Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V20I0.122664
G. Nhamo
The need to eliminate plastic shopping bags from South Africa’s environment has resulted in the formation and implementation of the Plastic Carrier Bags and Plastics Flat Bags Regulations (hereafter referred to as the Plastic Bags Regulations).The new law requires manufacturers to produce thicker, reusable and recyclable plastic shopping bags sold at purchase points.However, some major retailers have refused to charge customers for the new bags claiming that they were not party to the policy process. Consumer organisations have called for boycotts and urged shoppers to support retailers that continue issuing ‘free’ bags. Drawing theoretical insights from actor network theory (ANT) and other actor oriented and practice-based policy frameworks, this small-scale study established that the failure to consider key actors and actants in the policy implementation process, and the role of powerful actor networks in the process have adversly affected the policy implementation process. Given that South Africa placed emphasis on consultative national environmental policy process approaches, the unfolding events and emerging policy process models show an emerging stakeholder participation paradox in implementing policies on waste management in South Africa.
{"title":"Waste Management Policy Implementation in South Africa: An emerging stakeholder participation paradox","authors":"G. Nhamo","doi":"10.4314/SAJEE.V20I0.122664","DOIUrl":"https://doi.org/10.4314/SAJEE.V20I0.122664","url":null,"abstract":"The need to eliminate plastic shopping bags from South Africa’s environment has resulted in the formation and implementation of the Plastic Carrier Bags and Plastics Flat Bags Regulations (hereafter referred to as the Plastic Bags Regulations).The new law requires manufacturers to produce thicker, reusable and recyclable plastic shopping bags sold at purchase points.However, some major retailers have refused to charge customers for the new bags claiming that they were not party to the policy process. Consumer organisations have called for boycotts and urged shoppers to support retailers that continue issuing ‘free’ bags. Drawing theoretical insights from actor network theory (ANT) and other actor oriented and practice-based policy frameworks, this small-scale study established that the failure to consider key actors and actants in the policy implementation process, and the role of powerful actor networks in the process have adversly affected the policy implementation process. Given that South Africa placed emphasis on consultative national environmental policy process approaches, the unfolding events and emerging policy process models show an emerging stakeholder participation paradox in implementing policies on waste management in South Africa.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"8 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":"125905734","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.V28I0.122243
S. Shava
This article explores the power/knowledge relations at the knowledge generating interface between a modern community development organisation and a traditional health practitioner community in a town in the Eastern Cape, South Africa, through the lens of Foucaldian governmentality. This case study is part of a broader study which explores power/knowledge relationships in the representation and application of indigenous knowledges in selected environmental education and community development contexts. This study traces the various loci of power/knowledge and their implications in a project focusing on the conservation of traditional medicinal plants in which the community development organisation and traditional health practitioner community were involved as key partners. The case study provides a micro-setting to analyse natural resource governance, which reveals how power located in modern institutions is reinforced by the generation and accumulation of disciplinary (scientific) knowledge as a hegemonic regime of truth that is applied in the governance of medicinal resources. It also reveals the location of power within the traditional healer community on the other hand and how this is maintained by the resilient cultural retention of medicinal knowledge and related practices within the community against a background of dominant Western medical practice.
{"title":"Power/Knowledge in the Governance of Natural Resources: A Case Study of Medicinal Plant Conservation in the Eastern Cape","authors":"S. Shava","doi":"10.4314/SAJEE.V28I0.122243","DOIUrl":"https://doi.org/10.4314/SAJEE.V28I0.122243","url":null,"abstract":"This article explores the power/knowledge relations at the knowledge generating interface between a modern community development organisation and a traditional health practitioner community in a town in the Eastern Cape, South Africa, through the lens of Foucaldian governmentality. This case study is part of a broader study which explores power/knowledge relationships in the representation and application of indigenous knowledges in selected environmental education and community development contexts. This study traces the various loci of power/knowledge and their implications in a project focusing on the conservation of traditional medicinal plants in which the community development organisation and traditional health practitioner community were involved as key partners. The case study provides a micro-setting to analyse natural resource governance, which reveals how power located in modern institutions is reinforced by the generation and accumulation of disciplinary (scientific) knowledge as a hegemonic regime of truth that is applied in the governance of medicinal resources. It also reveals the location of power within the traditional healer community on the other hand and how this is maintained by the resilient cultural retention of medicinal knowledge and related practices within the community against a background of dominant Western medical practice.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"72 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":"115339978","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.V34I0.172208
Monica Carlsson
This paper offers reflections on change agency formation in the Renewable Energy Island (REI) project on Samso, following a field visit to the island in June 2016. Both individual and collective agency are set out as central for the processes leading to the change in the REI project, spurring reflections on individual–collective agency dimensions in change agency formation related to climate change issues, inspired by notions of participation in everyday life (Marres, 2011; Micheletti 2002, 2006). The paper furthermore focuses on an exploration of two different formats of knowledge-sharing in the learning processes leading to change on Samso – ‘neighbourly visits’ and web-based documentation – emphasising the role of knowledge in change agency formation. Drawing on Jamison’s (2001, 2010) notion of the making of green knowledge in the tension between environmental politics and cultural transformation, the paper suggests that the REI project can be characterised by both an adaptive approach and by social resilience development.
