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Exploring the Relevance and Quality of the VaRemba Initiation School Curriculum and its Impact on Formal Schooling in a Rural District in Zimbabwe 探索津巴布韦农村地区VaRemba入门学校课程的相关性和质量及其对正规学校教育的影响
Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V26I0.122825
C. Chikunda, Pamela Shoko
The study explores the relevance and quality of the VaRemba initiation school curriculum and analyses its impact on formal education. A case study design was used to come up with a descriptive, interpretive as well as an evaluative account of the initiation curriculum and its impact on formal schooling in Chomusenda village in Mberengwa district of Zimbabwe. Interviews, questionnaires, observations and analysis of records were used to gather data from teachers, initiates and elderly community members. The study established that the VaRemba initiation curriculum perpetuates gender stereotypical roles and has some aspects which are unsustainable and in tension with formal schooling. Girls are channeled towards reproductive roles and the private sphere while boys are geared for productive roles and public sphere. High dropout from formal schooling is witnessed soon after initiation, as the initiation curriculum seems to tell initiates that they are ‘ripe’ for adult life. However, the curriculum has aspects that contribute to moral development of young people. The study recommends a paradigm shift, to embrace the ubuntu philosophy in the two education systems as a way to harmonise them.
本研究探讨了VaRemba入门学校课程的相关性和质量,并分析了其对正规教育的影响。采用案例研究设计,对津巴布韦姆贝伦格瓦区Chomusenda村的入门课程及其对正规学校的影响进行了描述性、解释性和评价性说明。通过访谈、问卷调查、观察和记录分析,收集了来自教师、同修和老年社区成员的数据。该研究表明,VaRemba入门课程延续了性别刻板印象,并且在某些方面是不可持续的,与正规学校教育存在矛盾。女孩被引导到生育角色和私人领域,而男孩则被引导到生产角色和公共领域。正式学校的高辍学率在入会后不久就出现了,因为入会课程似乎告诉入会者,他们已经“成熟”了,可以进入成年生活。然而,课程也有有助于年轻人道德发展的方面。该研究建议进行范式转换,在两种教育体系中接受乌班图哲学,作为一种协调它们的方法。
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引用次数: 3
Editorial: Understanding Collective Learning and Human Agency in Diverse Social, Cultural and Material Settings 社论:理解不同社会、文化和物质环境下的集体学习和人类能动性
Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V34I0.172221
Lausanne Olvitt, H. Lotz-Sisitka, Jeppe Læssøe, N. Jørgensen
The significance of environment and sustainability education research and practice, and its potential contribution to a sustainable future for humanity, is conveyed by the International Social Science Council (n.d.), which explains: People everywhere will need to learn how to create new forms of human activity and new social systems that are more sustainable and socially just. However, we have limited knowledge about the type of learning that creates such change, how such learning emerges, or how it can be scaled-up to create transformations at many levels. Here, the important shift is towards considering what social systems, forms of knowledge, learning processes and questions of justice are associated with perpetuating or halting the decline of Earth’s bio-geo-chemical systems. This edition of the Southern African Journal of Environmental Education contributes three research papers and a themed Think Piece collection to these international deliberations about the role of education in enabling transformations to sustainability. Collectively, the articles highlight how relationality and the formation of human agency in socio-cultural and material settings in past–present–future configurations underpin all environment-oriented learning processes. The three research papers constituting the first part of this volume offer glimpses into how current unsustainable socio-cultural and material configurations might be transformed to address social inequalities and damaged people–nature relations. The Think Piece collection, introduced by Lotz-Sisitka, Laessoe and Jorgensen later in this editorial, focuses on how learning can foster and contribute to the development of change agents and collective agency for climate-resilient development.
