Associate Professor Ingrid Schudel

BSc (UCT), MEd(EE) (Rhodes University), PhD (Rhodes University)

Position: Head of Department

Room: E1

Email: i.schudel@ru.ac.za

Tel: (046)603 7271

Biography:

From an undergraduate degree in the sciences, Dr Schudel moved into the field of environmental education and completed a Masters and PhD degree at Rhodes University where she is now an associate professor. She teaches in post-graduate research and research design courses and has supervised a range of masters and doctoral studies. Her research and teaching are situated within environmental, science and geography education; in schools and in teacher professional development programmes. She is also interested in exploring interdisciplinary spaces such as socio-scientific issues (SSI) in the sciences; and Science, Technology, Engineering, Arts and Mathematics (STEAM). Her teaching and research is grounded in her own practice involving curriculum innovation, education technology innovation, and materials development. Her core underlying interest of Education for Sustainable Development (ESD) aims to support transformative learning and agency within a complex, dynamic and uncertain world.

Schudel, I., Songqwaru, Z., Tshiningayamwe, S., & Lotz-Sisitka, H. (Eds). (2021). Teaching and learning for change: Education and sustainability in South Africa. African Minds. https://www.africanminds.co.za/teaching-learning-change/

Jickling, B., Lotz-Sisitka, H., Olvitt, L., O’Donoghue, R., Schudel, I., McGarry, D., & Niblett, B. (2021). Environmental Ethics: A Sourcebook for Educators. Stellenbosch: African Sun Media. DOI: 10.52779/9781991201294

Schudel, I. (2024). Enabling STE(A)M in sustainability education through dialogic/dialectic reconciliation. Educational Research for Social Change, 13(1), 64-84. http://dx.doi.org/10.17159/2221-4070/2023/v13i1a5

Schudel, I. (2017). Modelling dialectical processes in environmental learning: An elaboration of Roy Bhaskar’s onto-axiological chain. Journal of Critical Realism, 16(2), 163-183. http://dx.doi.org/10.1080/14767430.2017.1288061.

Schudel, I. (2024). Situating potentially and kinetically powerful knowledges: the power of meaning-making and social change. Journal of Curriculum Studies, 1–20. https://doi.org/10.1080/00220272.2024.2397977

Link to ORCID:

ORCID: https://orcid.org/0000-0001-6206-4681

Last Modified: Thu, 02 Oct 2025 16:41:14 SAST