Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V31I1.137680
H. Fox, Tally Palmer, R. O’Donoghue
This paper presents a case study on the severely degraded Boksburg Lake’s (Gauteng, South Africa) social–ecological system, and on an environmental-education initiative that aimed to support the lake’s transformation with a view to its improved social and ecological well-being. In this case study, three key characteristics of the initiative which appeared to support the transformative process are discussed, namely: 1. Learning was aligned with the local social–ecological context; 2. Human-to-human and human-to-ecological connections were encouraged; and 3. The youth played a key role in initiating and effecting transformation. Apparent consequences of this particular environmental-education approach include: local people becoming involved and invested in an environmental-education process that was highly meaningful to them; a deeper connection being nurtured among participating stakeholders, as well as between the youth and Boksburg Lake; a collective identity being adopted to bring about change; knowledge of Boksburg Lake’s social– ecological system being strengthened; acknowledgement of personal culpability in the lake’s degradation; many of the youths changing their negative environmental practices; and local stakeholders, including the youth, engaging in collective action to reclaim Boksburg Lake. Furthermore, a range of new practices emerged from the Schools for a Sustainable Environment (SSE) initiative. The literature is drawn on to explain the possible consequences of this initiative. Through this paper, it is hoped that environmentaleducation practitioners will be provided with useful conceptual tools to support their work.
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Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V34I0.172214
N. Jørgensen
To people who base their livelihoods on land and animals, climate changes generate experiences of increased livelihood uncertainty. With the point of departure in a case story from the Amanzi for Food project in the Eastern Cape and older case material on community gardens in Port Elizabeth, in this paper I reflect on ways of experiencing and coping with uncertain livelihood conditions. The focus of discussion is the intergenerational interactions and learning processes involved in food gardening and their role in shaping responses to uncertainty which point towards ‘creative solutions’ rather than ‘debilitation’ (cf. Calkins, 2016:2).
对于以土地和动物为生的人来说，气候变化使他们的生计更加不确定。在本文中，我以东开普省Amanzi for Food项目的一个案例故事和伊丽莎白港社区花园的旧案例材料为出发点，反思了体验和应对不确定生计条件的方式。讨论的重点是食物园艺中的代际互动和学习过程，以及它们在形成对不确定性的反应中的作用，这些不确定性指向“创造性解决方案”而不是“衰弱”(参见Calkins, 2016:2)。
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Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V34I0.172216
S. Clausen
Climate change is due to the accelerated greenhouse effect caused by modern Western ways of living, in which factors like the burning of fossil fuels for energy and the high consumption of beef are perceived to be an essential part of living, but which emit increasing levels of greenhouse gases (e.g. carbon dioxide [CO2] and methane) into the atmosphere. Greenhouse gases prevent long-wave radiation from escaping the Earth’s atmosphere, thus causing a rise in the global temperature. People living in different places around the world may or may not experience the various consequences of this temperature rise in their daily lives. Depending on where one lives, these consequences might range from extended droughts to an increased number and intensity of storms, precipitation and flooding. This two-sided problem, people’s modern way of living influencing the global climate and their living conditions in turn being highly influenced by climate changes, is exemplary for the subject of Geography, which is about humans’ interaction with nature (Physical Geography).
