The potential of Geography fieldwork projects to develop action competence in response to social-ecological concerns: a case study of two Grade 10 Geography classes in Northern Namibia
- Authors: Mwiila, Modestus
- Date: 2020
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/126563 , vital:35901
- Description: The study explored the potential of Geography fieldwork projects to develop learners’ action competence in response to social-ecological problems in two schools in the Omusati and Oshana Education Regions. The study investigates ways in which learners’ activities create an opportunity for them to act for the environment. That is, to investigate ways in which learners can be shaped into environmentally literate citizens who act for the environment. A total of 43 grade 10 learners and two grade 10 Geography teachers participated in this qualitative, interpretive case study. Data was generated through document analysis, focus group interview with learners, semi-structured interviews with educators, and participant observations. Such data were analysed into three phases, first inductively and then abductively using Jensen’s (2004) Investigations, Visions, Actions and Change (IVAC) model to produce analytic statements that form the basis of the research findings. The study found that Geography fieldwork projects foster understandings of environmental problems in a local area. Through fieldwork projects, schools initiate indirect environmental actions, however, some environmental problems are too large or complex to be resolved by the actions initiated by learners. Based on these findings, the study identifies Geography fieldwork as an opportunity to create a community of practice in effort to address socioecological concerns. The study further recommends that learners should be allowed to engage with both social investigative actions and technical, scientific investigative actions when doing project work.
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Towards realising the benefits of citizen participation in environmental monitoring: a case study in an Eastern Cape natural resource management programme
- Authors: Mtati, Nosiseko
- Date: 2020
- Subjects: Tsitsa Project , Rural development projects -- South Africa -- Eastern Cape , Environmental monitoring -- South Africa -- Tsitsa River , Environmental monitoring -- Citizen participation -- South Africa -- Tsitsa River , Water supply, Agricultural -- South Africa -- Tsitsa River , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167562 , vital:41492
- Description: The Tsitsa Project focusses on land use management and rural livelihoods in the Tsitsa River catchment in the Eastern Cape Province of South Africa. It is funded by the Department of Environmental Affairs and the environmental monitoring initiative is implemented by Rhodes University, where I am employed as the catchment coordinator. This study explores the environmental monitoring initiative within the bigger Tsitsa Project. Community members in the catchment monitor sediment transportation in the Tsitsa River and its tributaries, which originally became of interest because it is proposed that a dam (Ntabelanga Dam) be established here. This study aims to understand citizen environmental monitoring in the Tsitsa Project; what the project managers regarded as benefits; and how the monitors themselves perceived benefits of participating as monitors. A realist approach was followed, in order to understand the connections between the context and the mechanisms in the project, and how these combined to result in the outcomes observed. Realist research emphasises the importance of context in shaping outcomes such as the achieved benefits of citizen monitoring. Data was collected using a case study method, where each individual monitor and their particular context, was regarded as a case. Semistructured interviews were conducted with 17 monitors and five Tsitsa Project staff; this was supported by field notes and the reviewing of project documents including field reports. The realist analysis looked at the context of the monitors in general and the mechanisms applied by the project in recruiting, training and managing the monitors. A second layer of mechanisms was identified as those responses from the monitors to what the project was introducing to them. Outcomes were both positive and negative, including how long monitors remained in the initiative, what benefits they derived from the process, and what potential benefits they did not achieve. This included lost opportunities to provide recognition for skills and experience gained. Recommendations are made regarding the recruitment, training and management of monitors, to optimise benefits for the monitors, the host institution and the initiative’s staff. The study is significant because of its particular yet representative characteristics and it will assist both the Tsitsa Project, which aims to expand its citizen environmental monitoring initiative, as well as wider Natural Resource Management Programmes in South Africa. It is also hoped that it will contribute to the literature on environmental monitoring as a little researched form of citizen science globally.
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Use of eco-art education in supporting the establishment of sustainability competencies in basic education: an interventionist case study
- Authors: Da Silva, Juliana Schmidt
- Date: 2020
- Subjects: Environment (Art) , Environmental education -- Brazil , Sustainable development -- Brazil , Education -- Curricula -- Brazil , Eco-art education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166127 , vital:41331
- Description: Recent socioecological approaches in Environmental Education acknowledge the complexity of “real-world situations”, which include environmental problems. One response to the challenge of enabling people to develop sustainability is the key competencies in sustainability framework. It can be faced as a guide to planning Environmental Education actions. On the other side, art practices hold potential to expand learning in varied ways. Art can offer the strategies employed in learning processes directed to sustainability, constituting the field of eco-art education. This research aims to investigate the integration of the visions of the key competencies in sustainability and the eco-art education in an Environmental Education project at high school level. Horta and Gastronomia (Vegetable Garden and Gastronomy) is an extra-curricular activity which happens every year at Irmão Jaime Biazus high school in Porto Alegre, Brazil. It addresses food security and sustainability associating the garden, the kitchen and exploration of sustainability issues using eco-art strategies. Action research approach is used, defining two research cycles to explore the effectiveness of eco-art for the development of key competencies in sustainability. The first cycle focuses on the eco-art activities applied in Horta and Gastronomia (2017 group) while the second cycle deals with a post-project intervention designed to observe indicators of the sustainability competencies and further explore eco-art strategies. This study adds to the field of sustainability competencies by exploring teaching strategies through eco-art education. Insight into key competencies in sustainability is given by presenting the investigation of the group of students about a situation of their reality. The activities implemented, classified according to their objectives, are contextualized regarding the competencies and in learning sequences. This research also contributes to the development of the sustainability competencies framework by applying the theory to a basic education level, adapting the work originally proposed to higher education contexts.
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