Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V20I0.122667
M. Ketlhoilwe
The success of environmental education implementation depends on strong support from school authorities, educational planners, policy makers, administrators and others who are responsible for the education system. This paper is based on a study conducted among education officers and school heads at secondary school level in Botswana. It focuses on environmental education as practised by education officers and school heads. The results indicate some constraints regarding the logistics and official commitment of these key role players. The paper also puts forward some recommendations for further research and review of environmental education policy implementation, with a view to informing a more workable environmental education implementation strategy in Botswana.
{"title":"Environmental Education Policy Implementation in Botswana:The role of secondary education officers and school heads","authors":"M. Ketlhoilwe","doi":"10.4314/SAJEE.V20I0.122667","DOIUrl":"https://doi.org/10.4314/SAJEE.V20I0.122667","url":null,"abstract":"The success of environmental education implementation depends on strong support from school authorities, educational planners, policy makers, administrators and others who are responsible for the education system. This paper is based on a study conducted among education officers and school heads at secondary school level in Botswana. It focuses on environmental education as practised by education officers and school heads. The results indicate some constraints regarding the logistics and official commitment of these key role players. The paper also puts forward some recommendations for further research and review of environmental education policy implementation, with a view to informing a more workable environmental education implementation strategy in Botswana.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"11 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":"129878917","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.V22I0.122696
B. Jickling
This paper takes a research orientation towards ethics and, in so doing, frames ethics as processes of inquiry and stories to be told. First, it explores ways that ethics might be ‘reimagined’, situated in everyday contexts and interpreted in ways that allow its stories to do work and invite readers and listeners to consider ethics. Second, it creates some openings to imagine ethics as a series of re-constructive experiments. Finally, this paper is an invitation to engage in ‘ethics research’ within environmental education.
{"title":"Ethics Research in Environmental Education","authors":"B. Jickling","doi":"10.4314/SAJEE.V22I0.122696","DOIUrl":"https://doi.org/10.4314/SAJEE.V22I0.122696","url":null,"abstract":"This paper takes a research orientation towards ethics and, in so doing, frames ethics as processes of inquiry and stories to be told. First, it explores ways that ethics might be ‘reimagined’, situated in everyday contexts and interpreted in ways that allow its stories to do work and invite readers and listeners to consider ethics. Second, it creates some openings to imagine ethics as a series of re-constructive experiments. Finally, this paper is an invitation to engage in ‘ethics research’ within environmental education.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"23 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":"128532051","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.V25I0.122776
M. Togo
A sustainability assessment study was performed with three teaching departments at Rhodes University – Ichthyology and Fisheries Science, Anthropology, and Accounting. The assessment used a Unit-based Sustainability Assessment Tool (USAT) and was guided by systems thinking and the ontological framework provided by critical realism. Results of the study showed that the Department of Ichthyology and Fisheries Science had a higher integration of sustainability issues in its activities than the other departments sampled, with Accounting having the lowest integration. Interviews conducted with departmental heads and content analyses of documents revealed differences in sustainability issues addressed and in approaches used in tackling them among these departments. The study is intended to inform the Mainstreaming of Environment and Sustainability in African (MESA) Universities Partnership, which promotes mainstreaming environment and sustainability in universities during the United Nations Decade of Education for Sustainable Development. The study does not provide answers to mainstreaming activities, but opens up space to debate and deliberate how to deal with the mainstreaming of sustainability in universities. It identified some of the challenges to be addressed in university-wide mainstreaming work, and affirmed the need for systems thinking in bringing about change at institutional level to extend changes taking place in individual teaching contexts.
