The Southern African Journal of Environmental Education最新文献_第6页

Environmental Education Courses at the University of Bophuthatswana. 博普塔茨瓦纳大学环境教育课程。

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V6I1.137429

Pat Irwin

引用次数: 0

'Environment as text': Initial insights into some implications for professional development in environmental education “作为文本的环境”:对环境教育专业发展的一些启示的初步见解

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V18I0.137410

Heila Lotz, I. Robottom

引用次数: 20

Learning of Environment(s) and Environment(s) of Learning 学习的环境和学习的环境

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V24I0.122741

L. Grange, C. Reddy

{"title":"Learning of Environment(s) and Environment(s) of Learning","authors":"L. Grange, C. Reddy","doi":"10.4314/SAJEE.V24I0.122741","DOIUrl":"https://doi.org/10.4314/SAJEE.V24I0.122741","url":null,"abstract":"As we reflect on the 30 years that have passed since the first intergovernmental conference on environmental education that was held in Tbilisi, Georgia, it might be useful to review how learning of environment(s) has changed over time and also how environment(s) of learning have changed. And also, what challenges these changes present for contemporary societies. The Tbilisi conference took place at a crucial time in human history, following sharpened awareness in the 1960s of human activity impacting negatively on natural systems. But, also a time when humans were still optimistic that environmental destruction could be reversed and that education might play a role in achieving it. What transpired at the conference might therefore be understood as a meeting where representatives of governments proactively defined objectives, goals and principles for guiding environmental education activities, in view of an impending socio-ecological crisis (at the time) (UNESCO-UNEP, 1978). The focus of this short essay is on learning, therefore we first draw attention to some of the Tbilisi Principles pertinent to learning of environments and environments of learning. The first Tbilisi Principle suggests that environmental education should consider the environment in its totality, implying that learning about/in/for environments should involve all dimensions of environments and how these dimensions interact with one another. This Principle is linked to Principle 4 which states that the approach to learning should be interdisciplinary. Furthermore, Principle 2 states that learning should be a continuous lifelong process and Principle 8 states that learners should be active participants in planning their own learning experiences, and that they should make their own decisions as well as take responsibility for their decisions.","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":"132913339","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}

引用次数: 6

The Listening Train: A Collaborative, Connective Aesthetics Approach to Transgressive Social Learning 听力训练:越界社会学习的合作、关联美学方法

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V31I1.137658

D. McGarry

{"title":"The Listening Train: A Collaborative, Connective Aesthetics Approach to Transgressive Social Learning","authors":"D. McGarry","doi":"10.4314/SAJEE.V31I1.137658","DOIUrl":"https://doi.org/10.4314/SAJEE.V31I1.137658","url":null,"abstract":"This paper explores a personal iterative retrospective of a series of expansive social-learning processes that were collaboratively developed through practice-based enquiry across 17 South African towns/contexts. This reflexive narrative explores the development of a ‘Climate Train’, a mobile social-learning platform, that was conceived and created through a collaborative social movement of ‘cultural practitioners’ ranging from visual artists, poets, film-makers, theatre-makers, guerrilla-gardeners, musicians, facilitators, to educational researchers, among others, who created new ‘connective aesthetic’ social spaces for dialogue and exchange. Drawing from a variety of artistic genres, including but not limited to theatre and social sculpture (an expanded concept of public/participatory art), I reflect on the formative, foundational qualities of these approaches and share insights into social-learning praxis that emerged on the tracks. Of primary focus is the use of aesthetic praxis as a means that transforms how we engage with our inner capacities as well as how we develop our relational sensibilities. Key findings include the vital role of connective aesthetics in establishing imaginal thinking, moral intuition, empathy, participative parity, and emergence, and how these are important for transformation and establishing new capacities for ecological/global citizenship and collaborative intelligence. Keywords : Connective aesthetics, transgressive learning, transformation, social learning, transdisciplinary praxis, practice-based research, commons, ecological citizenship.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"35 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":"121240088","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}

