Southern African Journal of Environmental Education

Please refer to the editorial in the PDF situated to the right of this section.

Eureta Rosenberg

Southern African journal of environmental education

Editorial for Special Issue: Education for Sustainability in a Time of Crises

特刊社论：危机时代的可持续发展教育

Drawing on the working lives of popular educators who are striving for socioeconomic and socio-ecological justice, we demonstrate how popular education is a form of care work which is feminised, often undervalued and unrecognised as highly skilled work. It is relational work that aims to forge solidarity with communities and the environment. Given the state of the planet, the radical transformations that are needed, and the future projection of ‘work’ as including the care economy in large measure, we argue that popular education is a generative site for further exploration of research into work and learning. However, to move popular education as work from the margins means to rethink the current economic system of value. Addressing the contradiction that undervalues work for life/living, popular education engages transformative action motivated by a deep sense of solidarity and a focus on imagining alternatives as an act of hope.Keywords: work and learning, popular education, care work, solidarity

Jane Burt

Anna Katharine James

Shirley Walters

Astrid Von Kotze

Think Piece: Working for Living - Popular Education as/at Work for Social-ecological Justice

思考文章：为生活而工作——社会生态正义中的/在工作中的大众教育

Sustainability transitions are dependent on the development and diffusion of transformative skills and competencies. However, the prevailing notion that learning for sustainability transitions will be led by universities, technical colleges and other similar institutions is practically not feasible in much of the global south. Net-Map is a social network analysis tool that uses interviews and mapping to help people understand, visualise, discuss, and improve situations in which many different actors influence outcomes (Schiffer &amp; Hauck, 2010). In response to the pressing need for new approaches to the development and diffusion of sustainability skills, this paper evaluates Net-Map’s suitability as a methodological tool for educators, knowledge brokers and students seeking to enhance the navigability of the often complex and uncharted occupational pathways they encounter. To do this, the research applied Net-Map to an emerging sustainability niche within the food system in order to map the learning pathways of successful sustainability pioneers. We found that Net-Map was helpful in identifying diffuse informal knowledge networks and teaching resources. Being free, quick to learn and easy to use, Net-Map is a potentially low-cost method for circumventing traditionally costly approaches to curriculum development and accreditation – assisting community-based actors to make sense of the informal knowledge and competency networks that support emerging career fields. In emerging career fields such as organic farming, where pioneer knowledge is fragmented, poorly documented and often disregarded by mainstream-science, Net-Map could be useful in the preparatory phase of curriculum planning and design, providing training designers, course conveners and facilitators with contextually informed insights.

Luke Metelerkamp

Eva Schiffer

Epistemic Cartography: Evaluating Net-Map as a Frontline Tool for Navigating Informal Knowledge Networks

认识论地图：评估网络地图作为导航非正式知识网络的前沿工具

Coronavirus Disease 2019 (COVID-19) has disrupted socio-economic activities, including formal and non-formal education, across the world at lightning speed. By mid-April 2020, it had interrupted the formal education of nearly 1.6 billion students in 192 countries. COVID-19’s disruption of education in Africa, and especially in southern Africa, has been severe for several reasons. However, educational responses to COVID-19 suggest that it has stimulated the appetite for developing educational innovations – silver linings to the COVID-19 cloud.This paper is based on interviews conducted with 56 parents, students and educators involved in formal and non-formal education in Botswana, Malawi, Namibia, South Africa, Zambia and Zimbabwe. We identified the main educational challenges in these countries as being concerned with adapting to: (i) online education and learning, (ii) continuity of education from home, and (iii) community-based learning in small groups. The silver linings that we identified are: (i) putting greater emphasis on finding context-specific solutions to education and health problems (improvisation), which is important for educational relevance and reveals the value of local actors, (ii) making linkages between social and ecological systems clearer, which is making the value of education for sustainable development (ESD) in this century more explicit, and (iii) revealing structural inequality and justice issues in education, which draws attention to the need for urgently addressing them as part of transformative change in education and sustainable development.

Mutizwa Mukute

Buhle Francis

Ben De Souza

Education in Times of COVID-19: Looking for Silver Linings in the Southern Africa’s Educational Responses

COVID-19时期的教育：寻找南部非洲教育应对中的亮点

The world, as we are experiencing it, is in transition because of the COVID-19 pandemic. The crisis has engulfed every aspect of life forcing a re-evaluation of policies, priorities and practices. This viewpoint proposes that community embedded values inherent in some Education for Sustainable Development (ESD) practices could be used in the rebuilding of a post-COVID world. It contends that mere digitalisation of content will not suffice. We need to adopt an approach that considers situated and intergenerational thought and practice. We need to create a world that draws on indigenous knowledge practices and fuses these with the wonders of modern technology and multi-stakeholder interactions. Examples of community projects in Africa and India are used to point to how ESD practitioners could innovate and radically reorient learning environments.

