Publications

2024

Lotz-Sisitka, H. (2024). Towards a politics of transgression in environmental education research: Meta-review of a T-learning research ‘archive’. Australian Journal of Environmental Education, 40(3), 1–25. http://dx.doi.org/10.1017/aee.2024.62

Lotz-Sisitka, H. B., Le Grange, L., & Mphepo, G. (2024). Engaged sustainability science and place-based transgressive learning in higher education. South African Journal of Science, 120(9/10), Art. # 17958. https://doi.org/10.17159/sajs.2024/17958

Lotz-Sisitka, H., Limson, J., & Le Grange, L. (2024). Sustainability Science Engagement and Engaged Sustainability Science. South African Journal of Science.  120 No. 9/10 (2024)

Rosenberg, E., Cockburn, J., Reed, M., James, W., Gengelbach, J., & Walk, H. (2024). Evaluating innovation in transdisciplinary sustainability education: TRANSECTS’ international learning labs. South African Journal of Science, 120(9/10), Art. #17957. https://doi.org/10.17159/sajs.2024/17957

Micklesson, M., Thifulufhelwi, R., Mvulane, P., Brownell, F., Russel, C., & Lotz-Sisitka, H. (2024). Bringing river health into being with citizen science: River commons co-learning and practice. South African Journal of Science, 120(9/10), Art. # 17795. https://doi.org/10.17159/sajs.2024/17795

Olvitt, L., Davies, M, Cockburn, J., & Ebrahim, A. (2024). Transdisciplinary curriculum design for sustainability transitions: A reflective dialogue. South African Journal of Science, 120(9/10), Art. # 17884. https://doi.org/10.17159/sajs.2024/17884

Kulundu-Bolus I. (2024). Eclipsing the conditioning of colonial modernity: Soul-based learning as a practice of living mythology in transgressive learning. NORRAG Special Issue 10 (Education for societal transformation: Alternatives for a just future), 116-119.

Legoas, J., Zeisser Gutiérrez, M., Gutiérrez Castillo, M. (2024). Aprender desde lo alto: Cosmologías andinas y pedagogía radial en la experiencia de Pukllasunchis. Revista Educación, Política y Sociedad, 9(2), 71-106. https://doi.org/10.15366/reps2024.9.2.003

Koenig, O., Seneque, M., Akomolafe , B., Fazey, I., McGarry, D., Kulundu-Bolus, I., … Proyer, M. (2024). Transgressive knowing: Lying down with the trouble. Journal of Awareness-Based Systems Change, 4(1), 217–243. https://doi.org/10.47061/jasc.v4i1.8027

Gwedla, N., Shackleton, C., & Olvitt, L. (2024). Comparing perceptions of barriers to tree planting in domestic and public spaces of low-income neighbourhoods in small to medium-sized South African towns. Cities, 147, Art. # 104776. https://doi.org/10.1016/j.cities.2023.104776

Niner, H. J., Wilson, D., Hoareau, K., Strand, M., Whittingham, J., McGarry, D., … & Prokic, M. (2024). Reflections on the past, present, and potential futures of knowledge hierarchies in ocean biodiversity governance research. Frontiers in Marine Science, 11, 1347494.

O’Donoghue, R., van Staden, W., Bhurekeni, J., Snow-Macleod, J., & Ndlamlenze, L. (2024). A formative study towards the inclusion of indigenous technologies and knowledge practices in science, technology, engineering, arts, and mathematics (STEAM) curriculum settings. Educational Research for Social Change, 13(1), 34-47. http://dx.doi.org/10.17159/2221-4070/2024/v13i1a3

Olvitt, L., Davies, M, Cockburn, J., & Ebrahim, A. (2024). Transdisciplinary curriculum design for sustainability transitions: A reflective dialogue. South African Journal of Science, 120(9/10), Art. # 17884. https://doi.org/10.17159/sajs.2024/17884

