD mainstreaming at individual, collective, institutional, national, regional and global levels