国际社会科学理事会(n.d.)传达了环境和可持续教育研究和实践的重要性,以及它对人类可持续未来的潜在贡献,它解释说:世界各地的人们都需要学习如何创造新的人类活动形式和新的社会制度,这些活动和制度更可持续,社会公正。然而,我们对产生这种变化的学习类型,这种学习如何出现,或者如何在许多层面上进行扩展以创建转换的知识有限。在这方面,重要的转变是考虑什么样的社会制度、知识形式、学习过程和正义问题与维持或阻止地球生物-地球化学系统的衰退有关。本期《南部非洲环境教育杂志》为这些关于教育在实现可持续转型中的作用的国际讨论提供了三篇研究论文和一篇主题思考文集。总的来说,这些文章强调了在过去-现在-未来配置的社会文化和物质环境中,人际关系和人类能动性的形成如何支撑所有面向环境的学习过程。构成本卷第一部分的三篇研究论文提供了如何转变当前不可持续的社会文化和物质配置以解决社会不平等和受损的人与自然关系的一瞥。由Lotz-Sisitka、Laessoe和Jorgensen在本社论后面介绍的Think Piece系列侧重于学习如何促进和促进气候适应性发展的变革推动者和集体机构的发展。
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引用次数: 3
Cultural Historical Activity Theory, Expansive Learning and Agency in Permaculture Workplaces 永续文化工作场所的文化历史活动理论、拓展学习与能动性
Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V26I0.122818
M. Mukute
This paper reports on how Cultural Historical Activity Theory was used to identify and analyse contradictions; model and implement solutions in the learning and practice of permaculture at one school and its community in Zimbabwe. This is one of three sustainable agriculture workplace learning sites being examined in a wider study on change-oriented learning and sustainability practices (Mukute, 2009). It gives a brief background to permaculture and the School and Colleges Permaculture Programme (SCOPE) in Zimbabwe. The paper focuses on how contradictions were used as sources of learning and development leading to ‘real life expansions’. This demonstrates and reflects on the value of an interventionist research theory and methodology employed in the study to enhance participants’ agency in sustainable agriculture workplaces.
本文报道了如何运用文化史活动理论来识别和分析矛盾;在津巴布韦的一所学校及其社区为永续农业的学习和实践提供模型和实施解决方案。这是三个可持续农业工作场所学习地点之一,正在对面向变化的学习和可持续发展实践进行更广泛的研究(Mukute, 2009)。它给出了一个简单的背景永续农业和学校和学院永续农业计划(SCOPE)在津巴布韦。这篇论文关注的是矛盾是如何被用作学习和发展的源泉,从而导致“现实生活的扩展”。这证明并反映了研究中采用的干预主义研究理论和方法的价值,以增强参与者在可持续农业工作场所的能动性。
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引用次数: 19
Think Piece: Re-thinking Education for Sustainable Development as Transgressive Processes of Educational Engagement with Human Conduct, Emerging Matters of Concern and the Common Good 思考篇:重新思考可持续发展教育作为教育参与人类行为、新出现的问题和共同利益的越轨过程
Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V30I0.121961
R. O’Donoghue
The modernist expansion of Education is examined to explore how the concept of Education for Sustainable Development (ESD) has emerged, is being worked with, and is being assessed in imperatives intended to foster social-ecological change on a global scale. The opening review sketches how education developed as a mediating process in modernity, tracking some recent shifts that are shaping ESD in more and more diverse contexts of education practice. It scopes an ESD terrain where knowledge and ethics-led learning in relation to valued purposes might enable citizens to become engaged in change that secures a  sustainable future for generations to come. Within these processes, competence specification is  examined as a useful but under-theorised social imaginary for framing learning for future sustainability, primarily in teacher education and curriculum contexts. Here, ESD presents as an open process of situated social learning where emergent  competences steer social innovation towards a more sustainable future (SD). The paper attempts to navigate some of the current tensions in relation to knowledge and participation in these processes of learning-to-change. It probes ESD as praxiological processes of dialectical reflexivity that can become situated in contexts of risk and develop as transgressive1 expansions within many conventional learning sequences in curriculum settings. The paper notes that current discourses on ESD and its assessment have often come to stand outside, and in contrast with, conventions of teaching and learning. These discourses also often conflate  education and sustainable  development in ways that ascribe change to ESD without adequately theorising the expansive and reflexive learning of citizens and how these processes might produce the desired change towards  sustainable development (SD) in diverse contexts of learning in and about a changing world.
