Distributed leadership (DL) is a collaborative leadership approach that involves sharing decision-making and responsibilities among multiple individuals or groups within an organisation or institution. In the context of environmental education (EE) curriculum management, DL holds signifi cant relevance and can bring several benefits to stakeholders. This article critically examines the concept of DL in EE curriculum management and argues for an Africanised approach. It is focused on but not limited to institutions of learning. Managing EE curricula shows minimal consideration of Africanised DL. Drawing on an African philosophy of ubuntu, the article argues that an Africanised approach to DL can better serve the needs of African communities and promote sustainability in the region. As a conceptual article, we explore relevant literature to advance the idea of DL from an African perspective. In an era of environmental crisis and degradation in South Africa and other parts of the continent, an Africanised DL on EE curriculum management has the potential to off er relevant solutions. The article concludes by refl ecting on the Africanisation of DL and making recommendations for implementing an Africanised approach to DL in EE curriculum management. Keywords: Africanised distributed leadership, distributed leadership, environmental education, environmental education curriculum management, ubuntu
{"title":"Africanising Distributed Leadership in Environmental Education Curriculum Management","authors":"Nonkanyiso Pamella Shabalala, M. Gumbo","doi":"10.4314/sajee.v39i.11","DOIUrl":"https://doi.org/10.4314/sajee.v39i.11","url":null,"abstract":"Distributed leadership (DL) is a collaborative leadership approach that involves sharing decision-making and responsibilities among multiple individuals or groups within an organisation or institution. In the context of environmental education (EE) curriculum management, DL holds signifi cant relevance and can bring several benefits to stakeholders. This article critically examines the concept of DL in EE curriculum management and argues for an Africanised approach. It is focused on but not limited to institutions of learning. Managing EE curricula shows minimal consideration of Africanised DL. Drawing on an African philosophy of ubuntu, the article argues that an Africanised approach to DL can better serve the needs of African communities and promote sustainability in the region. As a conceptual article, we explore relevant literature to advance the idea of DL from an African perspective. In an era of environmental crisis and degradation in South Africa and other parts of the continent, an Africanised DL on EE curriculum management has the potential to off er relevant solutions. The article concludes by refl ecting on the Africanisation of DL and making recommendations for implementing an Africanised approach to DL in EE curriculum management.\u0000Keywords: Africanised distributed leadership, distributed leadership, environmental education, environmental education curriculum management, ubuntu","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139869489","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}
Wakkerstroom, Mpumalanga, is a rural South African village, set against the backdrop of a wetland, grasslands and rolling hills (Mpumalanga Information Directory, nd). Sadly, children that live here appear to have little concept of the beauty that surrounds them, and do not care for the natural environment. The reasons for this are that they are not exposed to the natural environment other than for available resources, parents are absent due to work commitments or have passed away, and most children here cannot swim, meaning visiting the wetland is dangerous. There are also no parks where they can play. Th eir view of the environment is litter-infested roads and streams, and informal dumps. This article explores a single moment of clarity during an intervention using a puppet, that occurred during a programme in 2023 which aimed to reintroduce a group of 31 children between the ages of 11 to 15 from The Clay Educentre to the wonders of nature, using the arts, refl ective practice, and immersion into the natural environment. Here I argue that puppetry, in informal environmental education, with reflective practice, has the capacity to be more transformative than other art forms, such as drawing, drama and dance.Keywords: applied arts, reflexivity, stop moment, environmental education
