UKZN Seminar Explores Sustainability Through Diversity and Global Collaboration
The University of KwaZulu-Natal’s (UKZN) School of Education recently hosted an engaging seminar titled ‘Global North-Global South Connections: Sustainability Through Diversity’ at the Edgewood campus, bringing together academics from South Africa and abroad, postgraduate students, and education practitioners to explore how diverse knowledge systems can contribute to sustainable futures.
The seminar provided a platform for critical engagement on the role of education in addressing global sustainability challenges through culturally responsive and transformative approaches to teaching and learning. Through keynote presentations, postgraduate research showcases, and collaborative discussions, participants reflected on the importance of fostering global citizenship, social responsibility, and inclusive forms of knowledge production.
Opening the seminar, Professor Asheena Singh-Pillay, Academic Leader for Teaching and Learning in the School of Education, welcomed participants and highlighted the significance of creating spaces where local and global perspectives can intersect to generate innovative responses to contemporary challenges.
The keynote address was delivered by Professor Latsone from Riga Technical University in Latvia. Her presentation, titled ‘Sustainability: From Local Classrooms to Global Change’, examined the role of education in empowering learners to become active contributors to sustainable development. Drawing from international perspectives, she emphasised the importance of critical thinking, collaboration, and responsible citizenship in preparing learners to navigate an increasingly interconnected world.
A central theme throughout the seminar was the recognition that sustainability extends beyond environmental concerns and encompasses social justice, cultural inclusion, and equitable access to knowledge. This perspective was explored in depth by seminar convenor and Principal Investigator, Professor Ronicka Mudaly of the UKZN School of Education during her presentation titled ‘Southern Sensibilities for a More Just and Socially Responsive Science Education’.
Mudaly encouraged participants to reflect on the historical inequalities that continue to shape society and education, while also considering pathways towards healing and transformation.
“When we talk about awareness of historical wounds, we must also talk about how we transcend those historical wounds,” she said.
Her remarks highlighted the importance of moving beyond acknowledging past injustices towards building more equitable and inclusive futures through education and collective action.
Mudaly further reflected on the African philosophy of Ubuntu and its relevance to sustainability and social cohesion. She explained that the principle of “I am because we are” reminds society of the interconnectedness that exists among people, communities, animals, and the natural environment. Her discussion underscored the importance of shared responsibility, compassion, and mutual care, arguing that sustainable development can only be achieved when individuals recognise their responsibility towards one another and the world around them.
The presentation resonated strongly with the seminar’s broader emphasis on epistemic diversity – the recognition and valuing of multiple ways of knowing. Participants were encouraged to consider how education can create spaces that embrace diverse perspectives while fostering dialogue, understanding, and social justice.
The seminar also provided postgraduate students and emerging researchers with an opportunity to showcase their work through poster and slide presentations under the theme ‘Research: Enacting Sustainability and Epistemic Diversity’. The presentations highlighted the importance of integrating indigenous knowledge systems into contemporary educational practices while addressing challenges facing African societies.
Among the presenters was Ms Safeeya Noeka, an honours student in Science and Mathematics Education, who shared a case study which revealed insights into teacher professional development which facilitated learner stewardship in environmental education. Noeka provided examples of the intersection between environmental education and entrepreneurship within a Global South context.
Ms Angela Ejema Aigbokhabo, a Master of Education graduate, explored the integration of African Indigenous Knowledge into Natural Sciences Education, using concepts from the ‘Two-Eyed Seeing’ framework. Emphasising the need for locally relevant approaches to contemporary challenges, she remarked: “We know that we have a lot of African problems that need our attention. We need African-based solutions to those problems.” Her presentation underscored the value of drawing on a plurality of knowledges to develop contextually relevant responses to social, environmental, and educational issues.
Master’s graduate Ms Slindokuhle Mbotho presented on ‘Addressing Education for Sustainable Development through Indigenous Knowledge in Natural Sciences Teaching’. Mbotho examined the role of initial teacher education in advancing sustainability education and promoting social justice. She underscored the importance of engaging initial teacher education students in critiquing the existing curriculum and moving beyond critique towards addressing social challenges.
Further contributing to the discussion, UKZN alumnus Dr Sebastian Sanjigadu, now based at the Central University of Technology in the Free State, presented on ‘Bridging Tradition and Innovation: Teachers Integrating Indigenous Knowledge into the Science Curriculum’. He demonstrated how meaningful connections can be created between traditional knowledge systems and contemporary scientific learning. Insights into engagements with Professional Learning Communities (PLCs) and with community knowledge holders, in designing and implementing socially responsive curricula, were shared.
Collectively, the postgraduate and emerging scholar presentations reinforced many of the themes raised throughout the seminar, demonstrating how indigenous knowledge systems, sustainability, and social justice can be integrated to create more responsive and inclusive educational practices.
Interactive sessions using a design-thinking methodology encouraged active participation through reflection, discussion, and collaborative problem-solving. These engagements reinforced the seminar’s commitment to developing practical solutions that can contribute to meaningful change within communities and educational institutions.
The programme concluded with a key learning and audience feedback session facilitated by Sanjigadu, allowing participants to reflect on the insights gained throughout the day. Delegates later participated in educational visits to the KwaMuhle Museum, Durban Muthi Market, and the Durban Botanic Gardens, linking the seminar’s themes to local histories, indigenous knowledge systems, and sustainable practices.
The seminar demonstrated the value of collaboration between Global North and Global South institutions in addressing shared challenges. By bringing together diverse voices and perspectives, the event reinforced the role of education as a catalyst for social transformation, sustainability, and collective wellbeing.
As discussions throughout the day revealed, creating a sustainable future requires more than technological or environmental solutions alone; it demands a commitment to diversity, inclusion, shared responsibility, and a willingness to learn from one another across cultures, communities, and knowledge systems. This resonated with UKZN’s goals of advancing African-led globalisation through African scholarship and contributing, through knowledge, to the prosperity and sustainability of the province by connecting with the communities it serves.
Words: Nduduzo Duma
Photographs: Albert Hirasen