{"title":"Think Piece: Reflections on the Individual–Collective Relation in Change Agency Formation in the Samsø Renewable Energy Island Project","authors":"Monica Carlsson","doi":"10.4314/SAJEE.V34I0.172208","DOIUrl":"https://doi.org/10.4314/SAJEE.V34I0.172208","url":null,"abstract":"This paper offers reflections on change agency formation in the Renewable Energy Island (REI) project on Samso, following a field visit to the island in June 2016. Both individual and collective agency are set out as central for the processes leading to the change in the REI project, spurring reflections on individual–collective agency dimensions in change agency formation related to climate change issues, inspired by notions of participation in everyday life (Marres, 2011; Micheletti 2002, 2006). The paper furthermore focuses on an exploration of two different formats of knowledge-sharing in the learning processes leading to change on Samso – ‘neighbourly visits’ and web-based documentation – emphasising the role of knowledge in change agency formation. Drawing on Jamison’s (2001, 2010) notion of the making of green knowledge in the tension between environmental politics and cultural transformation, the paper suggests that the REI project can be characterised by both an adaptive approach and by social resilience development.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"54 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":"129419170","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.V23I0.122732
M. Lawhon, R. Fincham
Environmental reporting in South Africa has been criticised for its focus on ‘green’ environmental issues. This criticism is rooted in the traditionally elite nature of both the media and environmentalists. However, both, it has been noted, are undergoing transformation. This paper tests the veracity of this assumption of representativeness in the contemporary South African press through a content analysis of key issues and themes and the race and gender of actors in environmental stories in the Natal Witness. The research shows that this assertion of representativeness does not accurately describe reporting in the Natal Witness. ‘Green’ themes are found in almost half (48%) of the stories, as compared to ‘brown’ themes (17%), ecological disasters (16%), resource use (5%), environmental ethics (6%) and other themes (8%). Sources and actors tend to be white (72.9%) and men (79.9%). It is outside the parameters of the study to determine whether or not this is representative of the ‘real world’ which is being reported on; the results are intended to be used to raise questions about the perceptions which such stories present to the public.
{"title":"Environmental Issues in the South African Media: A case study of the Natal Witness","authors":"M. Lawhon, R. Fincham","doi":"10.4314/SAJEE.V23I0.122732","DOIUrl":"https://doi.org/10.4314/SAJEE.V23I0.122732","url":null,"abstract":"Environmental reporting in South Africa has been criticised for its focus on ‘green’ environmental issues. This criticism is rooted in the traditionally elite nature of both the media and environmentalists. However, both, it has been noted, are undergoing transformation. This paper tests the veracity of this assumption of representativeness in the contemporary South African press through a content analysis of key issues and themes and the race and gender of actors in environmental stories in the Natal Witness. The research shows that this assertion of representativeness does not accurately describe reporting in the Natal Witness. ‘Green’ themes are found in almost half (48%) of the stories, as compared to ‘brown’ themes (17%), ecological disasters (16%), resource use (5%), environmental ethics (6%) and other themes (8%). Sources and actors tend to be white (72.9%) and men (79.9%). It is outside the parameters of the study to determine whether or not this is representative of the ‘real world’ which is being reported on; the results are intended to be used to raise questions about the perceptions which such stories present to the public.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"19 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":"126903728","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.V29I0.122282
A. A. R. Monjane
In this research, the researcher and participating teachers endeavoured to explore ways of contextualising chemistry education in relation to local environmental and social issues in two high schools in Mozambique. The research took place in two secondary schools, one in Beline and the other in Maputo. In this study, only the results of the Maputo school are reported on in detail, although the same process was followed in both schools. After undertaking a literature review, and initiating focus-group discussions on the contextualisation of chemistry teaching, and before dealing with the programme contents, a pretest took place in two Grade 9 classes, one in each school. Subsequently, the programme contents were taught in both classes. However, the new contextualised concept of learning and teaching was applied only to one of them. A post-test was held for both streams following the teaching of the programme. The analysis of the pretest findings showed no significant difference between the two classes, whereas the analysis of the post-test findings indicated a significant difference between the two. In the class where the new concept of contextualising the learning within learners’ everyday lives was applied, it was found that learners participated actively in the chemistry lessons. This contrasted strongly with the class where conventional methodology was used.