{"title":"Sustainability Assessment Using a Unit-based Sustainability Assessment Tool: The case of three teaching departments at Rhodes University, South Africa","authors":"M. Togo","doi":"10.4314/SAJEE.V25I0.122776","DOIUrl":"https://doi.org/10.4314/SAJEE.V25I0.122776","url":null,"abstract":"A sustainability assessment study was performed with three teaching departments at Rhodes University – Ichthyology and Fisheries Science, Anthropology, and Accounting. The assessment used a Unit-based Sustainability Assessment Tool (USAT) and was guided by systems thinking and the ontological framework provided by critical realism. Results of the study showed that the Department of Ichthyology and Fisheries Science had a higher integration of sustainability issues in its activities than the other departments sampled, with Accounting having the lowest integration. Interviews conducted with departmental heads and content analyses of documents revealed differences in sustainability issues addressed and in approaches used in tackling them among these departments. The study is intended to inform the Mainstreaming of Environment and Sustainability in African (MESA) Universities Partnership, which promotes mainstreaming environment and sustainability in universities during the United Nations Decade of Education for Sustainable Development. The study does not provide answers to mainstreaming activities, but opens up space to debate and deliberate how to deal with the mainstreaming of sustainability in universities. It identified some of the challenges to be addressed in university-wide mainstreaming work, and affirmed the need for systems thinking in bringing about change at institutional level to extend changes taking place in individual teaching contexts.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"4 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":"129105865","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.V32I1.152746
C. Fabricius, Samantha McCulloch
Environmental slogans can be seen as memes, i.e. cultural constructs that, not unlike genes, replicate themselves from one generation to the next. Memes may, however, be divergently interpreted and some memes can even have unwanted side-effects. We wanted to find out how supporters of an environmental non-governmental organisation (NGO) interpreted their slogan ‘People Caring for the Earth’. During a celebratory event of one of the NGO’s branches we asked 65 supporters of the organisation to write down their interpretation of the meaning of the slogan, as well as the actions that they regularly engage in to give substance to it. Fifty-eight per cent of the 34 respondents gave social-ecological systems interpretations of ‘Caring for the Earth’ and interpreted it as humans living sustainably with nature. Their associated actions centred around sustainable living principles. Forty-two per cent of respondents held strong naturecentric interpretations of the slogan, understanding it as a call to conserve species and ecosystems. Their associated actions centred around awareness raising and educating others. While these were broad patterns rather than exclusive, distinct categories, our results suggest that environmental memes should be used with circumspection, that their meaning should be clarified through actions rather than words, and that organisations should give as much attention to the meaning of their slogan as they do to the environmental causes they aim to address. The way environmental slogans are perpetuated within an organisation has implications for the membership they attract or deter.
{"title":"Viewpoint Environmental Slogans: Memes with Diverging Interpretations","authors":"C. Fabricius, Samantha McCulloch","doi":"10.4314/SAJEE.V32I1.152746","DOIUrl":"https://doi.org/10.4314/SAJEE.V32I1.152746","url":null,"abstract":"Environmental slogans can be seen as memes, i.e. cultural constructs that, not unlike genes, replicate themselves from one generation to the next. Memes may, however, be divergently interpreted and some memes can even have unwanted side-effects. We wanted to find out how supporters of an environmental non-governmental organisation (NGO) interpreted their slogan ‘People Caring for the Earth’. During a celebratory event of one of the NGO’s branches we asked 65 supporters of the organisation to write down their interpretation of the meaning of the slogan, as well as the actions that they regularly engage in to give substance to it. Fifty-eight per cent of the 34 respondents gave social-ecological systems interpretations of ‘Caring for the Earth’ and interpreted it as humans living sustainably with nature. Their associated actions centred around sustainable living principles. Forty-two per cent of respondents held strong naturecentric interpretations of the slogan, understanding it as a call to conserve species and ecosystems. Their associated actions centred around awareness raising and educating others. While these were broad patterns rather than exclusive, distinct categories, our results suggest that environmental memes should be used with circumspection, that their meaning should be clarified through actions rather than words, and that organisations should give as much attention to the meaning of their slogan as they do to the environmental causes they aim to address. The way environmental slogans are perpetuated within an organisation has implications for the membership they attract or deter.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"1 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":"130754866","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.V26I0.122831
K. Kithara, M. Nagao, Y. Sato, J. Clark, A. Petersen
The aim of the project reported on in this viewpoint paper is to develop a package of curriculum materials for use in the teaching of the topic of Education for Sustainable Development (ESD) at the primary school level. The project is an international collaboration between teachers in primary schools in Cape Town (South Africa) and Toyko (Japan), supported by researchers at two Universities – The International Christian University (ICU) in Toyko and The University of Cape Town (UCT). The curriculum materials are being developed jointly by teachers in the two countries, through a collaborative process that involves a number of reciprocal visits to each others’ classrooms and participation in video conferences together. Once completed, the materials will be trialed in the respective contexts. A further feature of the project is the use of the Japanese system of Furikaeri (or ‘lesson study’). This is a form of reflective practice which has been shown to be a most useful tool in support of teacher professional development.