{"title":"Think Piece: Action Competence through Ethno-Geography","authors":"S. Clausen","doi":"10.4314/SAJEE.V34I0.172216","DOIUrl":"https://doi.org/10.4314/SAJEE.V34I0.172216","url":null,"abstract":"Climate change is due to the accelerated greenhouse effect caused by modern Western ways of living, in which factors like the burning of fossil fuels for energy and the high consumption of beef are perceived to be an essential part of living, but which emit increasing levels of greenhouse gases (e.g. carbon dioxide [CO2] and methane) into the atmosphere. Greenhouse gases prevent long-wave radiation from escaping the Earth’s atmosphere, thus causing a rise in the global temperature. People living in different places around the world may or may not experience the various consequences of this temperature rise in their daily lives. Depending on where one lives, these consequences might range from extended droughts to an increased number and intensity of storms, precipitation and flooding. This two-sided problem, people’s modern way of living influencing the global climate and their living conditions in turn being highly influenced by climate changes, is exemplary for the subject of Geography, which is about humans’ interaction with nature (Physical Geography).","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129221088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V30I0.121972
C. Dubé
As the United Nations Decade of Education for Sustainable Development (DESD) (2005 to 2014) ends, a lot of progress has been made at policy level in re-orienting geography education at Further Education and Training (FET) (Gr 10–12) level in South Africa, towards the teaching of environmental education (EE) and education for sustainable development (ESD). However, there is limited research on conceptual issues facing geography teachers, regarding the meaning of EE and ESD. This paper, based on my PhD research, seeks to address this gap. The PhD project focused on how geography teachers from diverse contexts in Western Cape secondary schools are implementing EE and ESD through the geography curriculum at FET level. In this paper, I use the qualitative data generated from my PhD study to show how three of the geography teachers grapple with the meaning of environmental education, sustainable development and education for sustainable development. The data reveals that the three teachers have conceptual difficulties regarding these terms. I argue that unless these conceptual difficulties are addressed through pre-service teacher training and in-service professional development programmes, the implementation of EE and ESD through the geography curriculum is not likely to be effective.
{"title":"Environmental Concerns in the Geography Curriculum: Perceptions of South African High School Teachers","authors":"C. Dubé","doi":"10.4314/SAJEE.V30I0.121972","DOIUrl":"https://doi.org/10.4314/SAJEE.V30I0.121972","url":null,"abstract":"As the United Nations Decade of Education for Sustainable Development (DESD) (2005 to 2014) ends, a lot of progress has been made at policy level in re-orienting geography education at Further Education and Training (FET) (Gr 10–12) level in South Africa, towards the teaching of environmental education (EE) and education for sustainable development (ESD). However, there is limited research on conceptual issues facing geography teachers, regarding the meaning of EE and ESD. This paper, based on my PhD research, seeks to address this gap. The PhD project focused on how geography teachers from diverse contexts in Western Cape secondary schools are implementing EE and ESD through the geography curriculum at FET level. In this paper, I use the qualitative data generated from my PhD study to show how three of the geography teachers grapple with the meaning of environmental education, sustainable development and education for sustainable development. The data reveals that the three teachers have conceptual difficulties regarding these terms. I argue that unless these conceptual difficulties are addressed through pre-service teacher training and in-service professional development programmes, the implementation of EE and ESD through the geography curriculum is not likely to be effective.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129525874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V1I0.136772
A. Curror
This paper describes the implemention of a programme to develop environmental awareness, with special reference to the built environment, at the pre-primary level.
本文介绍在学前阶段推行一项计划，以培养学生的环保意识，并特别提及建筑环境。
{"title":"A record of the development of an environmental education theme at a pre-primary school","authors":"A. Curror","doi":"10.4314/SAJEE.V1I0.136772","DOIUrl":"https://doi.org/10.4314/SAJEE.V1I0.136772","url":null,"abstract":"This paper describes the implemention of a programme to develop environmental awareness, with special reference to the built environment, at the pre-primary level.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132855081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Environmental knowledge is often regarded as difficult to define and position in education in general and in teacher education in particular. This presents challenges for both knowledge production and for curriculum development for teacher education programmes. While many ‘traditional’ disciplines have well-defined knowledge bases developed over time, environmental education does not, and is also less easy to integrate into teacher education programmes. In this paper, the policy framework for teacher education in South Africa is explored so as to develop ideas for knowledge selection and inclusion in environmental education for professional (teacher) education in South Africa. The works of Short (2002) on mission/practical knowledge and of Ball, Sleep, Boerst and Bass (2009) on high-leverage practices in teacher education curricula are used as ways of doing in order to enable environmental education. It is contended that these processes can provide ideas to exploit the generative spaces that exist in national policy for inclusion of contextualised, issue-based knowledge for curriculum organisation and of practice-based processes in order that environmental issues and sustainability goals may be included in teacher education curricula in South Africa.
