Enacting Environmental Ethics Education for Wildlife Conservation using an Afrophilic ‘Philosophy for Children’approach
- Authors: Bhurekeni, John
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389821 , vital:68487 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/224689"
- Description: Environmental Ethics Education has in recent years emerged as a critical tool for wildlife conservation research. Despite this, Environmental Ethics Education is paradoxically predominated by traditional forms of western science such as the concept of the Anthropocene which appears to exclude aspects of African life-worlds where the natural environment is considered a heritage component and is linked to onto-ethical understandings of human existence. The purpose of this study is to explore how African heritage-based knowledges and practices are understood by children who identify and understand the relevance of their totems and taboos associated with them, in relation to wildlife conservation. The study from which this paper is derived utilised formative interventionist methodology complemented by a multi-voiced decolonial approach to explore whether children-participants aged 8 to 11 years understand the purposes of their totems and associated taboos. To achieve this I used an Afrophilic Philosophy for Children pedagogical approach, which foregrounds dialogical learning and development of critical reflexive thinking skills. Emerging findings indicated that children associated their totems and connected taboos as tools for protection against environmental pollution and for minimising resource over-extraction. Findings further demonstrated improved learner agency and development of ethical reasoning among children. As participants’ respect for environmental conservation and sustainability was informed by the significance placed on their totems, I recommend the need for schools to develop generative curricula that take seriously context-based solutions to environmental problems. Future research should also consider understanding environmental conservation issues from a context-based perspective, which can inform existing heritage practices and pedagogies.
- Full Text:
- Date Issued: 2022
- Authors: Bhurekeni, John
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389821 , vital:68487 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/224689"
- Description: Environmental Ethics Education has in recent years emerged as a critical tool for wildlife conservation research. Despite this, Environmental Ethics Education is paradoxically predominated by traditional forms of western science such as the concept of the Anthropocene which appears to exclude aspects of African life-worlds where the natural environment is considered a heritage component and is linked to onto-ethical understandings of human existence. The purpose of this study is to explore how African heritage-based knowledges and practices are understood by children who identify and understand the relevance of their totems and taboos associated with them, in relation to wildlife conservation. The study from which this paper is derived utilised formative interventionist methodology complemented by a multi-voiced decolonial approach to explore whether children-participants aged 8 to 11 years understand the purposes of their totems and associated taboos. To achieve this I used an Afrophilic Philosophy for Children pedagogical approach, which foregrounds dialogical learning and development of critical reflexive thinking skills. Emerging findings indicated that children associated their totems and connected taboos as tools for protection against environmental pollution and for minimising resource over-extraction. Findings further demonstrated improved learner agency and development of ethical reasoning among children. As participants’ respect for environmental conservation and sustainability was informed by the significance placed on their totems, I recommend the need for schools to develop generative curricula that take seriously context-based solutions to environmental problems. Future research should also consider understanding environmental conservation issues from a context-based perspective, which can inform existing heritage practices and pedagogies.
- Full Text:
- Date Issued: 2022
Marine robots for coastal ocean research in the Western Indian Ocean
- Palmer, Matthew R, Shagude, Yohana W, Roberts, Michael J, Popva, Ekaterina, Wihsgott, Juliane U, Aswani, Shankar, Coupland, Jack, Howe, John A, Bett, Brian J, Osuka, Kennedy E, Abernethy, Colin, Alexiou, Sofia, Painter, Stuart C, Kamau, Joseph N, Nyandwi, Ntahondi, Sekadende, Baraka
- Authors: Palmer, Matthew R , Shagude, Yohana W , Roberts, Michael J , Popva, Ekaterina , Wihsgott, Juliane U , Aswani, Shankar , Coupland, Jack , Howe, John A , Bett, Brian J , Osuka, Kennedy E , Abernethy, Colin , Alexiou, Sofia , Painter, Stuart C , Kamau, Joseph N , Nyandwi, Ntahondi , Sekadende, Baraka
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/403445 , vital:69962 , xlink:href="https://hdl.handle.net/10520/ejc-cristal-v10-n1-a7"