{"title":"Viewpoint: Developing Modules on the Topic of Education for Sustainable Development- A Cross-cultural Approach for Engaging in International Collaboration and Furikaeri","authors":"K. Kithara, M. Nagao, Y. Sato, J. Clark, A. Petersen","doi":"10.4314/SAJEE.V26I0.122831","DOIUrl":"https://doi.org/10.4314/SAJEE.V26I0.122831","url":null,"abstract":"The aim of the project reported on in this viewpoint paper is to develop a package of curriculum materials for use in the teaching of the topic of Education for Sustainable Development (ESD) at the primary school level. The project is an international collaboration between teachers in primary schools in Cape Town (South Africa) and Toyko (Japan), supported by researchers at two Universities – The International Christian University (ICU) in Toyko and The University of Cape Town (UCT). The curriculum materials are being developed jointly by teachers in the two countries, through a collaborative process that involves a number of reciprocal visits to each others’ classrooms and participation in video conferences together. Once completed, the materials will be trialed in the respective contexts. A further feature of the project is the use of the Japanese system of Furikaeri (or ‘lesson study’). This is a form of reflective practice which has been shown to be a most useful tool in support of teacher professional development.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"3 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":"126402989","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.V18I0.137411
V. Willers, F. Staden
In this study, environmental concern has been conceptualised as the manifestation of attitudes that are directed at behavioural intentions of active personal involvement in caring about environmental matters. Based on a critique of theoretical approaches towards understanding the formation of environmental attitudes, a model has been developed where environmental concern acts as a precursor of responsible environmental behaviour. The emergence of environmentally concerned attitudes is depicted as a dynamic composition of transactions amongst individual subjective experiences, personal factors and structures at the socio-level. Attention is also paid to the temporal and situational embeddedness of environmentally concerned attitudes over time and space.
{"title":"Environmental concern and environmentally responsible behaviour: Towards a model","authors":"V. Willers, F. Staden","doi":"10.4314/SAJEE.V18I0.137411","DOIUrl":"https://doi.org/10.4314/SAJEE.V18I0.137411","url":null,"abstract":"In this study, environmental concern has been conceptualised as the manifestation of attitudes that are directed at behavioural intentions of active personal involvement in caring about environmental matters. Based on a critique of theoretical approaches towards understanding the formation of environmental attitudes, a model has been developed where environmental concern acts as a precursor of responsible environmental behaviour. The emergence of environmentally concerned attitudes is depicted as a dynamic composition of transactions amongst individual subjective experiences, personal factors and structures at the socio-level. Attention is also paid to the temporal and situational embeddedness of environmentally concerned attitudes over time and space.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"13 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":"116736016","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.V13I0.137496
A. Clacherty
This paper describes aspects of the Environmental Education Policy Initiative (EEPI), as it is now known, with the purpose of reflecting on it and drawing out some key features. Commonly, a process such as the EEPI runs its course with little attempt to reflect more deeply on the process and learn from it. This short paper is intended as a useful learning opportunity for us all.
{"title":"The Environmental Education Policy Initiative: Reflections on the Process.","authors":"A. Clacherty","doi":"10.4314/SAJEE.V13I0.137496","DOIUrl":"https://doi.org/10.4314/SAJEE.V13I0.137496","url":null,"abstract":"This paper describes aspects of the Environmental Education Policy Initiative (EEPI), as it is now known, with the purpose of reflecting on it and drawing out some key features. Commonly, a process such as the EEPI runs its course with little attempt to reflect more deeply on the process and learn from it. This short paper is intended as a useful learning opportunity for us all.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"5 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":"132811182","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.V22I0.122699
R. O’Donoghue
The paper reviews education activities in a successful anti-cholera campaign amongst rural communities in eastern southern Africa. It is centred on probing how a modern institutional governmentality was relatively blind to an historical legacy of Nguni hand-washing practices and came to exclude use of simple tests for coliform contamination in rural health education activities. The study examines institutional processes, probing discontinuities between the health education message and the complex social ecology of cholera. In so doing, it uncovers how a post-apartheid institutional rhetoric of participation, empowerment and social transformation is playing out in communicative interventions to instil healthier practices amongst the rural poor. Institutional perspectives such as this are rooted in an institutional legacy of appropriation and control. Despite the current rhetoric of participation, instrumental orientations are being sustained as the radical critique of struggle for freedom and change gives way, through comfortable submission and intellectual conformity, to an instrumental conservatism in many post-apartheid institutional settings today. The study notes and probes a surprising resonance between the ecology of the disease and an intergenerational social capital of indigenous hand-washing practices. The evidence suggests that these patterns of hand-washing practice would have served to contain the disease in earlier times and points to this social capital as a focus for co-engaged action on environment and health concerns. The findings suggest that an opposing of institutional and indigenous knowledge is not a simple matter and that moving beyond a legacy of cultural exclusion and marginalisation remains a challenge as the first decade of post-apartheid democratic governance comes to a close.
