Pub Date : 2022-12-17DOI: 10.31920/2633-2930/2022/v3n3a9
Emmanual Edem Danso, A. Kuranchie
{"title":"Socio-Cultural Challenges and Coping Strategies: The Tale of Refugee Students in Senior High Schools in Ghana","authors":"Emmanual Edem Danso, A. Kuranchie","doi":"10.31920/2633-2930/2022/v3n3a9","DOIUrl":"https://doi.org/10.31920/2633-2930/2022/v3n3a9","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83569555","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/v3n3a0
KL Thaba-Nkadimene
{"title":"Decolonization of Higher Education and Curriculum Decolonization: Towards Sustainable African Knowledge, Wisdom and Culture","authors":"KL Thaba-Nkadimene","doi":"10.31920/2633-2930/2022/v3n3a0","DOIUrl":"https://doi.org/10.31920/2633-2930/2022/v3n3a0","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"109 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79456735","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/v3n3a7
Dickson David Agbaji
{"title":"National Youth Service Corps (NYSC) and Education in Nigeria: A Case on Corps Members’ Tasks and Wellbeing, and Implications for Education Support","authors":"Dickson David Agbaji","doi":"10.31920/2633-2930/2022/v3n3a7","DOIUrl":"https://doi.org/10.31920/2633-2930/2022/v3n3a7","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":"89162800","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}
This study aimed to explore the strengths, weaknesses, opportunities and threats in greening schools for sustainable development in Tshwane North District in Gauteng Province of South Africa. The research considered whether contextual factors hinder schools from effectively greening their schools for sustainable development. This research is qualitative and employed focus group interviews and observation. The study was undertaken with purposefully sampled members of the school management team and school governing body at three primary schools. Data was analysed through thematic content analysis. The major finding of the study was that school funds were swiftly depleted on resources such as water, energy, paper and equipment. Furthermore, contextual factors emerged emanating from little knowledge of greening and sustainability practices by school role players and a lack of policy framework on how sustainable development and greening schools should be implemented. The findings suggest the creation of an integrative assessment of greening school policies and strategies that embrace a practical activity plan for curriculum and infrastructure to monitor school resource management.Keywords: green school; sustainable development, school role players; Sustainable Development Goals
{"title":"SWOT Analysis of Selected Schools involved in Greening and Sustainable Development Programmes","authors":"J. Bopape","doi":"10.4314/sajee.v38i1.04","DOIUrl":"https://doi.org/10.4314/sajee.v38i1.04","url":null,"abstract":"This study aimed to explore the strengths, weaknesses, opportunities and threats in greening schools for sustainable development in Tshwane North District in Gauteng Province of South Africa. The research considered whether contextual factors hinder schools from effectively greening their schools for sustainable development. This research is qualitative and employed focus group interviews and observation. The study was undertaken with purposefully sampled members of the school management team and school governing body at three primary schools. Data was analysed through thematic content analysis. The major finding of the study was that school funds were swiftly depleted on resources such as water, energy, paper and equipment. Furthermore, contextual factors emerged emanating from little knowledge of greening and sustainability practices by school role players and a lack of policy framework on how sustainable development and greening schools should be implemented. The findings suggest the creation of an integrative assessment of greening school policies and strategies that embrace a practical activity plan for curriculum and infrastructure to monitor school resource management.Keywords: green school; sustainable development, school role players; Sustainable Development Goals","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85683871","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}
Kulundu-Bolus, McGarry and Lotz-Sisitka (2020) have offered transgressive learning as a new approach to environmental education. As a response to their work, this paper describes and discusses aspects of a four-year action research project in which a group of children, adolescents and adults from the rural community of Wakkerstroom-eSizameleni participated in a series of multimodal arts-based interventions in which increased environmental awareness and improved environmental practices were key goals. Five vignettes from these interventions are used to argue that Transgressive Eco-Arts Pedagogy (TEAP) can facilitate community engagement, greater environmental awareness and small steps towards the improved environmental practices that Kulundu-Bolus et al. have called for.Keywords: Environmental education, arts-based learning, multimodality, sustainability, transgressive learning, pedagogy of love
{"title":"Transgressive Eco-Arts Pedagogy: A response to Kulundu-Bolus, McGarry and Lotz-Sisitka (SAJEE, Volume 30)","authors":"C. Preston","doi":"10.4314/sajee.v38i1.03","DOIUrl":"https://doi.org/10.4314/sajee.v38i1.03","url":null,"abstract":"Kulundu-Bolus, McGarry and Lotz-Sisitka (2020) have offered transgressive learning as a new approach to environmental education. As a response to their work, this paper describes and discusses aspects of a four-year action research project in which a group of children, adolescents and adults from the rural community of Wakkerstroom-eSizameleni participated in a series of multimodal arts-based interventions in which increased environmental awareness and improved environmental practices were key goals. Five vignettes from these interventions are used to argue that Transgressive Eco-Arts Pedagogy (TEAP) can facilitate community engagement, greater environmental awareness and small steps towards the improved environmental practices that Kulundu-Bolus et al. have called for.Keywords: Environmental education, arts-based learning, multimodality, sustainability, transgressive learning, pedagogy of love","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"141 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80418705","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}
Achieving environmental education within the current South African school system feels akin to putting eggs into a beer crate. But such is the difficulty, delicacy and discomfort of the project of system change we are struggling within, to remake and reimagine our relationships in and with the world. South African environmental educators and researchers have been involved in this task over the past 40 years. As the book Teaching and Learning for Change: Education and sustainability in South Africa shows, the school system is animportant place to start, as a meeting point of knowledge and learning and as a site in which young South Africans spend much of their time. This book not only tells a story of efforts towards realising environmental learning within the school system over the last 10 years of the Fundisa (learning) for Change Programme but it distills the significant lessons for the context of environmental education practice, going forward.