Lotz-Sisitka, H. and Rosenberg, E. (2022) Editorial: Education in Times of Climate Change. NORRAG (Network for International Policies and Cooperation in Education and Training). 7 (2022). p.9-14.

de Souza, B. (2024). Examining the role of Education for Sustainable Development (ESD) in strengthening inclusive education in teacher education: A Vygotskian analysis of change projects from Malawi and Eswatini. Journal of Education, 96, 98-116. http://dx.doi.org/10.17159/2520-9868/i96a06

2023

Chanyau, L. and Rosenberg, E. (2023) Women farmers leading and co-learning in an agroecology movement at the intersections of gender and climate. Agenda: a Journal About Women and Gender. 2023 (2023). p.124-140.

Price, L. (2023) An Enlightened Common Sense Approach to Environmental Education, with Special Reference to Climate Change. Southern African Journal of Environmental Education. 39 (1). p.1-18.

Lotz-Sisitka, H., Sisitka, L., Chakona, G., Matiwane, L.M. and Matambo, C. (2023) Evaluating Boundary Crossing Social Learning in Vocational Education and Training: A Value Creation Approach. Southern African Journal of Environmental Education. 39 (1). p.1-28.

Mukwambo, R., Lotz-Sisitka, H., Mukute, M., Kachilonda, D., Jalasi, E., Lindley, D., Conder-Aller, L., Thifhulufhelwi, R., Mponwana, O.W. and Kuse, M. (2023) Insider Formative Interventionist Researchers’ Experiences of Co-generating Reparative Futures. Futura. 3 (22). p.26-36.

Strand, M., Shields, S., Morgera, E., Mcgarry, D.K., Lancaster, A., Brown, L. and Snow, B. (2023) Protecting Children’s Rights to Development and Culture by Re-Imagining ‘Ocean Literacies’. The International Journal of Children’s Rights. 31 (1). p.941-975.

Van Borek, S. and Abrams, A. (2023) Respecting local knowledge keepers through cellphilms featuring local water bodies: towards decolonizing water management. Aqua Water Infrastructure, Ecosystems and Society. 72 (5). p.1-10.

Ferguson, R.A. (2023) TVET SI: Learning at Sea – Blended courseware creation for non-accredited vocational education and training for seafarers at sea and ashore. Southern African Journal of Environmental Education. 39 (1). p.1-17.

Ramsarup, P., McGrath, S. and Lotz-Sisitka, H. (2023) Reframing skills ecosystems for sustainable and just futures. International Journal of Educational Development. 101 (2023). p.1-11.

de Souza, B. (2023) Regular schools as a straitjacket for zone of proximal development: A Vygotskian perspective of Malawian inclusive secondary education. Perspectives in Education. 41 (4). p.50-64.

2022

McGarry, D.K. (2022) Suitably Strange: re-imagine learning, scholaractivism & justice. Critical Studies in Teaching and Learning (CriSTal). 10 (1). p.93-115.

Velempini, K., Lotz-Sisitka, H., Kulundu-Bolus, I.M., Maqwelane, L., James, A.K., Mphepo, G., Dyantyi, P. and Kunkwenzu, E. (2022) Transforming Education for Sustainable Futures: Intersecting dynamics of food, water, livelihoods and education in the COVID-19 pandemic. Southern African Journal of Environmental Education (SAJEE). 38 (2022). p.66-90.

Bhurekeni, J. (2022) Enacting Environmental Ethics Education for Wildlife Conservation using an Afrophilic ‘Philosophy for Children’ approach. Southern African Journal of Environmental Education (SAJEE). 38 (1). p.1-20.

Bhurekeni, J. (2022) An Afrophilic P4C intervention: The case of Sebakwe primary schools in Zimbabwe. Journal of Philosophy in Schools. 8 (1). p.6-32.

du Toit, D., Pollard, S., Chikunda, C. and Ison, R. (2022) Diverse Ways of Knowing: Challenges for Responding to Climate Change. NORRAG (Network for International Policies and Cooperation in Education and Training). 7 (2022). p.69-73.