- Description: Marine robots have the potential to enhance WIO marine research to improve regional adaptation to the challenges presented by climate change by providing enhanced research capacity that bypasses the requirement for expensive infrastructure, such as large research vessels. This paper tests this potential and assesses the readiness of WIO communities to adopt autonomous technologies to meet its marine research priorities. We apply a range of analyses to a marine robots case study undertaken in waters around the island of Pemba, part of the Zanzibar archipelago, in Tanzania in 2019. The campaign formed part of a multinational project focused on increasing WIO capacity to meet food security and ocean sustainability challenges. A community engagement programme with six Tanzanian coastal communities resulted in positive changes in attitudes towards marine robots with reported increases in understanding and acceptance of such technologies. Suspicion of the robots was reduced and a lower risk of removing operational equipment was recorded following the provision of educational material. Cost, risk and benefit analysis shows that marine robots are perceived to provide high level benefits, but come at a high cost that is difficult to achieve using national or regional funding. An assessment of the capacity of WIO marine institutes to adopt such technologies shows that prior to this work, few skills or infrastructure related to marine robots were available to researchers and further confirmed that funding opportunities were perceived to be largely unavailable at institutional, national, regional or international levels. Responses from regional partners following completion of the case study however, revealed an uplift in perceived capacity, particularly related to access to infrastructure and expertise as well as support and opportunities for funding at each level. The presented case study is shown to have been a valuable demonstrator of the benefits of using marine robots to meet WIO coastal ocean research requirements and regional capacity was shown to be substantially increased within the broad range of marine institutes surveyed throughout the case study period. This study demonstrates that taking early steps towards adopting marine autonomous robots has increased WIO regional marine research capacity and increased the confidence and willingness of local researchers to seek alternative solutions to ongoing marine research challenges. Recommendations for future action that will continue to increase the capacity and readiness for regional adoption of marine robots include investment at local, national and regional levels to provide accessible training opportunities and to facilitate regional and international collaborations; investment in a regional hub, or centre of excellence for marine robotic technology; early adoption of newly emerging smaller, cheaper autonomous technologies; investment in local skills and support facilities to aid local buy-in and acceptance while supporting regional capacity.
- Full Text:
- Date Issued: 2022
- Authors: Palmer, Matthew R , Shagude, Yohana W , Roberts, Michael J , Popva, Ekaterina , Wihsgott, Juliane U , Aswani, Shankar , Coupland, Jack , Howe, John A , Bett, Brian J , Osuka, Kennedy E , Abernethy, Colin , Alexiou, Sofia , Painter, Stuart C , Kamau, Joseph N , Nyandwi, Ntahondi , Sekadende, Baraka
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/403445 , vital:69962 , xlink:href="https://hdl.handle.net/10520/ejc-cristal-v10-n1-a7"
- Description: Marine robots have the potential to enhance WIO marine research to improve regional adaptation to the challenges presented by climate change by providing enhanced research capacity that bypasses the requirement for expensive infrastructure, such as large research vessels. This paper tests this potential and assesses the readiness of WIO communities to adopt autonomous technologies to meet its marine research priorities. We apply a range of analyses to a marine robots case study undertaken in waters around the island of Pemba, part of the Zanzibar archipelago, in Tanzania in 2019. The campaign formed part of a multinational project focused on increasing WIO capacity to meet food security and ocean sustainability challenges. A community engagement programme with six Tanzanian coastal communities resulted in positive changes in attitudes towards marine robots with reported increases in understanding and acceptance of such technologies. Suspicion of the robots was reduced and a lower risk of removing operational equipment was recorded following the provision of educational material. Cost, risk and benefit analysis shows that marine robots are perceived to provide high level benefits, but come at a high cost that is difficult to achieve using national or regional funding. An assessment of the capacity of WIO marine institutes to adopt such technologies shows that prior to this work, few skills or infrastructure related to marine robots were available to researchers and further confirmed that funding opportunities were perceived to be largely unavailable at institutional, national, regional or international levels. Responses from regional partners following completion of the case study however, revealed an uplift in perceived capacity, particularly related to access to infrastructure and expertise as well as support and opportunities for funding at each level. The presented case study is shown to have been a valuable demonstrator of the benefits of using marine robots to meet WIO coastal ocean research requirements and regional capacity was shown to be substantially increased within the broad range of marine institutes surveyed throughout the case study period. This study demonstrates that taking early steps towards adopting marine autonomous robots has increased WIO regional marine research capacity and increased the confidence and willingness of local researchers to seek alternative solutions to ongoing marine research challenges. Recommendations for future action that will continue to increase the capacity and readiness for regional adoption of marine robots include investment at local, national and regional levels to provide accessible training opportunities and to facilitate regional and international collaborations; investment in a regional hub, or centre of excellence for marine robotic technology; early adoption of newly emerging smaller, cheaper autonomous technologies; investment in local skills and support facilities to aid local buy-in and acceptance while supporting regional capacity.
