Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V21I0.122679
N. Gough, L. Price
In this paper we question the desirability of the near-schism between (on the one hand) environmental philosophers, advocates and educators who appear to be antagonistic to, and/or dismissive of, poststructuralism and deconstruction and (on the other hand) those that find these philosophies and methodologies generative in their inquiries. We examine the claims of writers who assert that poststructuralism and deconstruction are anti-realist positions and suggest alternative ways of thinking about these matters that might enable environmental educators who currently take opposing positions to work in more commensurable ways.
{"title":"Rewording the world: poststructuralism, deconstruction and the 'real' in environmental education","authors":"N. Gough, L. Price","doi":"10.4314/SAJEE.V21I0.122679","DOIUrl":"https://doi.org/10.4314/SAJEE.V21I0.122679","url":null,"abstract":"In this paper we question the desirability of the near-schism between (on the one hand) environmental philosophers, advocates and educators who appear to be antagonistic to, and/or dismissive of, poststructuralism and deconstruction and (on the other hand) those that find these philosophies and methodologies generative in their inquiries. We examine the claims of writers who assert that poststructuralism and deconstruction are anti-realist positions and suggest alternative ways of thinking about these matters that might enable environmental educators who currently take opposing positions to work in more commensurable ways.","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":"131310457","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.V22I0.122700
S. Shava
Research on indigenous knowledge should go beyond documenting and interpreting it. Rather, it should stimulate inquiry into its application in present day community development and education settings. This study intends to steer indigenous knowledge research towards practical application initiatives. The study documents wild food plants of Zimbabwe, highlights some popular wild food plants, and cites some commercially marketed wild food plants and makes recommendations on the application of indigenous knowledge of wild food plants in community and educational settings.
{"title":"Research on Indigenous Knowledge and its Application: A Case of Wild Food Plants of Zimbabwe","authors":"S. Shava","doi":"10.4314/SAJEE.V22I0.122700","DOIUrl":"https://doi.org/10.4314/SAJEE.V22I0.122700","url":null,"abstract":"Research on indigenous knowledge should go beyond documenting and interpreting it. Rather, it should stimulate inquiry into its application in present day community development and education settings. This study intends to steer indigenous knowledge research towards practical application initiatives. The study documents wild food plants of Zimbabwe, highlights some popular wild food plants, and cites some commercially marketed wild food plants and makes recommendations on the application of indigenous knowledge of wild food plants in community and educational settings.","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":"122257475","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.V26I0.122830
M. Togo
Rhodes University has a diversity of sustainable development initiatives meant for students and in a range of cases activities are initiated by students themselves with the support of the university. Results of a sustainability assessment revealed the involvement of students in environmental societies, environmental awareness campaigns, campus sustainability initiatives and community sustainability projects. Though most of the projects are still in their infancy and some challenges are yet to be overcome, the sustainability initiatives are gaining momentum and have contributed to improving the overall picture of sustainability at the university. Based on the results of the Rhodes University case study, the underpinning viewpoint in this paper is that university students are not merely recipients of Education for Sustainable Development but have the capacity to become agents for social change.
{"title":"Viewpoint Students as Agents of Social Change: Student Initiatives at Rhodes University, South Africa","authors":"M. Togo","doi":"10.4314/SAJEE.V26I0.122830","DOIUrl":"https://doi.org/10.4314/SAJEE.V26I0.122830","url":null,"abstract":"Rhodes University has a diversity of sustainable development initiatives meant for students and in a range of cases activities are initiated by students themselves with the support of the university. Results of a sustainability assessment revealed the involvement of students in environmental societies, environmental awareness campaigns, campus sustainability initiatives and community sustainability projects. Though most of the projects are still in their infancy and some challenges are yet to be overcome, the sustainability initiatives are gaining momentum and have contributed to improving the overall picture of sustainability at the university. Based on the results of the Rhodes University case study, the underpinning viewpoint in this paper is that university students are not merely recipients of Education for Sustainable Development but have the capacity to become agents for social change.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"17 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":"129495755","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}
{"title":"Learning to think differently","authors":"M. G. Jackson","doi":"10.1057/9780230589940_3","DOIUrl":"https://doi.org/10.1057/9780230589940_3","url":null,"abstract":"","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":"131179054","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.V25I0.122770
C. Namafe
This paper outlines a research project which was conducted on the theme of ‘Education for sustainable development: Enhancing quality and relevance of education for all’. The study was part of a partnership of five southern African universities who joined forces in a research programme under the support of the SADC Regional Environmental Education Programme based at Howick in South Africa. The aim of the research programme was to contribute to the debate on how Education for Sustainable Development (ESD) could enhance the provision of quality education for all in southern Africa. This aim was set within the following broad research question: How can environment and sustainability education programmes contribute to the quality and relevance of education for all in southern Africa? Tackled from the perspective of the University of Zambia, the starting point for our research was to acknowledge that many ESD researchers in southern Africa, and possibly elsewhere, needed to develop competence in sustaining the perception that the majority of the region’s population had areas of strength which merely needed to be identified and then empowered through research. In this regard, this paper reports on a research project which was configured with this assumption in mind; that is, what selected basic schools of Western Zambia were best at in environmental and sustainability education.