James, A. (2022) Book review. Teaching and Learning for Change: Education and Sustainability in South Africa Edited by Ingrid Schudel, Zintle Songqwaru, Sirkka Tshiningayamwe and Heila Lotz-Sisitka. Southern African Journal of Environmental Education (SAJEE). 38(1). p.60-65.

Olvitt, L. (2022). Editorial: Situating the diversity of Southern African environmental education scholarship within a global conversation at a critical juncture on Earth. Southern African Journal of Environmental Education, 38(1), 1-5.

Gwedla, N., Shackleton, C.M. and Olvitt, L.L. (2022) Trees stocks in domestic gardens and willingness to participate in tree planting initiatives in low-cost housing areas of the Eastern Cape, South Africa. Urban Forestry & Urban Greening. 68 (127484). p.1-9.

Van Staden, W., Sisitka, L. and Van Lingen, S. (2022) Sustainable agricultural online course development framework for community-based transformative learning. South African Journal of Agricultural Extension. 50 (1). p.40-59.

Pereira-Kaplan, T.L. and Mcgarry, D.K. (2022) Scholar Activist Solidarity in Ocean Justice Movements in South Africa. NORRAG (Network for International Policies and Cooperation in Education and Training). 7 (2022). p.51-54.

Boelens, R., Escobar, A., Bakker, K., Hommes, L., Swyngedouw, E., Hogenboom, B., Huijbens, E.H., Jackson, S., Vos, J., Harris, L.M., Joy, K.J., de Castro, F., Duarte-AbadÌa, B., Tubino de Souza, D., Lotz-Sisitka, H., Hernández-Mor, N., MartÌnez-Alier, J., Roca-Servat, D., Perreault, T., Sanchis-Ibor, C., Suhardiman, D., Ulloa, A., Wals, A., Hoogesteger, J., Hidalgo-Bastidas, J.P., Roa-Avendaño, T., Veldwisch, G.J., Woodhous, P. and Wantzen, K.M. (2022) Riverhood: political ecologies of socionature commoning and translocal struggles for water justice. Journal of Peasant Studies. 49 (2022). p.1-32

Velempini, K., Lotz-Sisitka, H., Kulundu-Bolus, I.M., Maqwelane, L., James, A.K., Mphepo, G., Dyantyi, P. and Kunkwenzu, E. (2022) Transforming Education for Sustainable Futures: Intersecting dynamics of food, water, livelihoods and education in the COVID-19 pandemic. Southern African Journal of Environmental Education (SAJEE). 38 (2022). p.66-90.

Daweti, N., kaNtshingana, S. and Kulundu, I.M. (2022) Regenerative Youth Futures: Learning Beyond Perfunctory Awareness and Behavioural Change. NORRAG (Network for International Policies and Cooperation in Education and Training). 7 (2022). p.80-83.

James, A.K. and Jørgensen, N. (2022) Making space for children’s voices in climate action. NORRAG (Network for International Policies and Cooperation in Education and Training). 7 (2022). p.104-108.

Sporre, K., Lotz-Sisitka, H. and Osbeck, C. (2022) Taking the moral authorship of children and youth seriously in times of the Anthropocene. Ethics and Education. 17 (2022). p.101-116.

