The change project approach could be applied to enhance teacher education for the purpose of confronting 21st Century challenges through education (Education 2030). The challenge for teacher education institutions is to prepare future teachers with the socio-ecological knowledge, skills, attitudes and values essential for sustainable living, by reorienting current unsustainable ways of thinking and doing. This can be achieved by integrating Education for Sustainable Development (ESD) and in a number of teacher education programmes in southern Africa, teacher educators have begun to do this. This paper discusses the critical role of a change project approach in creating the social transformation processes and actions required to achieve the ambitions of Education 2030. Cases from the Midlands State University in Zimbabwe have demonstrated important efforts to reorient university curricula. The paper investigates and discusses the challenges associated with reimagining teacher education and key considerations that need to be addressed to achieve the goal of Agenda 2030. Keywords: Change project approach; social transformation; Education 2030; Education for Sustainable Development
{"title":"The Change Project Approach: A response for reorienting teacher education to address Education 2030 in southern Africa – The case of Midlands State University, Zimbabwe","authors":"S. Urenje, M. Chauraya, C. Chikunda","doi":"10.4314/sajee.v37i1.6","DOIUrl":"https://doi.org/10.4314/sajee.v37i1.6","url":null,"abstract":"The change project approach could be applied to enhance teacher education for the purpose of confronting 21st Century challenges through education (Education 2030). The challenge for teacher education institutions is to prepare future teachers with the socio-ecological knowledge, skills, attitudes and values essential for sustainable living, by reorienting current unsustainable ways of thinking and doing. This can be achieved by integrating Education for Sustainable Development (ESD) and in a number of teacher education programmes in southern Africa, teacher educators have begun to do this. This paper discusses the critical role of a change project approach in creating the social transformation processes and actions required to achieve the ambitions of Education 2030. Cases from the Midlands State University in Zimbabwe have demonstrated important efforts to reorient university curricula. The paper investigates and discusses the challenges associated with reimagining teacher education and key considerations that need to be addressed to achieve the goal of Agenda 2030. Keywords: Change project approach; social transformation; Education 2030; Education for Sustainable Development","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80353866","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}
One of the roles of community education is keeping citizens more informed on the need to conserve their environment. However, for this to be effective in the digital era, the use of modern communication tools is required to keep pace with current technological developments. One of these tools is social media, which is enormously popular and is used by both individuals and organisations for online communication. This paper analyses the role of social media in community-based organisations (CBOs) in creating environmental awareness through community education in Kenya. A non-probability sample comprising nine CBOs in Nakuru City was used to explore activities focused on environmental issues. Data were collected and analysed from a total of 98 respondents who participated in an online survey. It was concluded that the use of social media for environmental awareness in CBOs was minimal, but there is potential in its use as a social learning environment for creating environmental awareness. The study recommends capacity building and open online communication as a means of promoting the use of social media in creating environmental awareness through community education programmes. Keywords: environmental management, environmental awareness, community based organisation (CBO), community education, social media
{"title":"Creating Community Based Environmental Awareness with Social Media: A Kenyan perspective","authors":"P. Waititu","doi":"10.4314/sajee.v37i1.2","DOIUrl":"https://doi.org/10.4314/sajee.v37i1.2","url":null,"abstract":"One of the roles of community education is keeping citizens more informed on the need to conserve their environment. However, for this to be effective in the digital era, the use of modern communication tools is required to keep pace with current technological developments. One of these tools is social media, which is enormously popular and is used by both individuals and organisations for online communication. This paper analyses the role of social media in community-based organisations (CBOs) in creating environmental awareness through community education in Kenya. A non-probability sample comprising nine CBOs in Nakuru City was used to explore activities focused on environmental issues. Data were collected and analysed from a total of 98 respondents who participated in an online survey. It was concluded that the use of social media for environmental awareness in CBOs was minimal, but there is potential in its use as a social learning environment for creating environmental awareness. The study recommends capacity building and open online communication as a means of promoting the use of social media in creating environmental awareness through community education programmes. \u0000Keywords: environmental management, environmental awareness, community based organisation (CBO), community education, social media","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84061124","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}