{"title":"What Selected Basic Schools in Western Zambia are Best At in Environmental and Sustainability Education","authors":"C. Namafe","doi":"10.4314/SAJEE.V25I0.122770","DOIUrl":"https://doi.org/10.4314/SAJEE.V25I0.122770","url":null,"abstract":"This paper outlines a research project which was conducted on the theme of ‘Education for sustainable development: Enhancing quality and relevance of education for all’. The study was part of a partnership of five southern African universities who joined forces in a research programme under the support of the SADC Regional Environmental Education Programme based at Howick in South Africa. The aim of the research programme was to contribute to the debate on how Education for Sustainable Development (ESD) could enhance the provision of quality education for all in southern Africa. This aim was set within the following broad research question: How can environment and sustainability education programmes contribute to the quality and relevance of education for all in southern Africa? Tackled from the perspective of the University of Zambia, the starting point for our research was to acknowledge that many ESD researchers in southern Africa, and possibly elsewhere, needed to develop competence in sustaining the perception that the majority of the region’s population had areas of strength which merely needed to be identified and then empowered through research. In this regard, this paper reports on a research project which was configured with this assumption in mind; that is, what selected basic schools of Western Zambia were best at in environmental and sustainability education.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"33 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":"134117555","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.V13I0.137500
R. O’Donoghue
This research examines how environmental education has been conceived and enacted within the same orientations that have brought on many of the environmental issues that confront us in southern Africa today. It questions prevailing modernist positions which have assumed that providing 'nature experiences' and communicating 'conservation messages' will foster the change necessary to resolve environmental concerns. Local examples are used to reveal flaws in past strategies of rational intervention before further examples are used to suggest revised orientations. 'CLEAR' and 'ACTION' are then used as acronyms to clarify enhanced approaches that are emerging to address the challenges of the next decade. To meet these challenges, rational intervention strategies might well be displaced by interactive classroom and community orientations which set out to co-construct local agendas of issues for reflexive social processes of change.
{"title":"Clarifying environmental education: A search for clear action in southern Africa","authors":"R. O’Donoghue","doi":"10.4314/SAJEE.V13I0.137500","DOIUrl":"https://doi.org/10.4314/SAJEE.V13I0.137500","url":null,"abstract":"This research examines how environmental education has been conceived and enacted within the same orientations that have brought on many of the environmental issues that confront us in southern Africa today. It questions prevailing modernist positions which have assumed that providing 'nature experiences' and communicating 'conservation messages' will foster the change necessary to resolve environmental concerns. Local examples are used to reveal flaws in past strategies of rational intervention before further examples are used to suggest revised orientations. 'CLEAR' and 'ACTION' are then used as acronyms to clarify enhanced approaches that are emerging to address the challenges of the next decade. To meet these challenges, rational intervention strategies might well be displaced by interactive classroom and community orientations which set out to co-construct local agendas of issues for reflexive social processes of change.","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":"114517435","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.V26I0.122793
Johan Öhman
In this paper the development of climate change education is related to three traditions of environmental education in Swedish schools: fact-based, normative and pluralistic traditions. These traditions are discussed from two perspectives; first that climate change is a political concept connected to different interests, ideologies, priorities and strategies; and second that compulsory education has democratic responsibility and should be carried out using democratic working methods to prepare pupils for active participation in civic life. It is stressed that the pluralistic approach has many advantages as it recognises the political dimension of environmental and sustainability issues and the same time, strives to avoid the risks of indoctrination by promoting students’ critical thinking and their democratic action competence. Finally the paper recognises a number of questions important to address in further research such as the relativistic attitude of a pluralistic approach and the meaning of such an approach in educational practice.
