Community radio and museum outreach: a case study of community radio practices to inform the environment and sustainability programmes of Livingstone Museum
- Authors: Muloongo, Arthanitius Henry
- Date: 2011
- Subjects: Community radio -- Zambia Livingstone Museum Museum outreach programs -- Zambia Environmental education -- Zambia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1454 , http://hdl.handle.net/10962/d1003335
- Description: This is a qualitative study whose purpose was to investigate the community radio education practices and the museum outreach education activities with a view to understanding how a museum-radio partnership may be used to engage the Livingstone community in environment and sustainability learning. Environment and sustainability issues require a community approach in order to bring about sustained responses to environmental challenges. As such, the study worked with social learning ideas of engaging the community in environment and sustainability learning. The data was generated mainly from face-to-face semi-structured interviews involving three community radio stations, Radio Listener Clubs and museum experts. The data generated was then presented to a strategy workshop involving the Livingstone Museum and Radio Musi-otunya staff. Arising from this workshop, recommendations were made about the possibility of the museum working in partnership with the radio to engage the community in environmental education. The study has shown that much of the museum environmental education activities have been confined to exhibitions and lectures within the museum building, which has affected the number of people being serviced by the museum. These education activities are arranged such that museum expert-led knowledge is presented to the audience with minimal community engagement on the environmental learning content. The study has also shown that community radio programming provides opportunities for community-led social learning which the Livingstone Museum could make use of to engage the community in environmental learning. Community radio programming allows community participation through Radio Listener Clubs, in identification and presentation of local environmental issues. This makes it a suitable tool to address locally relevant environmental issues, by the local community. Environmental issues are different from one place to another. Therefore environmental education approaches that bring issues into the museum may fail to address the different environmental education issues in different community context. The study concludes by recommending that Livingstone Museum should explore the use of community radio so that their expert knowledge and that of the radio producers could be used to shape environmental education programmes to go beyond awareness-raising.
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- Date Issued: 2011
Exploring how teachers acquire content knowledge of marine and coastal issues to contextualize the natural science curriculum
- Authors: Mbuyazwe, Vuyiswa
- Date: 2011
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:21017 , http://hdl.handle.net/10962/6016
- Description: The transformation process in the South African curriculum has highlighted a need for teachers to change from being passive implementers of curriculum. They are required to interpret the curriculum, adapt materials and develop lesson plans that will be responsive in their own context. They are also required to use materials and mediate learning. This research explores teacher acquisition of content knowledge on marine and coastal issues and probes how teachers work with materials in the development of lesson plans to contextualize the curriculum. A participatory action research process engaged 3 teachers in a contextualizing process of curriculum development. I started to work with the teachers to adapt and re-develop coastal and marine resources to support learning in local context. The research developed in two phases. The first examined existing teacher knowledge of marine and coastal issues and probed how content was integrated into lesson planning. Teachers identified knowledge acquisition as the priority to enable them to work with the materials and curriculum in their context. The second phase set out to enhance teachers’ knowledge of marine and coastal resources through workshops and field trips to improve the adaptation and use of materials. To document these processes and outcomes in the context of this study, I employed a range of data generation strategies including questionnaires, workshops and classroom observations, field notes, focus group discussion and the review of lesson plans, learners’ work and materials used. All participants collaboratively discussed and reflected on the process, but I was responsible for the final interpretation presented here. This study showed that teachers are still entrenched in their normal practice of working with content as facts and definitions, the delivery of abstract propositions that is not aligned with the curriculum goals. The new curriculum required teachers to change their teaching practice by using materials to mediate learning in context. The data revealed a mismatch between teacher practices and what the curriculum required from them.
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- Date Issued: 2011