本文考察了教育的现代扩张,以探讨可持续发展教育(ESD)的概念是如何出现的,如何在全球范围内促进社会生态变化的迫切需要中得到合作和评估。开篇综述概述了教育如何作为一个中介过程在现代性中发展,并追踪了在越来越多样化的教育实践背景下塑造可持续发展教育的一些近期变化。它涵盖了一个以知识和道德为导向的可持续发展领域,在这个领域中,与有价值的目的相关的学习可能使公民参与到确保子孙后代可持续未来的变革中来。在这些过程中,能力规范被视为一种有用但理论化不足的社会想象,主要是在教师教育和课程背景下,用于构建未来可持续性学习。在这里,可持续发展是一个开放的社会学习过程,在这个过程中,新兴能力引导社会创新走向更可持续的未来(SD)。本文试图引导当前与知识和参与这些学习变革过程有关的一些紧张关系。它将可持续发展教育作为一种辩证反身性的实践过程进行探讨,这种辩证反身性可以被置于风险环境中,并在课程设置中的许多传统学习序列中作为越界的扩展而发展。本文指出,目前关于可持续发展教育及其评估的论述往往站在教与学的常规之外,与之形成对比。这些话语还经常将教育和可持续发展混为一谈,将变化归因于可持续发展,而没有充分理论化公民的扩张性和反思性学习,以及这些过程如何在不断变化的世界中学习的不同背景下产生对可持续发展(SD)的期望变化。
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引用次数: 14
Sustainable Schools in the UN Decade of Education for Sustainable Development: Meeting the challenge? 联合国教育促进可持续发展十年中的可持续学校:迎接挑战?
Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V23I0.122724
A. Gough
Within UNESCO’s conception of Education for Sustainable Development (ESD), schools should be implementing approaches to teaching and learning that integrate goals for conservation, social justice, appropriate  development and democracy into a vision and a mission of personal and social change. ESD also involves  developing the kinds of civic virtues and skills that can empower all citizens and, through them, our social  institutions, to play leading roles in the transition to a sustainable future. As such, ESD encompasses a vision for global society that is not only ecologically sustainable but also one that is socially and economically  sustainable. This paper traces the history of ESD in Victorian schools and analyses the current sustainability policies and initiatives in terms of their achievement of the educational, environmental, economic and social indicators of ESD. It also problematises the feasibility, and desirability, of any one programme being able to incorporate all aspects of ESD as elaborated by UNESCO.
在教科文组织的可持续发展教育理念中,学校应该实施教学方法,将保护、社会正义、适当发展和民主的目标纳入个人和社会变革的愿景和使命。可持续发展教育还涉及培养各种公民美德和技能,使所有公民,并通过他们,我们的社会机构,在向可持续未来的过渡中发挥主导作用。因此,可持续发展教育包含了一个全球社会的愿景,不仅是生态可持续的,而且是社会和经济可持续的。本文追溯了维多利亚州学校可持续发展的历史,并分析了当前可持续发展政策和举措在实现可持续发展教育、环境、经济和社会指标方面的成就。它还对任何一个方案能够纳入教科文组织所阐述的可持续发展教育的所有方面的可行性和可取性提出了疑问。
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引用次数: 37
Naturalist's Niche natuurhoekie
Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V7I1.137479
John Ledger
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引用次数: 0
Developing Capability and Agency through a Poverty-reduction Approach to Community Education and Sustainability in Botswana 通过减贫方法发展博茨瓦纳社区教育和可持续发展的能力和机构
Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V29I0.122264
M. Ketlhoilwe, K. Jeremiah
Women in the Tswapong Region of Botswana depend on natural resources for their livelihood. These resources are seasonal and are often affected by unreliable rainfall patterns. Botswana government policies create sustainable, natural resource management opportunities. This article is based on research investigating how women in rural communities, and in the specific context of the Kgetsi-ya-Tsie (a community trust), who are dependent on arable agriculture and on natural resources are making an effort to reduce poverty. The research also sought to understand what constitutes quality and relevant education for the promotion of sustainable development in such a context. The research examined how women in the eastern part of Botswana exploit natural resources for subsistence and commercial reasons. It also examined the different skills employed by women to cope with economic and social challenges and to promote sustainability. Furthermore, the research explored the women’s/communities’ conceptions of quality and relevant adult education, capabilities, agency, and adult-education pedagogies in order to promote social change relating to poverty-reduction strategies among rural women. Data for this article was generated through a questionnaire, a research schedule, focus-group discussions, document analyses, interviews and observation. The results of this research show that the benefits of promoting social change relating to poverty-reduction strategies are increasing annually, although some challenges are reducing the enthusiasm of some members of Kgetsi-ya-Tsie. During the research, it emerged that the knowledge that is shared and learnt in communities of practice is social capital. Women connect at various levels, without the constraints of a formal structure, in order to acquire skills that enable them to be more resilient to environmental and economic challenges. They share their expertise and experiences, and they learn from one another through different ways of solving the problems they face, developing new capabilities, leveraging best practices, standardising practices, and increasing their talents. Poverty reduction requires multifaceted approaches by those affected and by government institutions offering opportunities for assistance. However, what has not emerged clearly from this ongoing research is how power is distributed among women in relation to strategies for coping with poverty and organisational practices.
