Climate change is increasingly being seen as a complex problem that requires a change in personal and practical dimensions. To support this, climate change educators need to make use of pedagogic approaches that enable students to engage in relational values of care, empathy and connection alongside understanding the problem and potential responses. Participatory approaches, whereby students engage with members of local communities to understand climate change vulnerability, have the potential to create opportunities for connection between students, communities, universities and society in theory and practice. We describe a student video project that took place in a third-year course Sustainability and the Environment in the Department of Environmental and Geographical Science at the University of Cape Town (UCT), South Africa. Students worked in groups to undertake and film a vulnerability assessment with individuals or organisations around Cape Town in relation to the city’s water crisis. Their group submission, a documentary video, needed to tell a story about social vulnerability and adaptation to the water crisis. Through a carefully scaffolded process, students’ reflections indicated that the vulnerability video process helped them to understand the concept of vulnerability and strengthen their care for and connection to those ‘vulnerable’ to climate impacts. This kind of process-oriented authentic learning experience holds potential for increasing climate change literacy that other educators might consider.
Keywords: climate change education; video and film; climate change vulnerability; authentic learning; ethics and care
{"title":"Student-Created Videos of Climate Change Vulnerability: Opportunity for connection and care","authors":"Gina Ziervogel, Nicola Pallitt","doi":"10.4314/sajee.v38i1.07","DOIUrl":"https://doi.org/10.4314/sajee.v38i1.07","url":null,"abstract":"Climate change is increasingly being seen as a complex problem that requires a change in personal and practical dimensions. To support this, climate change educators need to make use of pedagogic approaches that enable students to engage in relational values of care, empathy and connection alongside understanding the problem and potential responses. Participatory approaches, whereby students engage with members of local communities to understand climate change vulnerability, have the potential to create opportunities for connection between students, communities, universities and society in theory and practice. We describe a student video project that took place in a third-year course Sustainability and the Environment in the Department of Environmental and Geographical Science at the University of Cape Town (UCT), South Africa. Students worked in groups to undertake and film a vulnerability assessment with individuals or organisations around Cape Town in relation to the city’s water crisis. Their group submission, a documentary video, needed to tell a story about social vulnerability and adaptation to the water crisis. Through a carefully scaffolded process, students’ reflections indicated that the vulnerability video process helped them to understand the concept of vulnerability and strengthen their care for and connection to those ‘vulnerable’ to climate impacts. This kind of process-oriented authentic learning experience holds potential for increasing climate change literacy that other educators might consider.
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Climate change is increasingly being seen as a complex problem that requires a change in personal and practical dimensions. To support this, climate change educators need to make use of pedagogic approaches that enable students to engage in relational values of care, empathy and connection alongside understanding the problem and potential responses. Participatory approaches, whereby students engage with members of local communities to understand climate change vulnerability, have the potential to create opportunities for connection between students, communities, universities and society in theory and practice. We describe a student video project that took place in a third-year course Sustainability and the Environment in the Department of Environmental and Geographical Science at the University of Cape Town (UCT), South Africa. Students worked in groups to undertake and film a vulnerability assessment with individuals or organisations around Cape Town in relation to the city’s water crisis. Their group submission, a documentary video, needed to tell a story about social vulnerability and adaptation to the water crisis. Through a carefully scaffolded process, students’ reflections indicated that the vulnerability video process helped them to understand the concept of vulnerability and strengthen their care for and connection to those ‘vulnerable’ to climate impacts. This kind of process-oriented authentic learning experience holds potential for increasing climate change literacy that other educators might consider. Keywords: climate change education; video and film; climate change vulnerability; authentic learning; ethics and care
{"title":"Student-Created Videos of Climate Change Vulnerability: Opportunity for connection and care","authors":"G. Ziervogel, N. Pallitt","doi":"10.4314/sajee.v38i.07","DOIUrl":"https://doi.org/10.4314/sajee.v38i.07","url":null,"abstract":"Climate change is increasingly being seen as a complex problem that requires a change in personal and practical dimensions. To support this, climate change educators need to make use of pedagogic approaches that enable students to engage in relational values of care, empathy and connection alongside understanding the problem and potential responses. Participatory approaches, whereby students engage with members of local communities to understand climate change vulnerability, have the potential to create opportunities for connection between students, communities, universities and society in theory and practice. We describe a student video project that took place in a third-year course Sustainability and the Environment in the Department of Environmental and Geographical Science at the University of Cape Town (UCT), South Africa. Students worked in groups to undertake and film a vulnerability assessment with individuals or organisations around Cape Town in relation to the city’s water crisis. Their group submission, a documentary video, needed to tell a story about social vulnerability and adaptation to the water crisis. Through a carefully scaffolded process, students’ reflections indicated that the vulnerability video process helped them to understand the concept of vulnerability and strengthen their care for and connection to those ‘vulnerable’ to climate impacts. This kind of process-oriented authentic learning experience holds potential for increasing climate change literacy that other educators might consider. \u0000Keywords: climate change education; video and film; climate change vulnerability; authentic learning; ethics and care","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"84 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75174286","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}