Hydro-sociology is a recent field of study that aims to couple the human and water systems. It appears to be a response to dualistic thinking within hydrology and sociology that is also reflected in theoretical debates about structure and agency. Reflections about how specific rivers have ignited personal agency and define some of our political and economic structures are shared. Critical realists like Margaret Archer argue that reflexivity is a mediating tool between structure and agency. But what mediating tool is/can be used to mediate between the hydrological and sociological fields and related thinking? This think piece is a reflection on how a critical realist approach to structure and agency may deepen the connection and understanding of hydro-sociology. Keywords: critical realism, hydro-sociology, duality, water, structure and agency
{"title":"ThinkPiece: A Critical Realist’s Reflections on Coupling the Hydrological and Social Systems during a Global Crisis","authors":"M. Murphy","doi":"10.4314/sajee.v37i1.3","DOIUrl":"https://doi.org/10.4314/sajee.v37i1.3","url":null,"abstract":"Hydro-sociology is a recent field of study that aims to couple the human and water systems. It appears to be a response to dualistic thinking within hydrology and sociology that is also reflected in theoretical debates about structure and agency. Reflections about how specific rivers have ignited personal agency and define some of our political and economic structures are shared. Critical realists like Margaret Archer argue that reflexivity is a mediating tool between structure and agency. But what mediating tool is/can be used to mediate between the hydrological and sociological fields and related thinking? This think piece is a reflection on how a critical realist approach to structure and agency may deepen the connection and understanding of hydro-sociology. \u0000Keywords: critical realism, hydro-sociology, duality, water, structure and agency","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"96 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80441725","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}
In the past decade, an increasing number of geologists and other scientific researchers have presented evidence that we have entered a new geologic epoch called the Anthropocene. The primary characteristic of the Anthropocene, researchers argue, revolves around the combination of an emerging and measurable sedimentary layer of increasing human artifacts (mostly plastics) in combination with significant and negative transformations within the Earth’s biodiversity and climate systems. In this article, the researchers were interested in exploring how anthropogenic events will likely affect educational systems and institutions through multi-decade environmental audits and educational planning that are more closely linked to addressing the world’s major anthropogenic problems such as climate change and a global loss of biodiversity related to human development and activity. This article concludes by exploring how anthropogenic forces might be redirected as human catalysts for a more positive environmental and geologic legacy. Keywords: Anthropocene, anthropogenic force, environmental education, educational catalysts, emotion
{"title":"ThinkPiece: Embracing Love as an Educational Force in the Anthropocene","authors":"M. Hammond-Todd, D. Monk","doi":"10.4314/sajee.v37i1.4","DOIUrl":"https://doi.org/10.4314/sajee.v37i1.4","url":null,"abstract":"In the past decade, an increasing number of geologists and other scientific researchers have presented evidence that we have entered a new geologic epoch called the Anthropocene. The primary characteristic of the Anthropocene, researchers argue, revolves around the combination of an emerging and measurable sedimentary layer of increasing human artifacts (mostly plastics) in combination with significant and negative transformations within the Earth’s biodiversity and climate systems. In this article, the researchers were interested in exploring how anthropogenic events will likely affect educational systems and institutions through multi-decade environmental audits and educational planning that are more closely linked to addressing the world’s major anthropogenic problems such as climate change and a global loss of biodiversity related to human development and activity. This article concludes by exploring how anthropogenic forces might be redirected as human catalysts for a more positive environmental and geologic legacy. \u0000Keywords: Anthropocene, anthropogenic force, environmental education, educational catalysts, emotion","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72533480","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}
South African museums face multivalent, simultaneous crises. The MELD dialectical framework of critical realist philosophy can be used to explore potential for a deep reimagining of museum theory and practice that may generate a new, relational mode better able than persistent dualist modes to respond to complex, emergent crises. This has been conceived by the author (Jeffery, 2021) as an ecological-decolonial, or eco-decolonial, mode of museology, and is further developed in the present analysis. At 1M, the MELD analysis surfaces the implicit neoliberal ontology of South African museum work and the emergent paradox of ‘emancipatory neoliberalism’. This paradox is generative of a number of constraints on practice and agency, including commodification of heritage, a restrictive form of official memory, and quantitative management practice. These limit potential for museums to respond to complex crises that require relational capabilities. 2E explores the potential negation of these constraints. To disrupt the principle of collection as the grounding ontological activity of museum practice may disrupt the implicit neoliberal ontology. This may contribute to emergent, sophisticated socialecological trends in museum practice, both in South Africa and internationally. At 3L, a dialectical view on the concept of cultural landscape offers a relational frame for an eco-decolonial museum practice that may better respond to the crises faced by museums. The practical implications of the eco-decolonial approach are considered at 4D. Keywords: museum practice, critical realism, ontology, eco-decolonial, collection, cultural landscape