2020

Wals, A.E.J. 2020. Transgressing the hidden curriculum of unsustainability; Towards a relational pedagogy of hope.  Educational Philosophy and Theory 52 (8), 825-826

Bui Thi Ngoc Linh, Tran Duc Tuan (2020): “Transformative learning – An educational perspective potentially contributing to radical and comprehensive change in Vietnamese higher education“. A paper in Vietnamese published in the  HNUE (Hanoi National University of Education) Journal of Sciences, 2020 Volume 65, Issue 7 (2020) This paper is available online at http://stdb.hnue.edu.vn 

Tran Duc Tuan, Nguyen Kim Hong, Vu Thi Hong Ngoc (2020) “ Exploring Transformative Learning  for Sustainability to Climate Change Adaptation in the Mekong Delta of Vietnam: The Case Study of VACB in Can Tho City“. A pape in English published in the HCMUE (Ho Chi Minh City University of Education) Journal of Science, Vol. 17, No 3 (2020). This paper is available online at the website: Tran Duc Tuan, Nguyen Kim Hong, Vu Thi Hong Ngoc (2020) “ Exploring Transformative Learning  for Sustainability to Climate Change Adaptation in the Mekong Delta of Vietnam: The Case Study of VACB in Can Tho City  

Burt, J., James, A., Walters, S. & von Kotze, A. (2020). Working for Living: Popular Education as/at Work for Social-ecological Justice. Southern African Journal of Environmental Education. 36 (2020). p.1-12.

Rodrigues, C., Payne, P.G., Le Grange, L., Carvalho, I.C.M., Steil, C.A., Lotz-Sisitka, H. & Linde-Loubser, H. (2020). “New” theory, “post” North-South representations, praxis. Journal of Environmental Education. 51 (2). p.97-112.

Kulundu, I.M., McGarry, D. & Lotz-Sisitka, H. (2020). Learning, Living and Leading into Transgression? A reflection on decolonial praxis in a neoliberal world. Southern African Journal of Environmental Education. 36 (2020). p.1-20.

Rosenberg, E. (2020). Special Issue: Education for Sustainability in a Time of Crises – Editorial Part 1. Southern African Journal of Environmental Education. 36 (2020). p.1-8.

Burt, J., James, A.K., Walters, S., von Kotze, A.  (2020) Think Piece: Working for Living – Popular Education as/at Work for Social-ecological Justice. Southern African Journal of Environmental Education. 36(20) pp  DOI:10.4314/sajee.v36i1.2  

Kulundu-Bolus, I., McGarry, D. & Lotz-Sisitka, H.B. 2020.  Learning, Living and Leading into Transgression. A reflection on decolonial praxis in a neoliberal world.  Southern African Journal of Environmental Education, 36 (1), 111-130.

Mukute, M., Burt, J., Francis, B., & de Souza, B. (2020). Education in Times of COVID-19: Looking for Silver Linings in the Southern Africa’s Educational Responses. Southern African Journal of Environmental Education, 36.

Macintyre T, Chaves M, Monroy T, Zethelius MO, Villarreal T, Tassone VC, Wals AEJ. (2020) Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers. Sustainability.  12(7):2601. https://doi.org/10.3390/su12072601

Macintyre T, Tassone VC, Wals AEJ. (2020) Capturing Transgressive Learning in Communities Spiraling towards Sustainability. Sustainability.  12(12):4873.

Manni A, Knekta E. (2020) “A Little Less Conversation, a Little More Action Please”: Examining Students’ Voices on Education, Transgression, and Societal Change. Sustainability.  12(15):6231. https://doi.org/10.3390/su12156231

Lotz-Sisitka, H. B., Rosenberg, E. & Ramasrup, P. 2020. Environment and Sustainability Education Research as Policy Engagement: (Re-) Invigorating ‘Politics as Potentia’ in South Africa. Environmental Education Research . https://doi.org/10.1080/13504622.2020.1759511

Metelerkamp, L., Biggs, R. & Drimie, S. (2020). Learning for transitions: a niche perspective. Ecology and Society. 25 (1). p.1-14.

Cockburn, J., Rosenberg, E., Copteros, A., Cornelius, S.F.A., Libala, N., Metcalfe, L. & Van Der Waal, B.W. (2020). A Relational Approach to Landscape Stewardship: Towards a New Perspective for Multi-Actor Collaboration. Land. 9 (224). p.1-20.