{"title":"Exploring Educational Quality and Relevance through Integrating Environmental and Social Issues in Science Education","authors":"A. A. R. Monjane","doi":"10.4314/SAJEE.V29I0.122282","DOIUrl":"https://doi.org/10.4314/SAJEE.V29I0.122282","url":null,"abstract":"In this research, the researcher and participating teachers endeavoured to explore ways of contextualising chemistry education in relation to local environmental and social issues in two high schools in Mozambique. The research took place in two secondary schools, one in Beline and the other in Maputo. In this study, only the results of the Maputo school are reported on in detail, although the same process was followed in both schools. After undertaking a literature review, and initiating focus-group discussions on the contextualisation of chemistry teaching, and before dealing with the programme contents, a pretest took place in two Grade 9 classes, one in each school. Subsequently, the programme contents were taught in both classes. However, the new contextualised concept of learning and teaching was applied only to one of them. A post-test was held for both streams following the teaching of the programme. The analysis of the pretest findings showed no significant difference between the two classes, whereas the analysis of the post-test findings indicated a significant difference between the two. In the class where the new concept of contextualising the learning within learners’ everyday lives was applied, it was found that learners participated actively in the chemistry lessons. This contrasted strongly with the class where conventional methodology was used.","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":"127745842","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.V26I0.122802
T. Pesanayi
Food insecurity is one of the major threats to sustainable development in Africa, and particularly southern Africa. Climate change is increasingly having negative impacts on food production, further increasing the vulnerability of resource-poor communities. This paper outlines a research study conducted in two Zimbabwean smallholder communities of practice, with the aim of understanding learning interactions taking place within the community of practice that influence its choice of cultivated food plants. This would hopefully inform capability-centred teaching and learning. The study was conducted in the context of vulnerability to environment risk, socio-political pressures and a market-oriented agro-based economy in recession. Various causal mechanisms influencing plant-food choice were identified using critical realist ontological analysis. These included mixed messages from external influences in conflict with local knowledge due to power knowledge relationships. A number of learning interactions were found to be important in promoting the adaptive capacity of the farmers to chronic drought, which included inter-generational knowledge sharing; farmer to farmer exchange and reflective dialogue; experiential learning; farmers ‘passing on’ part of their harvests to other farmers; farming communities learning from risk and responding to risk; and learning from trying things out. The implications for capability-centred social learning processes were that it is important to understand the causal mechanisms that influence choices; and to confront tensions, while reducing ambivalence. A focus on more sustainable alternatives, feasible and practical for farmers, was recommended. These findings, in the context of one case study, create research questions to be examined in other case contexts in environmental education research focusing on climate change learning and adaptation.