引用次数: 6

Actor/Actant-Network Theory as Emerging Methodology for Environmental Education Research in Southern Africa 行动者/行动者网络理论:南部非洲环境教育研究的新兴方法论

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V23I0.122722

G. Nhamo

{"title":"Actor/Actant-Network Theory as Emerging Methodology for Environmental Education Research in Southern Africa","authors":"G. Nhamo","doi":"10.4314/SAJEE.V23I0.122722","DOIUrl":"https://doi.org/10.4314/SAJEE.V23I0.122722","url":null,"abstract":"This paper deliberates on actor/actant-network theory (AANT) as methodology for policy research in environmental education (EE). Insights are drawn from work that applied AANT to research environmental policy processes surrounding the formulation and implementation of South Africa’s Plastic Bags Regulations of 2003. The paper reveals that the application of AANT methodology made it possible to trace relationships, actors, actants and actor/actant-networks surrounding the Plastic Bags Regulations as quasi-object (token). The methodology also enabled a focus on understanding and investigating tensions, debates and responses emerging from the policy process. The findings were that after the promulgation of the first draft of the Plastic Bags Regulations in May 2000, tensions emerged around the nature of regulation (whether to use the command and control approach – preferred by Organised Government – or self regulation – preferred by Organised Business and Organised Labour). From these findings, a series of conceptual frameworks were drawn up as identified around key actors and actor/actant-networks. The conceptual frameworks included among them, Organised Government, Organised Business and Organised Labour.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"6 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":"129313367","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}

引用次数: 12

The Honey bee across the curriculum 蜜蜂贯穿整个课程

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V4I0.137374

Sue Hart

引用次数: 1

Underlying Mechanisms Affecting Institutionalisation of Environmental Education Courses in Southern Africa 影响南部非洲环境教育课程制度化的潜在机制

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V25I0.122773

J. Lupele

{"title":"Underlying Mechanisms Affecting Institutionalisation of Environmental Education Courses in Southern Africa","authors":"J. Lupele","doi":"10.4314/SAJEE.V25I0.122773","DOIUrl":"https://doi.org/10.4314/SAJEE.V25I0.122773","url":null,"abstract":"This paper discusses the underlying causal mechanisms that enabled or constrained institutionalisation of environmental education in 12 institutions in eight countries in southern Africa. The study was carried out in the context of the Southern Africa Development Community Regional Environmental Education Support Programme’s Course Development Network (CDN). This paper reports on part of the author's doctoral study and draws on critical realism as the ontological lens. Data analysis was done by means of a retroductive mode of inference, as articulated by Danermark, Ekstrom, Jakosben and Karlsson (2002). The paper demonstrates that there are a number of underlying causal mechanisms, which may enable or constrain institutionalisation of environmental education. They include factors at play at both national and institutional level; namely, responsiveness to national and institutional needs, recognition and ownership, accreditation and certification, institutional culture and politics, short course support structure and support from colleagues. As part of the discussions of the results of the study, I have advanced some retroductive theories that suggest causal mechanisms beyond the empirical data based on the participants’ experiences and events in the CDN.","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":"125391994","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}

引用次数: 3

Think piece : sustainability education and (curriculum) improvisation 思考篇:可持续发展教育和(课程)即兴创作