Nissen, S., Prendergast, K., Aoyagi, M., Burningham, K., Hasan, M., Hayward, B., Jackson, T., Jha, V., Mattar, H., Schudel, I., Venn, S. & Yoshida, A. (2020). Young people and environmental affordances in urban sustainable development: insights into transport and green and public space in seven cities. Sustainable Earth. 3(17). p.1-12.

Ward-Smith, C., Naidoo, T., Olvitt, L.L. & Akhurst, J. (2020). Perceived benefits of nature-based experiences as mediators of connectedness with nature: the case of Mystic Mountain. South African Journal of Psychology. 2020 (2020). p.1-12.

Masilela, M.P. & Olvitt, L.L. (2020). Transforming environmental health practitioners? knowledge-sharing practices through interagency formative intervention workshops. Studies in Continuing Education. 42 (2). p.180-195

Enqvist, J., Ziervogel, G., Metelerkamp, L., van Breda, J. & Dondi, N. (2020). Informality and water justice: community perspectives on water issues in Cape Town’s low-income neighbourhoods. International Journal of Water Resources Development. p.1-23

Jalasi, E. (2020). An integrated analytical framework for analysing expansive learning in improved cook stove practice. Learning Culture and Social Interaction. 26 (2020). p.1-30

Burt, J., James, A., Walters, S. & von Kotze, A. (2020). Working for Living: Popular Education as/at Work for Social-ecological Justice. Southern African Journal of Environmental Education. 36 (2020). p.1-12.

Van Staden, W. (2020). Climate Responsive Innovation within the Agricultural Curriculum and Learning System. Southern African Journal of Environmental Education. 36 (2020). p.73-87.

Ijabadeniyi, A. & Vanclay, F. (2020). Socially-Tolerated Practices in Environmental and Social Impact Assessment Reporting: Discourses, Displacement, and Impoverishment. Land. 9 (33). p.1-18.

Rosenberg, E. & Kotschy, K. (2020). Monitoring and evaluation in a changing world: A Southern African perspective on the skills needed for a new approach. African Evaluation Journal. 8 (1). p.10

2019

*** Macintyre, T., Monroy, T., Coral, D., Zethelius, M., Tassone, V., & Wals, A. E. 2019. T-labs and climate change narratives: Co-researcher qualities in transgressive action–research. Action Research. 17(1), 63-86.

Pesanayi, T., O’Donoghue, R., & Shava. S. (2019). Think Piece: Situating Education for Sustainable Development in southern African philosophy and contexts of social-ecological change to enhance curriculum relevance and the common good. Southern African Journal of Environmental Education. Vol 39.

Bengtsson, S. L. (2019). Engaging with the beyond – diffracting conceptions of t-learning. Sustainability: Special Issue on Transgressive Learning and Transformations to Sustainability. 11(12), 3430.

Burt J. (2019) Research for the People, by the People: The Political Practice of Cognitive Justice and Transformative Learning in Environmental Social Movements. Sustainability; 11(20):5611. https://doi.org/10.3390/su11205611

Condeza-Marmentini A, Flores-González L. (2019) Teachers’ Transgressive Pedagogical Practices in Context: Ecology, Politics, and Social Change. Sustainability. 11(21):6145. https://doi.org/10.3390/su11216145

Hellquist, A.; Westin, M. (2019). On the Inevitable Bounding of Pluralism in ESE—An Empirical Study of the Swedish Green Flag Initiative. Sustainability: Special Issue on Transgressive Learning and Transformations to Sustainability. 2019, 11, 2026.

