Action for a sustainable future – the role of African Universities

An open lecture delivered at Strathmore University on 4th September, 2008 at the AuditoriumAn open lecture delivered at Strathmore University on 4th September, 2008 at the Auditoriu

Translation processes in the design of an education for sustainable development innovations course for universities in Africa

This paper traces the translation processes associated with the mobilization of resources and human agency in the development of a United Nations Environment Programme (UNEP) Education for Sustainable Development (ESD) Innovations Course for universities in Africa. University teachers are often neglected in teacher education initiatives. There are few formal professional development opportunities available for university teachers given the traditionally established hierarchy in the higher education sector as university teachers are normally the ones offering professional development to others. The paper explores how a participatory, deliberative translation process has served to provide professional development and professional exchange opportunities for university teachers which are non‐traditional and responsive to diversity, history, context and risk. The emergence of the modern African university is essentially a post‐independence (post‐1960s) phenomenon, with a few earlier African universities being colonially structured, controlled and inspired. Through a short historical overview, we introduce the African university landscape and some of its contemporary contextual and educational challenges. We then describe the process of deliberation that took place amongst university teachers from 23 African countries to initiate and establish the ESD Innovations Course. The paper concludes by arguing for open and participatory approaches in ESD teacher education course design, if we are to support university teachers (including teacher educators) to engage in mainstreaming environment and sustainability questions in higher education. The paper draws on the translation model provided by Latour in his actor network theory to describe and explain the deliberative translation process in the UNEP ESD Innovations Course. In doing this, it illuminates the possibilities of such a deliberative translation process for university teacher education. It also points to limitations encountered in applying this framework to this analysis, opening new vantage points for research of this nature in teacher education

The Case for Transformative Public Education: Responding to COVID-19 now while addressing long-term underlying inequalities

Educating the public is central to governmental and NGO responses to the COVID-19 pandemic. This briefing paper of the Transforming Education for Sustainable Futures Network Plus addresses the following topics:What is Transformative Public Education?Why Transformative Public Education matters to the COVID-19 responseWhy Transformative Public Education matters for addressing long-term underlying risks to communitiesExamples of Transformative Public Education responses to COVID-19Suggestions for governments and state welfare actors seeking to work with Transformative Public EducationSuggestions for community leaders working with Transformative Public EducationTransformative Public Education in times of physical distancingKey readings and resource

Toolkit for community groups: promoting the well-being of migrants & displaced persons

This toolkit is designed for communities who are trying to promote well being and inclusion and who wish to celebrate diverse cultures and experience. Migration is not a new phenomenon. Humans have always travelled and if we look back far enough in our family histories we will find that we are all migrants. The world crisis over the COVID 19 virus has shown that there is a danger that some vulnerable communities can be sidelined or forgotten. The toolkit provides ideas and shares examples of activities which address negative perceptions and stereotypes of migrants and aims to build more positive relationships