{"title":"Environmental education in teacher education: a viewpoint exploring options in South Africa","authors":"C. Reddy","doi":"10.4314/SAJEE.V.33I1.9","DOIUrl":"https://doi.org/10.4314/SAJEE.V.33I1.9","url":null,"abstract":"Environmental knowledge is often regarded as difficult to define and position in education in general and in teacher education in particular. This presents challenges for both knowledge production and for curriculum development for teacher education programmes. While many ‘traditional’ disciplines have well-defined knowledge bases developed over time, environmental education does not, and is also less easy to integrate into teacher education programmes. In this paper, the policy framework for teacher education in South Africa is explored so as to develop ideas for knowledge selection and inclusion in environmental education for professional (teacher) education in South Africa. The works of Short (2002) on mission/practical knowledge and of Ball, Sleep, Boerst and Bass (2009) on high-leverage practices in teacher education curricula are used as ways of doing in order to enable environmental education. It is contended that these processes can provide ideas to exploit the generative spaces that exist in national policy for inclusion of contextualised, issue-based knowledge for curriculum organisation and of practice-based processes in order that environmental issues and sustainability goals may be included in teacher education curricula in South Africa.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133406683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V21I0.122684
M. G. Jackson
Despite elaborate policies and programmes to deal with them, environmental problems in India are generally worsening. In this paper it is argued that we are not adequately diagnosing these problems. There is a tendency to focus on effects, i.e. on technical definitions and solutions, rather than on causes – which are predominantly social, economic and political. In this we have followed the lead of Western environmentalism. We must first of all, therefore, question this Western perspective. Then we must attempt to articulate an authentic Indian environmentalism. To do this we must take into account the perceptions of all those people in our society who are being marginalised by ‘development’ and globalisation and their many creative responses to the environmental problems they face. This paper describes some of these responses and reflects upon them.
{"title":"Towards an Authentic Indian Environmentalism","authors":"M. G. Jackson","doi":"10.4314/SAJEE.V21I0.122684","DOIUrl":"https://doi.org/10.4314/SAJEE.V21I0.122684","url":null,"abstract":"Despite elaborate policies and programmes to deal with them, environmental problems in India are generally worsening. In this paper it is argued that we are not adequately diagnosing these problems. There is a tendency to focus on effects, i.e. on technical definitions and solutions, rather than on causes – which are predominantly social, economic and political. In this we have followed the lead of Western environmentalism. We must first of all, therefore, question this Western perspective. Then we must attempt to articulate an authentic Indian environmentalism. To do this we must take into account the perceptions of all those people in our society who are being marginalised by ‘development’ and globalisation and their many creative responses to the environmental problems they face. This paper describes some of these responses and reflects upon them.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134181840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V25I0.122762
R. Hogan
The aim of this action research case study was to engage a community of villagers, teachers, students and district officers in a participatory process to adapt a module of a school curriculum to the local context, and teach it in order to describe one way in which contextualisation, using local and indigenous knowledge and active discovery teaching-learning processes, can be done. The major research question was: Does integrating local environmental cultural knowledge into formal schooling contribute to curriculum relevance? If so, in what way? This paper summarises the background and context of the research, the motivation and the theoretical basis for the work, the methodology and methods, and the action research process itself. The results are interpreted and discussed in light of current theoretical perspectives on education and environmental education. The main findings within the case are that contextualisation improved relevance of education and thus its quality by: • Breaking through traditional frames/barriers between teachers and students, students and elders and community and teachers. • Allowing formal education to take place outside of the school. • Necessitating a change in pedagogy to more learner-centred discovery methods. • Allowing indigenous knowledge to come into the classroom. • Stimulating creativity and increased confidence. • Bringing local socio-political environmental issues into the classroom.