{"title":"Green Man You Owe Me: Surprises using puppetry with rural children in environmental education","authors":"Carol Preston","doi":"10.4314/sajee.v39i.10","DOIUrl":"https://doi.org/10.4314/sajee.v39i.10","url":null,"abstract":"Wakkerstroom, Mpumalanga, is a rural South African village, set against the backdrop of a wetland, grasslands and rolling hills (Mpumalanga Information Directory, nd). Sadly, children that live here appear to have little concept of the beauty that surrounds them, and do not care for the natural environment. The reasons for this are that they are not exposed to the natural environment other than for available resources, parents are absent due to work commitments or have passed away, and most children here cannot swim, meaning visiting the wetland is dangerous. There are also no parks where they can play. Th eir view of the environment is litter-infested roads and streams, and informal dumps.\u0000This article explores a single moment of clarity during an intervention using a puppet, that occurred during a programme in 2023 which aimed to reintroduce a group of 31 children between the ages of 11 to 15 from The Clay Educentre to the wonders of nature, using the arts, refl ective practice, and immersion into the natural environment. Here I argue that puppetry, in informal environmental education, with reflective practice, has the capacity to be more transformative than other art forms, such as drawing, drama and dance.Keywords: applied arts, reflexivity, stop moment, environmental education","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"23 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139809014","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}
Wakkerstroom, Mpumalanga, is a rural South African village, set against the backdrop of a wetland, grasslands and rolling hills (Mpumalanga Information Directory, nd). Sadly, children that live here appear to have little concept of the beauty that surrounds them, and do not care for the natural environment. The reasons for this are that they are not exposed to the natural environment other than for available resources, parents are absent due to work commitments or have passed away, and most children here cannot swim, meaning visiting the wetland is dangerous. There are also no parks where they can play. Th eir view of the environment is litter-infested roads and streams, and informal dumps. This article explores a single moment of clarity during an intervention using a puppet, that occurred during a programme in 2023 which aimed to reintroduce a group of 31 children between the ages of 11 to 15 from The Clay Educentre to the wonders of nature, using the arts, refl ective practice, and immersion into the natural environment. Here I argue that puppetry, in informal environmental education, with reflective practice, has the capacity to be more transformative than other art forms, such as drawing, drama and dance.Keywords: applied arts, reflexivity, stop moment, environmental education
{"title":"Green Man You Owe Me: Surprises using puppetry with rural children in environmental education","authors":"Carol Preston","doi":"10.4314/sajee.v39i.10","DOIUrl":"https://doi.org/10.4314/sajee.v39i.10","url":null,"abstract":"Wakkerstroom, Mpumalanga, is a rural South African village, set against the backdrop of a wetland, grasslands and rolling hills (Mpumalanga Information Directory, nd). Sadly, children that live here appear to have little concept of the beauty that surrounds them, and do not care for the natural environment. The reasons for this are that they are not exposed to the natural environment other than for available resources, parents are absent due to work commitments or have passed away, and most children here cannot swim, meaning visiting the wetland is dangerous. There are also no parks where they can play. Th eir view of the environment is litter-infested roads and streams, and informal dumps.\u0000This article explores a single moment of clarity during an intervention using a puppet, that occurred during a programme in 2023 which aimed to reintroduce a group of 31 children between the ages of 11 to 15 from The Clay Educentre to the wonders of nature, using the arts, refl ective practice, and immersion into the natural environment. Here I argue that puppetry, in informal environmental education, with reflective practice, has the capacity to be more transformative than other art forms, such as drawing, drama and dance.Keywords: applied arts, reflexivity, stop moment, environmental education","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"20 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139868953","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}
Distributed leadership (DL) is a collaborative leadership approach that involves sharing decision-making and responsibilities among multiple individuals or groups within an organisation or institution. In the context of environmental education (EE) curriculum management, DL holds signifi cant relevance and can bring several benefits to stakeholders. This article critically examines the concept of DL in EE curriculum management and argues for an Africanised approach. It is focused on but not limited to institutions of learning. Managing EE curricula shows minimal consideration of Africanised DL. Drawing on an African philosophy of ubuntu, the article argues that an Africanised approach to DL can better serve the needs of African communities and promote sustainability in the region. As a conceptual article, we explore relevant literature to advance the idea of DL from an African perspective. In an era of environmental crisis and degradation in South Africa and other parts of the continent, an Africanised DL on EE curriculum management has the potential to off er relevant solutions. The article concludes by refl ecting on the Africanisation of DL and making recommendations for implementing an Africanised approach to DL in EE curriculum management. Keywords: Africanised distributed leadership, distributed leadership, environmental education, environmental education curriculum management, ubuntu