{"title":"A review of Teaching and Learning for Change: Education and Sustainability in South Africa Edited by Ingrid Schudel, Zintle Songqwaru, Sirkka Tshiningayamwe and Heila Lotz-Sisitka","authors":"A. James","doi":"10.4314/sajee.v38i1.06","DOIUrl":"https://doi.org/10.4314/sajee.v38i1.06","url":null,"abstract":"Achieving environmental education within the current South African school system feels akin to putting eggs into a beer crate. But such is the difficulty, delicacy and discomfort of the project of system change we are struggling within, to remake and reimagine our relationships in and with the world. South African environmental educators and researchers have been involved in this task over the past 40 years. As the book Teaching and Learning for Change: Education and sustainability in South Africa shows, the school system is animportant place to start, as a meeting point of knowledge and learning and as a site in which young South Africans spend much of their time. This book not only tells a story of efforts towards realising environmental learning within the school system over the last 10 years of the Fundisa (learning) for Change Programme but it distills the significant lessons for the context of environmental education practice, going forward.","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"7 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78321023","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}
Environmental Ethics Education has in recent years emerged as a critical tool for wildlife conservation research. Despite this, Environmental Ethics Education is paradoxically predominated by traditional forms of western science such as the concept of the Anthropocene which appears to exclude aspects of African life-worlds where the natural environment is considered a heritage component and is linked to onto-ethical understandings of human existence. The purpose of this study is to explore how African heritage-based knowledges and practices are understood by children who identify and understand the relevance of their totems and taboos associated with them, in relation to wildlife conservation. The study from which this paper is derived utilised formative interventionist methodology complemented by a multi-voiced decolonial approach to explore whether children-participants aged 8 to 11 years understand the purposes of their totems and associated taboos. To achieve this I used an Afrophilic Philosophy for Children pedagogical approach, which foregrounds dialogical learning and development of critical reflexive thinking skills. Emerging findings indicated that children associated their totems and connected taboos as tools for protection against environmental pollution and for minimising resource over-extraction. Findings further demonstrated improved learner agency and development of ethical reasoning among children. As participants’ respect for environmental conservation and sustainability was informed by the significance placed on their totems, I recommend the need for schools to develop generativecurricula that take seriously context-based solutions to environmental problems. Future research should also consider understanding environmental conservation issues from a context-based perspective, which can inform existing heritage practices and pedagogies.Keywords: Environmental Ethics Education, Afrophilic Philosophy for Children, ethical reasoning, heritage-knowledges
{"title":"Enacting Environmental Ethics Education for Wildlife Conservation using an Afrophilic ‘Philosophy for Children’ approach","authors":"John Bhurekeni","doi":"10.4314/sajee.v38i1.02","DOIUrl":"https://doi.org/10.4314/sajee.v38i1.02","url":null,"abstract":"Environmental Ethics Education has in recent years emerged as a critical tool for wildlife conservation research. Despite this, Environmental Ethics Education is paradoxically predominated by traditional forms of western science such as the concept of the Anthropocene which appears to exclude aspects of African life-worlds where the natural environment is considered a heritage component and is linked to onto-ethical understandings of human existence. The purpose of this study is to explore how African heritage-based knowledges and practices are understood by children who identify and understand the relevance of their totems and taboos associated with them, in relation to wildlife conservation. The study from which this paper is derived utilised formative interventionist methodology complemented by a multi-voiced decolonial approach to explore whether children-participants aged 8 to 11 years understand the purposes of their totems and associated taboos. To achieve this I used an Afrophilic Philosophy for Children pedagogical approach, which foregrounds dialogical learning and development of critical reflexive thinking skills. Emerging findings indicated that children associated their totems and connected taboos as tools for protection against environmental pollution and for minimising resource over-extraction. Findings further demonstrated improved learner agency and development of ethical reasoning among children. As participants’ respect for environmental conservation and sustainability was informed by the significance placed on their totems, I recommend the need for schools to develop generativecurricula that take seriously context-based solutions to environmental problems. Future research should also consider understanding environmental conservation issues from a context-based perspective, which can inform existing heritage practices and pedagogies.Keywords: Environmental Ethics Education, Afrophilic Philosophy for Children, ethical reasoning, heritage-knowledges","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80719163","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 : 2022-08-06DOI: 10.31920/2633-2930/2022/v3n2a2
M. Matongo
{"title":"Teacher readiness to teach using ICT in classroom pedagogy in Zimbabwean primary schools","authors":"M. Matongo","doi":"10.31920/2633-2930/2022/v3n2a2","DOIUrl":"https://doi.org/10.31920/2633-2930/2022/v3n2a2","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75539561","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 : 2022-08-06DOI: 10.31920/2633-2930/2022/v3n2a8
Ruth James UMARU, Lucy Lokritmwa WILLIAM, Dakup Stephen DABOER
{"title":"Impact of Single Parenting Status of Secondary School Teachers on Job Performance in Jos North, Plateau State Nigeria","authors":"Ruth James UMARU, Lucy Lokritmwa WILLIAM, Dakup Stephen DABOER","doi":"10.31920/2633-2930/2022/v3n2a8","DOIUrl":"https://doi.org/10.31920/2633-2930/2022/v3n2a8","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85874575","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 : 2022-08-06DOI: 10.31920/2633-2930/2022/v3n2a7
S. Munikwa, J. Mapara
{"title":"Grappling with Education 5.0 Curriculum development in Zimbabwean higher education. The Case of Chinhoyi University of Technology","authors":"S. Munikwa, J. Mapara","doi":"10.31920/2633-2930/2022/v3n2a7","DOIUrl":"https://doi.org/10.31920/2633-2930/2022/v3n2a7","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89145302","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：