{"title":"Cholera in KwaZulu-Natal: Probing Institutional Governmentality and Indigenous Hand-Washing Practices","authors":"R. O’Donoghue","doi":"10.4314/SAJEE.V22I0.122699","DOIUrl":"https://doi.org/10.4314/SAJEE.V22I0.122699","url":null,"abstract":"The paper reviews education activities in a successful anti-cholera campaign amongst rural communities in eastern southern Africa. It is centred on probing how a modern institutional governmentality was relatively blind to an historical legacy of Nguni hand-washing practices and came to exclude use of simple tests for coliform contamination in rural health education activities. The study examines institutional processes, probing discontinuities between the health education message and the complex social ecology of cholera. In so doing, it uncovers how a post-apartheid institutional rhetoric of participation, empowerment and social transformation is playing out in communicative interventions to instil healthier practices amongst the rural poor. Institutional perspectives such as this are rooted in an institutional legacy of appropriation and control. Despite the current rhetoric of participation, instrumental orientations are being sustained as the radical critique of struggle for freedom and change gives way, through comfortable submission and intellectual conformity, to an instrumental conservatism in many post-apartheid institutional settings today. The study notes and probes a surprising resonance between the ecology of the disease and an intergenerational social capital of indigenous hand-washing practices. The evidence suggests that these patterns of hand-washing practice would have served to contain the disease in earlier times and points to this social capital as a focus for co-engaged action on environment and health concerns. The findings suggest that an opposing of institutional and indigenous knowledge is not a simple matter and that moving beyond a legacy of cultural exclusion and marginalisation remains a challenge as the first decade of post-apartheid democratic governance comes to a close.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"39 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":"133543338","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.V21I0.122692
N. Gough
Krog, Antjie. (2003). A Change of Tongue . Johannesburg: Random House. Pieterse, Edgar, & Meintjies, Frank (Eds). (2004). Voices of the Transition: The Politics, Poetics and Practices of Social Change in South Africa . Sandown: Heinemann.
Krog, Antjie.(2003).A Change of Tongue .约翰内斯堡：兰登书屋。Pieterse, Edgar, & Meintjies, Frank (Eds).(2004).Voices of the Transition：The Politics, Poetics and Practices of Social Change in South Africa .Sandown：Heinemann.
{"title":"Review Essay: Landscapes/Voices In/Of Transition/Transformation","authors":"N. Gough","doi":"10.4314/SAJEE.V21I0.122692","DOIUrl":"https://doi.org/10.4314/SAJEE.V21I0.122692","url":null,"abstract":"Krog, Antjie. (2003). A Change of Tongue . Johannesburg: Random House. Pieterse, Edgar, & Meintjies, Frank (Eds). (2004). Voices of the Transition: The Politics, Poetics and Practices of Social Change in South Africa . Sandown: Heinemann.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"468 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":"133056346","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.v32i1.152737
M. Ketlhoilwe, N. Silo
Environmental education (EE) and education for sustainable development (ESD) pedagogies are intricate, and to enhance learning, teacher education has to be innovative in teaching approach. This article investigates how the change project approach enhances project-based learning in practice. The investigation is based on teacher education programmes in Botswana teacher education institutions (colleges of education) where a few teacher educators were introduced to Education for Strong Sustainability and Agency (ESSA) change projects. Preliminary results of the change projects’ evaluation indicate that change project ideas were enthusiastically accepted by teacher-educators and students across the teacher education colleges in Botswana. This research is a follow-up to change project implementation and its outcomes in two teacher education institutions in Botswana. It is framed within a project-based learning approach in teacher education. Data were generated through site visit observations and interviews with teacher-educators and studentteachers. The outcome indicated the viability of project-based learning (PBL) as an appropriate approach to transformative pedagogies for ESD in teacher education. The PBL approach is recommended for teacher training education to facilitate strong sustainability and agency among student-teachers. Key words: project-based learning, change project, ESD, environmental education, teacher education.
{"title":"Change Project-Based Learning in Teacher Education in Botswana","authors":"M. Ketlhoilwe, N. Silo","doi":"10.4314/sajee.v32i1.152737","DOIUrl":"https://doi.org/10.4314/sajee.v32i1.152737","url":null,"abstract":"Environmental education (EE) and education for sustainable development (ESD) pedagogies are intricate, and to enhance learning, teacher education has to be innovative in teaching approach. This article investigates how the change project approach enhances project-based learning in practice. The investigation is based on teacher education programmes in Botswana teacher education institutions (colleges of education) where a few teacher educators were introduced to Education for Strong Sustainability and Agency (ESSA) change projects. Preliminary results of the change projects’ evaluation indicate that change project ideas were enthusiastically accepted by teacher-educators and students across the teacher education colleges in Botswana. This research is a follow-up to change project implementation and its outcomes in two teacher education institutions in Botswana. It is framed within a project-based learning approach in teacher education. Data were generated through site visit observations and interviews with teacher-educators and studentteachers. The outcome indicated the viability of project-based learning (PBL) as an appropriate approach to transformative pedagogies for ESD in teacher education. The PBL approach is recommended for teacher training education to facilitate strong sustainability and agency among student-teachers. Key words: project-based learning, change project, ESD, environmental education, teacher education.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"64 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114124482","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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