博茨瓦纳茨瓦蓬地区的妇女依靠自然资源维持生计。这些资源是季节性的,经常受到不可靠的降雨模式的影响。博茨瓦纳政府的政策创造了可持续的自然资源管理机会。本文基于一项研究,调查了农村社区的妇女,以及在Kgetsi-ya-Tsie(一种社区信托基金)的具体背景下,依赖耕地农业和自然资源的妇女如何努力减少贫困。这项研究还设法了解在这种情况下促进可持续发展的优质和有关教育是什么。这项研究调查了博茨瓦纳东部地区的妇女如何为生计和商业原因开发自然资源。它还审查了妇女为应付经济和社会挑战和促进可持续性所采用的不同技能。此外,研究还探讨了妇女/社区对质量和相关成人教育的概念、能力、机构和成人教育教学法,以促进与农村妇女减贫战略有关的社会变革。本文的数据是通过问卷调查、研究时间表、焦点小组讨论、文件分析、访谈和观察产生的。这项研究的结果表明,促进与减贫战略有关的社会变革的好处每年都在增加,尽管一些挑战正在降低克格西-亚-济一些成员的热情。在研究过程中,人们发现,在实践社区中共享和学习的知识是社会资本。在没有正式结构限制的情况下,妇女在各个层面进行联系,以获得技能,使她们能够更好地应对环境和经济挑战。他们分享他们的专业知识和经验,并通过解决他们面临的问题、开发新功能、利用最佳实践、标准化实践和增加他们的才能的不同方法相互学习。减贫需要受影响者和提供援助机会的政府机构采取多方面的办法。然而,从这项正在进行的研究中还没有清楚地看到,在应对贫困和组织实践的战略方面,权力是如何在妇女之间分配的。
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引用次数: 8
Children's Opinions about the Loss of Nature 孩子们对自然的丧失的看法
Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V22I0.122704
A. Mabelis
A survey was conducted among approximately 400 Dutch schoolchildren (age: 8–16 years) in order to test their feelings about deterioration of the environment and the extinction of species. The majority of pupils answered that they regret the extinction of species more or less, especially popular ones. For a minority it does not matter at all. The proportion of pupils who expressed indifference to the pollution of air, water and soil was 7%, 10% and 13%, respectively. Dying of the forest was taken very seriously by approximately 60% of the pupils; this percen tage increased after a slide of a dead forest was shown. A similar result was obtained in respect to the assumed extinction of a common plant species: it was taken more seriously after some information was given. More than half of the pupils predicted a bad future for the Netherlands. However, this pessimis tic view can be changed into a more optimistic one by stimula ting activities to improve the environment. The fact that most pupils judged their own future positive may indicate that they feel to have some control on the quality of their own life.