{"title":"Sigtuna Think Piece 6 A Case of Exploring Learning Interactions in Rural Farming Communities of Practice in Manicaland, Zimbabwe","authors":"T. Pesanayi","doi":"10.4314/SAJEE.V26I0.122802","DOIUrl":"https://doi.org/10.4314/SAJEE.V26I0.122802","url":null,"abstract":"Food insecurity is one of the major threats to sustainable development in Africa, and particularly southern Africa. Climate change is increasingly having negative impacts on food production, further increasing the vulnerability of resource-poor communities. This paper outlines a research study conducted in two Zimbabwean smallholder communities of practice, with the aim of understanding learning interactions taking place within the community of practice that influence its choice of cultivated food plants. This would hopefully inform capability-centred teaching and learning. The study was conducted in the context of vulnerability to environment risk, socio-political pressures and a market-oriented agro-based economy in recession. Various causal mechanisms influencing plant-food choice were identified using critical realist ontological analysis. These included mixed messages from external influences in conflict with local knowledge due to power knowledge relationships. A number of learning interactions were found to be important in promoting the adaptive capacity of the farmers to chronic drought, which included inter-generational knowledge sharing; farmer to farmer exchange and reflective dialogue; experiential learning; farmers ‘passing on’ part of their harvests to other farmers; farming communities learning from risk and responding to risk; and learning from trying things out. The implications for capability-centred social learning processes were that it is important to understand the causal mechanisms that influence choices; and to confront tensions, while reducing ambivalence. A focus on more sustainable alternatives, feasible and practical for farmers, was recommended. These findings, in the context of one case study, create research questions to be examined in other case contexts in environmental education research focusing on climate change learning and adaptation.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"74 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":"125260171","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.V6I1.137416
M. V. D. Merwe
{"title":"Omgewingsgerigte ekonomie-onderrig? Noot!","authors":"M. V. D. Merwe","doi":"10.4314/SAJEE.V6I1.137416","DOIUrl":"https://doi.org/10.4314/SAJEE.V6I1.137416","url":null,"abstract":"","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"9 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":"132065939","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.V24I0.122744
E. González-Gaudiano
The appearance of environmental issues in the epistemological horizon of scientific disciplines has constituted a veritable revolution, in the same way as linguistics gave a new sense and created new subject matter in the social sciences in the middle of the 20th century. The study of the environment in its connotation of ‘Nature’ has been part of school curricula and scientific research for a very long time. The qualitative difference in how environmental issues are now dealt with in education and scientific research has been influenced by, on the one hand, the momentum gained by environmental issues resulting from industrialisation, followed by globalisation. Industrialisation and globalisation have revealed a previously unheard of magnitude and complexity of environmental issues, two aspects that due to the type and depth of knowledge available previously, had not been adequately pondered. On the other hand, the political, economic, social and even philosophical (ethic, aesthetic, epistemological, ontological, etc.) dimensions now associated with environmental phenomena have gone way beyond what could have been expected when the first critiques and cries of alarm about environmental issues were raised. These early warnings on the methods of increasing productivity (Rachel Carson); the models of industrial production and occidental lifestyles (Barry Commoner and Fritz Schumacher); the loss of and tragedy of the commons (Garrett Hardin); and exponential demographic growth (Paul Ehrlich and Donella Meadows), are only a few of the better known (not in chronological order).
{"title":"Education, Environment and Sustainability","authors":"E. González-Gaudiano","doi":"10.4314/SAJEE.V24I0.122744","DOIUrl":"https://doi.org/10.4314/SAJEE.V24I0.122744","url":null,"abstract":"The appearance of environmental issues in the epistemological horizon of scientific disciplines has constituted a veritable revolution, in the same way as linguistics gave a new sense and created new subject matter in the social sciences in the middle of the 20th century. The study of the environment in its connotation of ‘Nature’ has been part of school curricula and scientific research for a very long time. The qualitative difference in how environmental issues are now dealt with in education and scientific research has been influenced by, on the one hand, the momentum gained by environmental issues resulting from industrialisation, followed by globalisation. Industrialisation and globalisation have revealed a previously unheard of magnitude and complexity of environmental issues, two aspects that due to the type and depth of knowledge available previously, had not been adequately pondered. On the other hand, the political, economic, social and even philosophical (ethic, aesthetic, epistemological, ontological, etc.) dimensions now associated with environmental phenomena have gone way beyond what could have been expected when the first critiques and cries of alarm about environmental issues were raised. These early warnings on the methods of increasing productivity (Rachel Carson); the models of industrial production and occidental lifestyles (Barry Commoner and Fritz Schumacher); the loss of and tragedy of the commons (Garrett Hardin); and exponential demographic growth (Paul Ehrlich and Donella Meadows), are only a few of the better known (not in chronological order).","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"24 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":"131061039","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.V22I0.122711
M. Mlipha
This Viewpoint paper is inspired by the attention given to indigenous concepts and practices in the search for solutions to the problems of HIV/AIDS and environmental degradation. The paper focusses on the review and description of various indigenous concepts with respect to their relevance in the fight against HIV/AIDS, in particular, and environmental degradation in general. This opinion paper has been inspired by the contributions of Lungi Goduka, Soul Shava, Clayton Zazu, Jones Nkole, Charles Chikunda, Caleb Mandikonza and Mary Chintu-Chilele and others, who made a moving presentation in the 2005 EEASA conference in Lusaka around the concepts of litiko and lilima emphasising their potential role in fight against HIV/AIDS. The paper finds litiko to be a limited forum hence the suggestion that sibuya could actually be appropriate since it is more elaborate than litiko . The importance of lilima is recognised, particularly in the dissemination of information and as a support forum for those already affected by HIV/ AIDS. However, lilima may not really be of great help in the education aspect. The paper further introduces the concepts of lisango and indlunkhulu as fora for the involvement of males and the whole community in the fight against HIV/AIDS and its impacts.