{"title":"Contextualising Formal Education for Improved Relevance: A case from the Rufiji wetlands, Tanzania","authors":"R. Hogan","doi":"10.4314/SAJEE.V25I0.122762","DOIUrl":"https://doi.org/10.4314/SAJEE.V25I0.122762","url":null,"abstract":"The aim of this action research case study was to engage a community of villagers, teachers, students and district officers in a participatory process to adapt a module of a school curriculum to the local context, and teach it in order to describe one way in which contextualisation, using local and indigenous knowledge and active discovery teaching-learning processes, can be done. The major research question was: Does integrating local environmental cultural knowledge into formal schooling contribute to curriculum relevance? If so, in what way? This paper summarises the background and context of the research, the motivation and the theoretical basis for the work, the methodology and methods, and the action research process itself. The results are interpreted and discussed in light of current theoretical perspectives on education and environmental education. The main findings within the case are that contextualisation improved relevance of education and thus its quality by: • Breaking through traditional frames/barriers between teachers and students, students and elders and community and teachers. • Allowing formal education to take place outside of the school. • Necessitating a change in pedagogy to more learner-centred discovery methods. • Allowing indigenous knowledge to come into the classroom. • Stimulating creativity and increased confidence. • Bringing local socio-political environmental issues into the classroom.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134010489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V29I0.122271
T. Mokuku, L. Ramakhula, M. Jobo
The article explores peer tutoring in the context of outdoor learning at a primary school in Lesotho. The peer-tutoring approach was trialled to explore its effectiveness in promoting learning in large class sizes which characterise primary and secondary schools in Lesotho. An urban primary school was purposively selected for the study. The study involved 104 Class 6 learners as tutors, 86 Class 2 learners as tutees, and 8 teachers as facilitators. To determine the learners’ perceptions on the peer tutoring and outdoor activities, focus-group discussions were employed. It is concluded that both the tutors and tutees responded positively to the outdoor learning activities and peer tutoring, but that the approaches need to be investigated further to establish tutor and tutee processes of interaction.
{"title":"Learners’ Experiences of Peer Tutoring in the Context of Outdoor Learning: The Case of a Primary School","authors":"T. Mokuku, L. Ramakhula, M. Jobo","doi":"10.4314/SAJEE.V29I0.122271","DOIUrl":"https://doi.org/10.4314/SAJEE.V29I0.122271","url":null,"abstract":"The article explores peer tutoring in the context of outdoor learning at a primary school in Lesotho. The peer-tutoring approach was trialled to explore its effectiveness in promoting learning in large class sizes which characterise primary and secondary schools in Lesotho. An urban primary school was purposively selected for the study. The study involved 104 Class 6 learners as tutors, 86 Class 2 learners as tutees, and 8 teachers as facilitators. To determine the learners’ perceptions on the peer tutoring and outdoor activities, focus-group discussions were employed. It is concluded that both the tutors and tutees responded positively to the outdoor learning activities and peer tutoring, but that the approaches need to be investigated further to establish tutor and tutee processes of interaction.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130274216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V22I0.122705
M. Mlipha, D. Manyatsi
The study aimed at investigating environmental knowledge, attitudes and practices of teachers in secondary and high schools in Swaziland. A questionnaire survey was undertaken to collect the necessary data. The findings revealed that the teachers exhibited a high level of environmental knowledge and positive attitudes towards the environment. The teachers were also found to be assisting their schools to mount basic environmentally related activities such as clean-up campaigns and tree planting. This was noted as a benefit to environmental education in the country. There were, however, noted differences in the levels of knowledge and attitudes according to the teachers’ gender, subject specialisation as well as level of academic achievements. The study concluded by raising a number of emerging issues from the results which include the mounting of initiatives aimed at enhancing the level of environmental awareness, knowledge and attitudes among all teachers. This was noted as a fundamental step towards facilitating environmental education in local schools.
{"title":"Environmental Knowledge, Attitudes and Practices of Secondary and High School Teachers in Swaziland","authors":"M. Mlipha, D. Manyatsi","doi":"10.4314/SAJEE.V22I0.122705","DOIUrl":"https://doi.org/10.4314/SAJEE.V22I0.122705","url":null,"abstract":"The study aimed at investigating environmental knowledge, attitudes and practices of teachers in secondary and high schools in Swaziland. A questionnaire survey was undertaken to collect the necessary data. The findings revealed that the teachers exhibited a high level of environmental knowledge and positive attitudes towards the environment. The teachers were also found to be assisting their schools to mount basic environmentally related activities such as clean-up campaigns and tree planting. This was noted as a benefit to environmental education in the country. There were, however, noted differences in the levels of knowledge and attitudes according to the teachers’ gender, subject specialisation as well as level of academic achievements. The study concluded by raising a number of emerging issues from the results which include the mounting of initiatives aimed at enhancing the level of environmental awareness, knowledge and attitudes among all teachers. This was noted as a fundamental step towards facilitating environmental education in local schools.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123225840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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