{"title":"Towards an Eco-decolonial Museology: A critical realist analysis of the crises of South African museums","authors":"T. Jeffery","doi":"10.4314/sajee.v37i1.1","DOIUrl":"https://doi.org/10.4314/sajee.v37i1.1","url":null,"abstract":"South African museums face multivalent, simultaneous crises. The MELD dialectical framework of critical realist philosophy can be used to explore potential for a deep reimagining of museum theory and practice that may generate a new, relational mode better able than persistent dualist modes to respond to complex, emergent crises. This has been conceived by the author (Jeffery, 2021) as an ecological-decolonial, or eco-decolonial, mode of museology, and is further developed in the present analysis. \u0000At 1M, the MELD analysis surfaces the implicit neoliberal ontology of South African museum work and the emergent paradox of ‘emancipatory neoliberalism’. This paradox is generative of a number of constraints on practice and agency, including commodification of heritage, a restrictive form of official memory, and quantitative management practice. These limit potential for museums to respond to complex crises that require relational capabilities. \u00002E explores the potential negation of these constraints. To disrupt the principle of collection as the grounding ontological activity of museum practice may disrupt the implicit neoliberal ontology. This may contribute to emergent, sophisticated socialecological trends in museum practice, both in South Africa and internationally. \u0000At 3L, a dialectical view on the concept of cultural landscape offers a relational frame for an eco-decolonial museum practice that may better respond to the crises faced by museums. The practical implications of the eco-decolonial approach are considered at 4D. \u0000Keywords: museum practice, critical realism, ontology, eco-decolonial, collection, cultural landscape","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84395568","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 : 2021-08-16DOI: 10.31920/2633-2930/2021/v2n2a9
Kimoga Joseph
{"title":"The influence of state demands for accountability on varying faculty in making pedagogical decisions: Recommending a model for professional lecturer autonomous teaching","authors":"Kimoga Joseph","doi":"10.31920/2633-2930/2021/v2n2a9","DOIUrl":"https://doi.org/10.31920/2633-2930/2021/v2n2a9","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82319599","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 : 2021-08-16DOI: 10.31920/2633-2930/2021/v2n2a6
S. Yende
{"title":"Factors of effective postgraduate student-supervisor relationships at selected universities in South Africa","authors":"S. Yende","doi":"10.31920/2633-2930/2021/v2n2a6","DOIUrl":"https://doi.org/10.31920/2633-2930/2021/v2n2a6","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88733504","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 : 2021-08-16DOI: 10.31920/2633-2930/2021/v2n2a1
David Mhlanga
The purpose of the study was to investigate the opportunities and challenges of introducing blended learning in the education sector in South Africa post the COVID-19 disturbances. The research applied a literature review approach using unobtrusive research methods like conceptual and documentary analysis of authoritative documents. The study discovered that the COVID-19 pandemic created opportunities for the introduction of blended learning postCOVID-19 which can help to expand access to education in South Africa where access was limited by space, especially at the tertiary level. However, the study discovered that introducing blended learning is associated with challenges related to high levels of inequality, massive digital divide, resource constraints and skills shortages. Therefore, the study recommends that for blended learning to be successful it is important to ensure that there is a policy platform for addressing challenges related to inequality, skills deficit, and the massive digital divide. This means that policies that are geared towards addressing all the challenges above should be prioritized if blended learning is to be effective in South Africa.
{"title":"The Fourth Industrial Revolution and COVID-19 Pandemic in South Africa: The Opportunities and Challenges of Introducing Blended Learning in Education","authors":"David Mhlanga","doi":"10.31920/2633-2930/2021/v2n2a1","DOIUrl":"https://doi.org/10.31920/2633-2930/2021/v2n2a1","url":null,"abstract":"The purpose of the study was to investigate the opportunities and challenges of introducing blended learning in the education sector in South Africa post the COVID-19 disturbances. The research applied a literature review approach using unobtrusive research methods like conceptual and documentary analysis of authoritative documents. The study discovered that the COVID-19 pandemic created opportunities for the introduction of blended learning postCOVID-19 which can help to expand access to education in South Africa where access was limited by space, especially at the tertiary level. However, the study discovered that introducing blended learning is associated with challenges related to high levels of inequality, massive digital divide, resource constraints and skills shortages. Therefore, the study recommends that for blended learning to be successful it is important to ensure that there is a policy platform for addressing challenges related to inequality, skills deficit, and the massive digital divide. This means that policies that are geared towards addressing all the challenges above should be prioritized if blended learning is to be effective in South Africa.","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89156450","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 : 2021-08-16DOI: 10.31920/2633-2930/2021/v2n2a3
Mirriam Jengeta, M. Phiri
{"title":"Graduate perceptions on the scope of university entrepreneurship education in a turbulent economy: Case of CUT Zimbabwe","authors":"Mirriam Jengeta, M. Phiri","doi":"10.31920/2633-2930/2021/v2n2a3","DOIUrl":"https://doi.org/10.31920/2633-2930/2021/v2n2a3","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"112 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78650764","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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