为了测试他们对环境恶化和物种灭绝的看法,在大约400名荷兰小学生(8-16岁)中进行了一项调查。大多数学生回答说,他们或多或少对物种的灭绝感到遗憾,尤其是受欢迎的物种。对于少数人来说,这根本无关紧要。对空气污染、水污染和土壤污染表示不关心的学生比例分别为7%、10%和13%。大约60%的学生非常重视森林死亡;在播放了死亡森林的幻灯片后,这一比例增加了。在假定一种常见植物物种灭绝的情况下,也得到了类似的结果:在提供了一些信息之后,人们更加认真地对待了这个问题。超过一半的学生预测荷兰的未来会很糟糕。然而,这种悲观的观点可以通过刺激改善环境的活动转变为更乐观的观点。大多数学生对自己的未来持积极态度这一事实可能表明,他们觉得自己对自己的生活质量有了一定的控制。
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引用次数: 3
The Role of Indigenous Knowledge in Biodiversity Conservation in the Lesotho Highlands: Exploring Indigenous Epistemology 本土知识在莱索托高地生物多样性保护中的作用:探索本土认识论
Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V21I0.122680
T. Mokuku, C. Mokuku
This paper is based on part of a broad study to investigate indigenous knowledge applied by the Lesotho Highlands communities to conserve biodiversity. A questionnaire was administered in 12 villages, to a population of 139 interviewees. It guided interviews on conservation of selected faunal and floral species with various community groups in the highlands: men, women, herd-boys and school pupils. It is illustrated that there are practices and beliefs about certain species that contribute towards their conservation. Through these beliefs species are perceived to have powers to cause certain awesome consequences for humans if destroyed, seen or encountered, and some species are believed to have abilities to communicate some messages to humans. It is argued that these beliefs and practices reflect evidence of the existence of a complex epistemological framework characterised by physical and spiritual interconnections of humans with other species. Some implications of the emergent epistemology for educational and conservation approaches are discussed.
本文基于一项广泛研究的一部分,该研究旨在调查莱索托高地社区在保护生物多样性方面应用的土著知识。在12个村庄对139名受访者进行了问卷调查。它指导了对高原上不同社区群体(男人、女人、牧童和小学生)关于选定的动物和植物物种保护的采访。它说明了有一些关于某些物种的做法和信念有助于它们的保护。通过这些信念,物种被认为有能力对人类造成某些可怕的后果,如果被摧毁,看到或遇到,一些物种被认为有能力向人类传达一些信息。有人认为,这些信仰和实践反映了一个复杂的认识论框架存在的证据,其特征是人类与其他物种的身体和精神联系。讨论了新兴认识论对教育和保护方法的影响。
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引用次数: 32
Environmental education and outcomes-based education in South Africa: A marriage made in heaven? 南非环境教育与成果教育:天作之合?
Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V17I0.137441
L. Grange, C. Reddy
The infusion of environmental education into a new South African curriculum marks a historic shift from the past where it was marginalised from mainstream, formal education. Through the Environmental Education Policy Initiative (EEPI), environmental education was included as a key principle in the most recent government white paper on education and training. This policy process provided a platform for the establishment of an Environmental Education Curriculum Initiative (EECI) to ensure that environmental concerns form part of the new outcomes based curriculum (OBE) for South Africa. Many members of the environmental education community have been actively involved in EECI activities and environmental education and OBE was one of the key features at the most recent conference of the Environmental Education Association of Southern Africa (EEASA). In this article we attempt to highlight the parallels between environmental education and OBE and raise a critical debate around the institutionalisation of environmental education in South Africa.
将环境教育纳入南非的新课程标志着一个历史性的转变,在过去,环境教育被主流正规教育边缘化。通过环境教育政策倡议(EEPI),环境教育作为一项关键原则列入了最近的政府教育和培训白皮书。这一政策进程为建立环境教育课程倡议(EECI)提供了平台,以确保环境问题成为南非新的基于成果的课程(OBE)的一部分。环境教育界的许多成员都积极参与了EECI活动和环境教育,而在最近的南部非洲环境教育协会(EEASA)会议上,OBE是一个主要特点。在本文中,我们试图强调环境教育与OBE之间的相似之处,并围绕南非环境教育的制度化提出一场批判性的辩论。
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引用次数: 23
期刊
The Southern African Journal of Environmental Education
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