K. Velempini, H. Lotz-Sisitka, I. Kulundu, Lwanda Maqwelane, Anna James, G. Mphepo, P. Dyantyi, E. Kunkwenzu
Since 2019, the COVID-19 pandemic has posed challenges to but also highlighted the urgent need for transforming education for sustainable futures. The purpose of this article is to share insights gained from a southern African study on intersecting influences of water, food, livelihoods and education, and what they mean for Education for Sustainable Development going forward. The interest is to learn from this study in ways that can inform transformation of education for sustainable futures in southern Africa going forward. The study involved a number of early career researchers in SADC countries, and was conducted via an online approach during the early days of the pandemic. It followed a qualitative research design, employed document analysis, interviews and questionnaires, and drew on a systems perspective to inform analysis. The findings are as relevant today as they were in the pandemic, and point to the importance of giving attention to intersecting issues that affect education. The study highlights six transformative praxis pathways for transforming education for sustainable futures. Keywords: COVID-19; education for sustainable development; systems thinking, intersectionality
{"title":"Transforming Education for Sustainable Futures: Intersecting dynamics of food, water, livelihoods and education in the COVID-19 pandemic","authors":"K. Velempini, H. Lotz-Sisitka, I. Kulundu, Lwanda Maqwelane, Anna James, G. Mphepo, P. Dyantyi, E. Kunkwenzu","doi":"10.4314/sajee.v38i.05","DOIUrl":"https://doi.org/10.4314/sajee.v38i.05","url":null,"abstract":"Since 2019, the COVID-19 pandemic has posed challenges to but also highlighted the urgent need for transforming education for sustainable futures. The purpose of this article is to share insights gained from a southern African study on intersecting influences of water, food, livelihoods and education, and what they mean for Education for Sustainable Development going forward. The interest is to learn from this study in ways that can inform transformation of education for sustainable futures in southern Africa going forward. The study involved a number of early career researchers in SADC countries, and was conducted via an online approach during the early days of the pandemic. It followed a qualitative research design, employed document analysis, interviews and questionnaires, and drew on a systems perspective to inform analysis. The findings are as relevant today as they were in the pandemic, and point to the importance of giving attention to intersecting issues that affect education. The study highlights six transformative praxis pathways for transforming education for sustainable futures. \u0000Keywords: COVID-19; education for sustainable development; systems thinking, intersectionality","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89315776","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 : 2022-12-17DOI: 10.31920/2633-2930/2022/v3n3a3
Jennings Joy Chibike, Thandolwenkosi Nkomo
{"title":"Public relations education and cultural sensitivity in the digital epoch: A case of the National University of Science and Technology’s Journalism and Media Studies Department","authors":"Jennings Joy Chibike, Thandolwenkosi Nkomo","doi":"10.31920/2633-2930/2022/v3n3a3","DOIUrl":"https://doi.org/10.31920/2633-2930/2022/v3n3a3","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79841928","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 : 2022-12-17DOI: 10.31920/2633-2930/2022/v3n3a8
Kweku Esia-Donkoh
{"title":"Effect of Principals’ Leadership Styles on Tutors’ Job Satisfaction in Public Colleges of Education in Ghana","authors":"Kweku Esia-Donkoh","doi":"10.31920/2633-2930/2022/v3n3a8","DOIUrl":"https://doi.org/10.31920/2633-2930/2022/v3n3a8","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"84 6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83685990","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 : 2022-12-17DOI: 10.31920/2633-2930/2022/v3n3a6
KJ Moutloutse, J. Barkhuizen, CE Oliver
{"title":"The Nature And Extent Of Bullying: A Case Study Of Students From A South African University","authors":"KJ Moutloutse, J. Barkhuizen, CE Oliver","doi":"10.31920/2633-2930/2022/v3n3a6","DOIUrl":"https://doi.org/10.31920/2633-2930/2022/v3n3a6","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73549041","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":"Eurocentric Cultural Invasions on School Leadership Practices in Botswana, Nigeria, and Zimbabwe","authors":"Simangele Makoreab, Chikezie Ignatius Ugwuab, Kaone Mabokaab, Etlhomilwe Raditshegoab, Nkobi Owen","doi":"10.31920/2633-2930/2022/v3n3a2","DOIUrl":"https://doi.org/10.31920/2633-2930/2022/v3n3a2","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85003821","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 : 2022-12-17DOI: 10.31920/2633-2930/2022/v3n3a1
J. Mawere, Kugara Stewart Lee, W. Tshamano
{"title":"Curriculum Transformation in South Africa: An Indigenous Knowledge Systems Perspective","authors":"J. Mawere, Kugara Stewart Lee, W. Tshamano","doi":"10.31920/2633-2930/2022/v3n3a1","DOIUrl":"https://doi.org/10.31920/2633-2930/2022/v3n3a1","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"2009 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82585047","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 : 2022-12-17DOI: 10.31920/2633-2930/2022/v3n3a5
Emmah M. Muema, P. Pauken
{"title":"Perceived Leadership Effectiveness of Vice-Chancellors at Public Universities in Kenya during the Juakalization Phenomenon","authors":"Emmah M. Muema, P. Pauken","doi":"10.31920/2633-2930/2022/v3n3a5","DOIUrl":"https://doi.org/10.31920/2633-2930/2022/v3n3a5","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"10 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81134893","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 : 2022-12-17DOI: 10.31920/2633-2930/2022/v3n3a4
Sakhiseni Joseph Yende, Ndwamato George Mugovhani
{"title":"Tensions and conflicts in indigenous African cultural heritage at South African universities: An artificial intelligence perspective","authors":"Sakhiseni Joseph Yende, Ndwamato George Mugovhani","doi":"10.31920/2633-2930/2022/v3n3a4","DOIUrl":"https://doi.org/10.31920/2633-2930/2022/v3n3a4","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76124529","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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