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V32I1.152718

L. Grange

{"title":"Think piece : sustainability education and (curriculum) improvisation","authors":"L. Grange","doi":"10.4314/SAJEE.V32I1.152718","DOIUrl":"https://doi.org/10.4314/SAJEE.V32I1.152718","url":null,"abstract":"In this article I (re)think sustainability education in view of a (re)turn to realisms because existing philosophies have failed to adequately respond to an impending ecological disaster and the fast pace of new technologies. This historical moment has made geologists posit a new epoch, the Anthropocene. I argue that responses to this historical moment must overcome correlationalism generally, and in particular a narrow form of it called instrumental rationality. Correlationalism means that reality appears only as the correlate of human thought. I suggest that sustainability might be liberated from the fetters of correlationalism by invoking a metaphor from jazz music, improvisation. Improvisation that is anti-correlationalist involves being attuned to the reverberations of the earth, to its materials flows, rhythms and intensities. Moreover, pedagogy as improvisation does not merely use the earth as a stage on which pedagogical acts are performed, but pedagogy is bent by the earth. Moreover, sustainability education involves the development of sensibilities that are an amalgam of visual (videre), listening (sontare) and feeling (sentire).","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"35 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":"126994499","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}

引用次数: 6

Environmental Sustainability and Quality Education: Perspectives from a community living in a context of poverty 环境可持续性和优质教育:生活在贫困背景下的社区的观点

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V25I0.122768

O. Shumba, R. Kasembe, C. Mukundu, C. Muzenda

{"title":"Environmental Sustainability and Quality Education: Perspectives from a community living in a context of poverty","authors":"O. Shumba, R. Kasembe, C. Mukundu, C. Muzenda","doi":"10.4314/SAJEE.V25I0.122768","DOIUrl":"https://doi.org/10.4314/SAJEE.V25I0.122768","url":null,"abstract":"This paper presents perspectives on sustainability, quality and relevance of education found in a resettlement community in Zimbabwe. The exploratory research triangulated data from community meetings, interviews, focus group discussions and digital photography. The results showed that the community lived in a context of risk and vulnerability where a range of economic, cultural, social and environment issues and poor quality of education posed a threat to the quality of life. Tensions in the community and between the school and community, lack of solidarity, and the weakening of the traditional Unhu/Ubuntu moral and ethical framework contributed to the community’s failure to envision and implement interventions towards quality education and towards sustainable development. The participatory research helped ease these tensions, enabling it to realise opportunities to deal with some of its sustainability issues. It enhanced teacher– community relations, leading to cooperation and solidarity around school improvement and environmental projects. The case study demonstrated the relevance of environmental education and education for sustainable development to quality of formal education in the school community and to the quality of formal and informal education in the broader community context.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"100 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":"123601231","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}

引用次数: 18

Youth’s Knowledge, Attitudes and Practices in Wildlife and Environmental Conservation in Maasailand, Kenya 肯尼亚马萨兰青年在野生动物和环境保护方面的知识、态度和实践

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V27I0.122876

J. Kioko, J. Kiringe

{"title":"Youth’s Knowledge, Attitudes and Practices in Wildlife and Environmental Conservation in Maasailand, Kenya","authors":"J. Kioko, J. Kiringe","doi":"10.4314/SAJEE.V27I0.122876","DOIUrl":"https://doi.org/10.4314/SAJEE.V27I0.122876","url":null,"abstract":"The factors influencing formally and informally educated youth’s knowledge, attitudes and practices pertaining to wildlife and environmental conservation were assessed in southern Kenya. Using a stratified population sample with evenly spread gender, students in lower primary, upper primary and secondary schools were interviewed. Maasai morans – informally educated Maasai – youth were interviewed as well. Youth whose parents were engaged in tourism-related activities were more positive towards wildlife and environmental conservation. Tourism and foreign exchange were seen as the most important benefits of conserving elephants and other wildlife. Generally male respondents had more positive attitudes towards elephant presence within their land. Schooling and participation in extra-curriculum activities through clubs positively influenced the youth’s perceptions of wildlife and environmental conservation. The authors emphasise the role of formal education and environmental clubs in enhancing sustainable environmental and wildlife conservation. Several challenges limit student participation in environmental club activities among most schools. Increased support for education among the youth and improved support for environmental and wildlife clubs can be beneficial to wildlife and environmental conservation.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"245 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":"131283592","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}

引用次数: 17