James A. (2019) Making (Non)Sense of Urban Water Flows: Qualities and Processes for Transformative and Transgressive Learning Moments. Sustainability.  11(23):6817. https://doi.org/10.3390/su11236817

Mohanty SP, Ramaswamy R, Duraiappah AK. (2019) On the Design of a Youth-Led, Issue-Based, Crowdsourced Global Monitoring Framework for the SDGs. Sustainability.  11(23):6839. https://doi.org/10.3390/su11236839

Mudokwani K, Mukute M. (2019) Exploring Group Solidarity for Insights into Qualities of T-learning. Sustainability. 11(23):6825. https://doi.org/10.3390/su11236825

Phuong LTH, Tuan TD, Phuc NTN.  (2019) Transformative Social Learning for Agricultural Sustainability and Climate Change Adaptation in the Vietnam Mekong Delta. Sustainability. 11(23):6775. https://doi.org/10.3390/su11236775

Lotz-Sisitka, H. (2019). The Stinking Ontology of Sh#t in the Water: Higher Education Public Pedagogy and “Existance”. Sustainability: The Journal of Record 12(2).

Van Borek, S. & James, A. (2019). (Towards) Sound Research Practice: Podcast as Pedagogy Modelling Relationality and Reconciliation Sensibilities at the Water-Climate Change Nexus. The International Journal of New Media, Technology and the Arts.

**** Leah, T., McGarry, D. and L. Weber (2019). From academic to political rigour: Insights from the ‘Tarot’ of transgressive research. Ecological Economics. Volume 164, October 2019, 106379.

2018

*** Mickelsson, M., Kronlid, D. & Lotz-Sisitka, H.B. (2018) “Consider the unexpected: scaling ESD as a matter of learning”. Environmental Education Research.

Burt, J., James, A., Price, L. (2018). A peaceful revenge: achieving structural and agential transformation in a South African context using cognitive justice and emancipatory social learning. Journal of Critical Realism.

Kulundu, I. (2018). Think Piece. Intersectional Resonance and the Multiplicity of Being in a Polarised World. Southern African Journal of Environmental Education. 34 p.91 – 100.

Lotz-Sisitka, H. (2018). Think piece: Pioneers as Relational Subjects? Probing Relationality as Phenomenon Shaping Collective Learning and Change Agency Formation. Southern African Journal of Environmental Education. 34.p.61-73.

*** Phuong, L.T.H., Biesbroek, G.R., Wals, A.E.J. 2018. Barriers and enablers to climate change adaptation in hierarchical governance systems: the case of Vietnam, Journal of Environmental Policy & Planning 20 (4), 518-532.

*** Phuong, L.T.H., Wals, A.E.J., Sen, L.T.H., Hoa, N.Q., Van Lu, P., Biesbroek, R. 2018 Using a social learning configuration to increase Vietnamese smallholder farmers’ adaptive capacity to respond to climate change, Local Environment 23 (8), 879-897.

Phuong, L.T.H., Tuan, T.D. 2018. Transformative learning for sustainability to climate adaptation in a suburban community in the Mekong Delta, Vietnam. Journal of Agricultural Science and Food Technology. 4 (8), pp.155-164.

2017

***Chaves, M., Macintyre, T., G Verschoor, G., Wals, A.E.J. (2017). Radical ruralities in practice: Negotiating buen vivir in a Colombian network of sustainability, Journal of Rural Studies 59, 153-162

Thomas Macintyre and Martha Chaves. 2017. Balancing the Warrior and Empathic Activist: The role of the ‘Transgressive’ Researcher in Environmental Education. Canadian Journal of Environmental Education. 22, pp.80-96.

Heila Lotz-Sisitka, Mutizwa Mukute, Charles Chikunda, Aristides Baloi, & Tichoana Pesanayi. 2017. Transgressing the norm : Transformative agency in community-based learning for sustainability in southern African contexts. International Review of Education. 63:6, pp.897–914.

2016

Heila Lotz-Sisitka, Million Belay Ali, Gibson Mphepo, Martha Chaves, Thomas Macintyre, Tichaona Pesanayi, Arjen Wals, Mutizwa Mukute, David Kronlid, Duc Tuan Tran, Deepika Joon and Dylan McGarry. (2016) “Co-designing research on transgressive learning in times of climate change”. Current Opinion in Environmental Sustainability, 50-55