Learning through cases: adopting a nested approach to case-study work in the Gold Fields participatory course initiative

摘要

This paper argues that there is a need, in southern Africa, to develop in-depth understanding in educational reform initiatives. Through ongoing reflexive development of a professional development programme in environmental education, we have found that case-study methodology, which emphasizes context-dependent knowledge, is significant for learning about environmental and sustainability education in higher education. We draw on the case of the Gold Fields participatory certificate course programme, developed over a 10-year period in southern Africa and describe how use of a nested approach to case-study methodology in the context of this initiative has assisted us to learn from these cases, and grapple with key issues of relevance to our practice. We describe how a nested approach to case-study research has informed theory and practice in environmental education professional development, attesting to the value of context-dependent knowledge. Paradoxically, this approach to research has also resulted in increased tensions associated with the transfer of case learning within the broader institutional frameworks of higher education.