{"title":"Indigenous Concepts, Institutions and Practices in Response to Environmental Degradation and HIV/AIDS","authors":"M. Mlipha","doi":"10.4314/SAJEE.V22I0.122711","DOIUrl":"https://doi.org/10.4314/SAJEE.V22I0.122711","url":null,"abstract":"This Viewpoint paper is inspired by the attention given to indigenous concepts and practices in the search for solutions to the problems of HIV/AIDS and environmental degradation. The paper focusses on the review and description of various indigenous concepts with respect to their relevance in the fight against HIV/AIDS, in particular, and environmental degradation in general. This opinion paper has been inspired by the contributions of Lungi Goduka, Soul Shava, Clayton Zazu, Jones Nkole, Charles Chikunda, Caleb Mandikonza and Mary Chintu-Chilele and others, who made a moving presentation in the 2005 EEASA conference in Lusaka around the concepts of litiko and lilima emphasising their potential role in fight against HIV/AIDS. The paper finds litiko to be a limited forum hence the suggestion that sibuya could actually be appropriate since it is more elaborate than litiko . The importance of lilima is recognised, particularly in the dissemination of information and as a support forum for those already affected by HIV/ AIDS. However, lilima may not really be of great help in the education aspect. The paper further introduces the concepts of lisango and indlunkhulu as fora for the involvement of males and the whole community in the fight against HIV/AIDS and its impacts.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"71 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":"132832755","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.V30I0.121962
K. Ontong, L. Grange
As the Decade of Education for Sustainable Development (2005-2014) draws to an end, one could pose the question: what might education’s response be to a deepening environmental crisis as we move beyond the decade? Sustainability as a frame of mind presents a different perspective to that of sustainable development as a policy (the focus of the Decade of Education for Sustainable Development) and therefore cultivating it through education might be a response that could take us forward. In this article we argue for an expanded notion of sustainability as a frame of mind, viewed through the lens of place-based/place-conscious education and also informed by the metaphysics of ubuntu. The aim of the article is to introduce place-based education and sustainability as a frame of mind as conceptual avenues for challenging educators to rethink environmental education as we enter an era beyond the Decade of Education for Sustainable Development. We do this by conceptually exploring the concepts of place-based and place-conscious education and how these fairly new educational notions might assist in developing sustainability as a frame of mind. We also discuss the educational implications of practising a pedagogy of place with specific reference to sustainability.
{"title":"The Role of Place-based Education in Developing Sustainability as a Frame of Mind","authors":"K. Ontong, L. Grange","doi":"10.4314/SAJEE.V30I0.121962","DOIUrl":"https://doi.org/10.4314/SAJEE.V30I0.121962","url":null,"abstract":"As the Decade of Education for Sustainable Development (2005-2014) draws to an end, one could pose the question: what might education’s response be to a deepening environmental crisis as we move beyond the decade? Sustainability as a frame of mind presents a different perspective to that of sustainable development as a policy (the focus of the Decade of Education for Sustainable Development) and therefore cultivating it through education might be a response that could take us forward. In this article we argue for an expanded notion of sustainability as a frame of mind, viewed through the lens of place-based/place-conscious education and also informed by the metaphysics of ubuntu. The aim of the article is to introduce place-based education and sustainability as a frame of mind as conceptual avenues for challenging educators to rethink environmental education as we enter an era beyond the Decade of Education for Sustainable Development. We do this by conceptually exploring the concepts of place-based and place-conscious education and how these fairly new educational notions might assist in developing sustainability as a frame of mind. We also discuss the educational implications of practising a pedagogy of place with specific reference to sustainability.","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":"116805272","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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