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Decolonial gestures of heutagogy : a postqualitative inquiry into the potential of self-determined learning in Stellenbosch University’s postgraduate diploma in sustainable development
Thesis (MPhil)--Stellenbosch University, 2023.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2023
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| _version_ | 1867613935095513088 |
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| access_status_str | Open Access |
| author | Dalamakis, Guy Michael Melless |
| author2 | Davies, Megan Lynne |
| author_browse | Dalamakis, Guy Michael Melless Davies, Megan Lynne |
| author_facet | Davies, Megan Lynne Dalamakis, Guy Michael Melless |
| author_sort | Dalamakis, Guy Michael Melless |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MPhil)--Stellenbosch University, 2023. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/128435 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:44:02.133Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/128435 Decolonial gestures of heutagogy : a postqualitative inquiry into the potential of self-determined learning in Stellenbosch University’s postgraduate diploma in sustainable development Dalamakis, Guy Michael Melless Davies, Megan Lynne Stellenbosch University. Faculty of Economic and Management Sciences. Centre for Sustainability Transition. Decolonization -- Education (Higher) Sustainable development -- Education (Higher) Ubuntu (Philosophy) -- Education (Higher) Education, Higher -- Social aspects -- Education (Higher) Transformative learning -- Education (Higher) UCTD Thesis (MPhil)--Stellenbosch University, 2023. ENGLISH SUMMARY: The ideologies governing our socio-economic systems have resulted in a multitude of ‘wicked’ problems – sustainability challenges riddled with unceasing complexity, debate, and uncertainty as to how best respond to these ordeals. While we may have reached a general comprehension regarding the nature of these complexities, we are yet to realise the means of appropriately responding to them. Amidst this uncertainty, numerous global reports have agreed on at least one crucial requirement for aptly responding to the multifarious challenges with which we are faced: a comprehensive reimagining of education and the ways in which we learn as a society. With this, sustainability education has emerged as a means of providing learning experiences that seek to support the systemic change required to address the social-ecological challenges with which we are faced. That said, educational reforms are often underpinned by colonial frames of reference and thus further socio-economic rationalities and consequently perpetuate a world in crisis. Therefore, there exists a certain tension in the realm of higher education whereby, on one hand, it can be utilised as a means of preserving unsustainable engagements with the world while, on the other, it holds the very means of providing learning experiences that more adequately respond to our systemic crises. Thus far, sustainability education has been largely underpinned by the assumption that all offerings are sufficient in and of themselves in that a transformative learning experience is guaranteed due to the inclusion of sustainability content. In other words, there has been a predominant focus on curriculum while pedagogy falls by the wayside. Forming the very foundation of educational experiences, informing pedagogies will require greater consideration if sustainability education seeks to deliver that which it has set out to achieve. Pedagogical approaches to sustainability education thus need to be reoriented accordingly so as to imbue students with a change agency and response-ability that enables them to both transform and transgress the established systems in which they find themselves embedded. Therefore, through the espousal of a postqualitative inquiry, this thesis explores the nascent potential of heutagogy—a learner-centred approach to education—in fostering these necessary shifts. Contextualised within an academic programme in a higher education institution in South Africa, this research inquires into the extent to which heutagogy is an embedded quality within the Postgraduate Diploma in Sustainable Development at Stellenbosch University and the role this might play in contributing toward transformative and transgressive spaces of teaching and learning. AFRIKAANSE OPSOMMING: Die ideologiee wat ons sosio-ekonomiese stelsels beheer het veelvuldige “bose” probleme veroorsaak – uitdagings in verband met volhoubaarheid wat deurtrek is van nimmereindigende kompleksiteit, debat en onsekerheid oor hoe om die beste op hierdie beproewings te reageer. Alhoewel ons dalk by ’n algemene begrip van die aard van hierdie kompleksiteite uitgekom het, het ons nog nie ’n manier gevind