{"title":"Africanising Distributed Leadership in Environmental Education Curriculum Management","authors":"Nonkanyiso Pamella Shabalala, M. Gumbo","doi":"10.4314/sajee.v39i.11","DOIUrl":"https://doi.org/10.4314/sajee.v39i.11","url":null,"abstract":"Distributed leadership (DL) is a collaborative leadership approach that involves sharing decision-making and responsibilities among multiple individuals or groups within an organisation or institution. In the context of environmental education (EE) curriculum management, DL holds signifi cant relevance and can bring several benefits to stakeholders. This article critically examines the concept of DL in EE curriculum management and argues for an Africanised approach. It is focused on but not limited to institutions of learning. Managing EE curricula shows minimal consideration of Africanised DL. Drawing on an African philosophy of ubuntu, the article argues that an Africanised approach to DL can better serve the needs of African communities and promote sustainability in the region. As a conceptual article, we explore relevant literature to advance the idea of DL from an African perspective. In an era of environmental crisis and degradation in South Africa and other parts of the continent, an Africanised DL on EE curriculum management has the potential to off er relevant solutions. The article concludes by refl ecting on the Africanisation of DL and making recommendations for implementing an Africanised approach to DL in EE curriculum management.\u0000Keywords: Africanised distributed leadership, distributed leadership, environmental education, environmental education curriculum management, ubuntu","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"22 S4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139809463","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 : 2023-08-01DOI: 10.31920/2633-2930/2023/v4n2a3
Farai Nyika, Meshel Muzuva, Shame Mugova, M. Muzekenyi
{"title":"Content analysis of public debt in prescribed undergraduate South African economics textbooks","authors":"Farai Nyika, Meshel Muzuva, Shame Mugova, M. Muzekenyi","doi":"10.31920/2633-2930/2023/v4n2a3","DOIUrl":"https://doi.org/10.31920/2633-2930/2023/v4n2a3","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84709245","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 : 2023-08-01DOI: 10.31920/2633-2930/2023/v4n2a12
Elias Rashidi
{"title":"Perceptions of employees on performance management in public higher education institutions in Zimbabwe","authors":"Elias Rashidi","doi":"10.31920/2633-2930/2023/v4n2a12","DOIUrl":"https://doi.org/10.31920/2633-2930/2023/v4n2a12","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78502479","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 : 2023-08-01DOI: 10.31920/2633-2930/2023/v4n2a11
Godfrey Jakachira, Bernard Chingwanangwana, P. Chimbunde
{"title":"Our school leadership needs! Voices of Teachers in Charge of Multigrade-satellite primary schools in Zimbabwe","authors":"Godfrey Jakachira, Bernard Chingwanangwana, P. Chimbunde","doi":"10.31920/2633-2930/2023/v4n2a11","DOIUrl":"https://doi.org/10.31920/2633-2930/2023/v4n2a11","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"309 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79927108","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 : 2023-08-01DOI: 10.31920/2633-2930/2023/v4n2a4
Augustine Owusu-Addo
{"title":"Determinants of Career Choice and Personality Traits of University Students","authors":"Augustine Owusu-Addo","doi":"10.31920/2633-2930/2023/v4n2a4","DOIUrl":"https://doi.org/10.31920/2633-2930/2023/v4n2a4","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"93 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88966283","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 : 2023-08-01DOI: 10.31920/2633-2930/2023/v4n2a5
Philip Oti-Agyen
{"title":"The Girls’ Vocational Training Centre at Cape Coast in Colonial Ghana: A Model of Transformational Leadership and Restructuring of Traditional Concept of Gender","authors":"Philip Oti-Agyen","doi":"10.31920/2633-2930/2023/v4n2a5","DOIUrl":"https://doi.org/10.31920/2633-2930/2023/v4n2a5","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77847588","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 : 2023-08-01DOI: 10.31920/2633-2930/2023/v4n2a9
Felix Makonye, Eustina Mudhumo
{"title":"Basic Education under Surveillance: Engaging the Rwandan Government on Deploying English Language as a Medium of Instruction","authors":"Felix Makonye, Eustina Mudhumo","doi":"10.31920/2633-2930/2023/v4n2a9","DOIUrl":"https://doi.org/10.31920/2633-2930/2023/v4n2a9","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88858018","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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