- Full Text:
- Date Issued: 2022
Situating the diversity of Southern African environmental education scholarship within a global conversation at a critical juncture on Earth
- Authors: Olvitt, Lausanne L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389869 , vital:68491 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/247386"
- Description: ¬The collection of papers in Volume 38 in many ways mirrors the diversity of research methodologies and teaching approaches in the contemporary eld of Environmental and Sustainability Education. ¬ e seven papers remind us that, whilst environmental educators and researchers are largely in agreement over the nature and causes of the social-ecological problems that we face in sub-Saharan Africa, there is less certainty around what types of educational approaches and pedagogies are adequate to help resolve them. ¬ e papers in this volume either o er pedagogical innovations that may strengthen teaching and learning for sustainable futures, or they provide insights into the social, cultural and economic contexts in which such teaching and learning occurs.
- Full Text:
- Date Issued: 2022
- Authors: Olvitt, Lausanne L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389869 , vital:68491 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/247386"
- Description: ¬The collection of papers in Volume 38 in many ways mirrors the diversity of research methodologies and teaching approaches in the contemporary eld of Environmental and Sustainability Education. ¬ e seven papers remind us that, whilst environmental educators and researchers are largely in agreement over the nature and causes of the social-ecological problems that we face in sub-Saharan Africa, there is less certainty around what types of educational approaches and pedagogies are adequate to help resolve them. ¬ e papers in this volume either o er pedagogical innovations that may strengthen teaching and learning for sustainable futures, or they provide insights into the social, cultural and economic contexts in which such teaching and learning occurs.
- Full Text:
- Date Issued: 2022
Transforming Education for Sustainable Futures: Intersecting dynamics of food, water, livelihoods and education in the COVID-19 pandemic
- Velempini, Kgosietsile, Lotz-Sisitka, Heila, Kulundu, Injairu, Maqwelane, Lwanda, James, Anna, Mphepo, Gibson Y, Dyantyi, Phila, Kunkwenza, Esthery
- Authors: Velempini, Kgosietsile , Lotz-Sisitka, Heila , Kulundu, Injairu , Maqwelane, Lwanda , James, Anna , Mphepo, Gibson Y , Dyantyi, Phila , Kunkwenza, Esthery
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389903 , vital:68494 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/211392"
- Description: Since 2019, the COVID-19 pandemic has posed challenges to but also highlighted the urgent need for transforming education for sustainable futures. The purpose of this article is to share insights gained from a southern African study on intersecting influences of water, food, livelihoods and education, and what they mean for Education for Sustainable Development going forward. The interest is to learn from this study in ways that can inform transformation of education for sustainable futures in southern Africa going forward. The study involved a number of early career researchers in SADC countries, and was conducted via an online approach during the early days of the pandemic. It followed a qualitative research design, employed document analysis, interviews and questionnaires, and drew on a systems perspective to inform analysis. The findings are as relevant today as they were in the pandemic, and point to the importance of giving attention to intersecting issues that affect education. The study highlights six transformative praxis pathways for transforming education for sustainable futures.
- Full Text:
- Date Issued: 2022
- Authors: Velempini, Kgosietsile , Lotz-Sisitka, Heila , Kulundu, Injairu , Maqwelane, Lwanda , James, Anna , Mphepo, Gibson Y , Dyantyi, Phila , Kunkwenza, Esthery
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389903 , vital:68494 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/211392"
- Description: Since 2019, the COVID-19 pandemic has posed challenges to but also highlighted the urgent need for transforming education for sustainable futures. The purpose of this article is to share insights gained from a southern African study on intersecting influences of water, food, livelihoods and education, and what they mean for Education for Sustainable Development going forward. The interest is to learn from this study in ways that can inform transformation of education for sustainable futures in southern Africa going forward. The study involved a number of early career researchers in SADC countries, and was conducted via an online approach during the early days of the pandemic. It followed a qualitative research design, employed document analysis, interviews and questionnaires, and drew on a systems perspective to inform analysis. The findings are as relevant today as they were in the pandemic, and point to the importance of giving attention to intersecting issues that affect education. The study highlights six transformative praxis pathways for transforming education for sustainable futures.
- Full Text:
- Date Issued: 2022
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