om op ’n gepaste wyse daarop te reageer nie. Te midde van hierdie onsekerheid het verskeie wereldwye verslae saamgestem oor ten minste een kritieke vereiste om gepas te reageer op die uiteenlopende uitdagings wat ons in die gesig staar: ’n omvattende nuwe manier van dink oor onderrig en die maniere waarop ons as ’n samelewing leer. Opvoeding oor volhoubaarheid het na vore getree as ’n manier om leerervarings te verskaf wat daarna streef om die sistemiese verandering te ondersteun wat nodig is om die sosio-ekologiese uitdagings wat ons in die gesig staar, te hanteer. Hervormings in onderrig word dikwels versterk deur koloniale verwysingsraamwerke waardeur sosio-ekonomiese rasionaliteite bevorder word, wat sodoende ’n wereld in krisis laat voortbestaan. Daar bestaan daarom ’n sekere spanning op die gebied van hoer onderwys: aan die een kant kan dit gebruik word as ’n manier om onvolhoubare betrokkenheid met die wereld te onderhou, terwyl dit aan die ander kant die sleutel is om leerervarings te verskaf wat meer bevredigend op ons sistemiese krisisse reageer. Tot dusver is opvoeding oor volhoubaarheid grootliks versterk deur die aanname dat alle aanbiedinge op sigself genoegsaam is en dat ’n transformerende leerervaring gewaarborg word bloot omdat inhoud oor volhoubaarheid ingesluit word. Met ander woorde, daar was tot dusver ’n oorwegende klem op kurrikulum terwyl pedagogiek agterwee bly. Aangesien pedagogiek die grondslag van onderwyservarings vorm, sal daar meer aandag daaraan geskenk moet word om pedagogiek te inspireer, mits volhoubaarheidsopvoeding graag wil lewer wat dit hom ten doel gestel het om te bereik. Pedagogiese benaderings tot oor volhoubaarheidsopvoeding moet dus dienooreenkomstig gereorienteer word om studente te besiel met die vermoe om verandering teweeg te bring en te reageer, wat hulle in staat stel om die gevestigde stelsels waarin hulle hulleself bevind, te transformeer en oorskry. Daarom, deurdat ’n postkwalitatiewe ondersoek voorgestaan word, ondersoek hierdie tesis die ontluikende potensiaal van heutagogie – ’n leerder-gesentreerde benadering tot onderwys – om hierdie verskuiwings te bevorder. Hierdie navorsing word gekontekstualiseer binne ’n akademiese program by ’n hoeronderwysinstelling in Suid-Afrika en doen ondersoek na die mate waarin heutagogie ’n vasgelegde eienskap in die Nagraadse Diploma in Volhoubare Ontwikkeling by Universiteit Stellenbosch is, en die rol wat dit kan speel om by te dra tot ruimtes van onderrig en leer wat transformeer en oorskry. Masters 2023-03-01T08:45:35Z 2023-08-30T13:07:53Z 2023-03 2023-03-01T08:45:35Z 2023-08-31T09:18:42Z 2023-03-01T08:45:35Z 2023-08-31T09:18:42Z 2023-03 Thesis https://scholar.sun.ac.za/handle/10019.1/128435 en_ZA Stellenbosch University application/pdf x, 178 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Decolonization -- Education (Higher) Sustainable development -- Education (Higher) Ubuntu (Philosophy) -- Education (Higher) Education, Higher -- Social aspects -- Education (Higher) Transformative learning -- Education (Higher) UCTD Dalamakis, Guy Michael Melless Decolonial gestures of heutagogy : a postqualitative inquiry into the potential of self-determined learning in Stellenbosch University’s postgraduate diploma in sustainable development |
| title | Decolonial gestures of heutagogy : a postqualitative inquiry into the potential of self-determined learning in Stellenbosch University’s postgraduate diploma in sustainable development |
| title_full | Decolonial gestures of heutagogy : a postqualitative inquiry into the potential of self-determined learning in Stellenbosch University’s postgraduate diploma in sustainable development |
| title_fullStr | Decolonial gestures of heutagogy : a postqualitative inquiry into the potential of self-determined learning in Stellenbosch University’s postgraduate diploma in sustainable development |
| title_full_unstemmed | Decolonial gestures of heutagogy : a postqualitative inquiry into the potential of self-determined learning in Stellenbosch University’s postgraduate diploma in sustainable development |
| title_short | Decolonial gestures of heutagogy : a postqualitative inquiry into the potential of self-determined learning in Stellenbosch University’s postgraduate diploma in sustainable development |
| title_sort | decolonial gestures of heutagogy a postqualitative inquiry into the potential of self determined learning in stellenbosch university s postgraduate diploma in sustainable development |
| topic | Decolonization -- Education (Higher) Sustainable development -- Education (Higher) Ubuntu (Philosophy) -- Education (Higher) Education, Higher -- Social aspects -- Education (Higher) Transformative learning -- Education (Higher) UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/128435 |
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