Jim Taylor

Supriya Singh

Olivia Copsey

Viewpoint: Repurposing ESD to Help Adapt to a Post-COVID World – Reflections from India and Africa

观点：重新利用ESD以适应后疫情时代——来自印度和非洲的思考

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

Carol Preston

Green Man You Owe Me: Surprises using puppetry with rural children in environmental education

绿色人偶你欠我：在农村儿童环境教育中运用木偶戏的惊喜

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

Nonkanyiso Pamella Shabalala

Mishack Gumbo

Africanising Distributed Leadership in Environmental Education Curriculum Management

非洲化环境教育课程管理中的分布式领导

Deep ecology considers the ecosystem as a living whole with humanity only one part of this whole (O’Donnell, 2015). There is growing concern regarding environmental problems that are challenging human and environmental well-being. Current social, health and environmental damage warrants the consideration of eco-justice as a paradigm that can potentially advance environmental preservation. Drawing on in-depth interviews and focus group discussions, with Health Science academics and students at a University of Technology in KwaZulu-Natal, this study sought to inquire how they understand eco-justice, the principles underpinning ecojustice and what eco-justice projects could be initiated amongst tertiary students to preserve the environment. Eco-justice was found to relate to the need to care for and preserve ecosystems, by reducing over consumption and the overuse of natural resources. Of significance was that participants supported the need for projects related to cleaning the oceans, planting trees and crops and recycling to advance the eco-justice mandate. Keywords: eco-justice, academics, students, health, South Africa

Sandhya Chandramohan

Raisuyah Bhagwan

Towards an Understanding of Eco-Justice and its Related Principles and Interventions that can Advance Environmental Justice

迈向对生态正义及其相关原则和干预措施的理解，以推进环境正义

The potential of renewable energy technologies to mitigate climate change while meeting the energy demand of future generations is recognised globally. In South Africa, occupations such as wind turbine technicians and solar photovoltaic installers are in high demand. In response to these needs, Renewable Energy Technologies (RET) subjects were developed as specialised electives within the Electrical Infrastructure Construction programme that is off ered by technical and vocational education and training (TVET) colleges. The focus of this study is the knowledge that underpins the RET subjects. The guiding research question is: What forms of knowledge underpin the RET curricula, and what is the relationship between these knowledge forms? The semantic dimension of Legitimation Code Theory was used to explain the knowledge forms underpinning the RET subjects. The study uncovered gaps and imbalances across the range of knowledge forms selected, while the relationships between the knowledge forms constrained cumulative knowledge building. The contribution made by the study is a principled understanding of how knowledge selection and sequencing in technical curricula could enable cumulative learning and build valued competencies within the renewable energy field.&#x0D; Keywords: renewable energy technologies, technical and vocational education and training, wind turbine technicians, solar photovoltaic installers

Christine Winberg

Shairn Hollis-Turner

TVET SI: Renewable Energy Technologies: How technical curricula could enable a brighter future

TVET SI：可再生能源技术：技术课程如何助力更光明的未来

Approximately 80% of South Africans do not receive formal post-school education and training (Southafricami, 2020) which implies that the majority of adults may receive non-accredited Vocational Education and Training (VET) or teach themselves. This article provides a theoretical and practical lens for VET educators and researchers on non-accredited VET courseware creation at an intra-programmatic level and it joins a long conversation in the regional and international academy on VET. It draws upon the case study of a production programme which was rolled out in three phases over five years for approximately 400 seafarers. The production programme was a forerunner in the deep-sea trawl industry and facilitated the inclusion of sea-going factory workers in workplace training for the first time. The Theory of Practice Architectures was employed as a conceptual framework to analyse and synthesis the corpus of data arising from a case study with nine methods for data collection. The findings reflect four characteristics concerning the practices of courseware creation for non-accredited VET. Three recommendations are made in the conclusion of this article which concern theoretical, methodological and systemic areas of of non-accredited VET. Keywords: non-accredited Vocational Education and Training (VET); Theory of Practice Architectures; courseware creation; sea-going workers

Robin Ferguson

TVET SI: Learning at Sea - Blended courseware creation for non-accredited vocational education and training for sea-farers at sea and ashore

TVET SI：海上学习——为海上和岸上非认证职业教育和培训创建混合课程

Publication Information	Publisher: EEASA, Environmental Learning Research Centre, Department of Education, Rhodes University，Publishing cycle: ，Journal Type: journal，Open Access Journals: Yes
Basic data	Year of publication: 2019，Proportion of original research papers: 0.00%，Self Citation Rate:N.A.， Gold OA Rate: 0.00%
Average review cycle	网友分享经验：24 Weeks

Southern African Journal of Environmental Education

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