{"title":"Sigtuna Think Piece 4 Climate Change Education in Relation to Selective Traditions in Environmental Education","authors":"Johan Öhman","doi":"10.4314/SAJEE.V26I0.122793","DOIUrl":"https://doi.org/10.4314/SAJEE.V26I0.122793","url":null,"abstract":"In this paper the development of climate change education is related to three traditions of environmental education in Swedish schools: fact-based, normative and pluralistic traditions. These traditions are discussed from two perspectives; first that climate change is a political concept connected to different interests, ideologies, priorities and strategies; and second that compulsory education has democratic responsibility and should be carried out using democratic working methods to prepare pupils for active participation in civic life. It is stressed that the pluralistic approach has many advantages as it recognises the political dimension of environmental and sustainability issues and the same time, strives to avoid the risks of indoctrination by promoting students’ critical thinking and their democratic action competence. Finally the paper recognises a number of questions important to address in further research such as the relativistic attitude of a pluralistic approach and the meaning of such an approach in educational practice.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"158 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":"114539272","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.V18I0.137408
N. Gough
This essay explores some possibilities for decolonising the concept of sustainability in southern African discourses of environmental education by drawing attention to examples of the ways in which imperialist interests appear to be privileged in local expressions of selected transnational mythologies of social change. In a previous issue of this journal the author argued that southern African environmental educators should be suspicious of globalisation - pressures on nation states to integrate their economies into the international marketplace. Here it is argued that there may also be reasons to be suspicious of pressures to comply with international policy trends in environmental education, such as those reflected in publications from the World Commission on Environment and Development ( Our Common Future , 1987), the International Union for the Conservation of Nature ( Caring for the Earth , 1991), and the United Nations Conference on Environment and Development ( Agenda 21, 1992).
{"title":"Decolonising sustainability: Subverting and appropriating mythologies of social change","authors":"N. Gough","doi":"10.4314/SAJEE.V18I0.137408","DOIUrl":"https://doi.org/10.4314/SAJEE.V18I0.137408","url":null,"abstract":"This essay explores some possibilities for decolonising the concept of sustainability in southern African discourses of environmental education by drawing attention to examples of the ways in which imperialist interests appear to be privileged in local expressions of selected transnational mythologies of social change. In a previous issue of this journal the author argued that southern African environmental educators should be suspicious of globalisation - pressures on nation states to integrate their economies into the international marketplace. Here it is argued that there may also be reasons to be suspicious of pressures to comply with international policy trends in environmental education, such as those reflected in publications from the World Commission on Environment and Development ( Our Common Future , 1987), the International Union for the Conservation of Nature ( Caring for the Earth , 1991), and the United Nations Conference on Environment and Development ( Agenda 21, 1992).","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"29 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":"121964512","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.V32I1.152736
Jesse Schrage, F. Lenglet
This article presents the development of a theory-based framework for exploring the ways in which different teacher education institutions in Botswana have worked towards the infusion of education for sustainable development (ESD) in the curriculum and the practice of pre-service teacher education. The framework combines a theory of change, a theory of education for sustainable human development and a theory of transformative learning. The objective of this paper is to understand how this theoretical framework can help the analysis and understanding of critical features of ESD pedagogy and projects. The research results obtained in the framework’s application highlight key elements enabling the successful implementation of ESD in two specific teacher education institutions, namely: the educators’ capacity to foster transformational pedagogies in the classroom, their capacity to strategically plan and implement their change projects, and the wider institutional and administrative context.
{"title":"Towards a Theory-Based Framework for Assessing the Mainstreaming of Education for Sustainable Development: A Case Study of Teacher Education Institutions in Botswana","authors":"Jesse Schrage, F. Lenglet","doi":"10.4314/SAJEE.V32I1.152736","DOIUrl":"https://doi.org/10.4314/SAJEE.V32I1.152736","url":null,"abstract":"This article presents the development of a theory-based framework for exploring the ways in which different teacher education institutions in Botswana have worked towards the infusion of education for sustainable development (ESD) in the curriculum and the practice of pre-service teacher education. The framework combines a theory of change, a theory of education for sustainable human development and a theory of transformative learning. The objective of this paper is to understand how this theoretical framework can help the analysis and understanding of critical features of ESD pedagogy and projects. The research results obtained in the framework’s application highlight key elements enabling the successful implementation of ESD in two specific teacher education institutions, namely: the educators’ capacity to foster transformational pedagogies in the classroom, their capacity to strategically plan and implement their change projects, and the wider institutional and administrative context.","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":"122117642","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.V17I0.137444
T. Mokuku, E. J. V. Rensburg
This paper is an attempt to clarify the concept of environmental literacy from a socially transformative orientation. It resulted from our ongoing reflection on a conceptual framework in and for a three-year research project on education for environmental literacy within the integrated science curriculum in Lesotho.
{"title":"Reflecting on socially transformative environmental literacy for Lesotho","authors":"T. Mokuku, E. J. V. Rensburg","doi":"10.4314/SAJEE.V17I0.137444","DOIUrl":"https://doi.org/10.4314/SAJEE.V17I0.137444","url":null,"abstract":"This paper is an attempt to clarify the concept of environmental literacy from a socially transformative orientation. It resulted from our ongoing reflection on a conceptual framework in and for a three-year research project on education for environmental literacy within the integrated science curriculum in Lesotho.","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":"122505532","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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