Teacher-community cooperation to promote sustainability of wetlands in Kenya
- Ndaruga, Ayub M, Irwin, Patrick R
- Authors: Ndaruga, Ayub M , Irwin, Patrick R
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373860 , vital:66728 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122727"
- Description: This study was undertaken with 83 teachers from 54 primary schools in Kenya. Its purpose was to establish how teachers relate with the local community and how they harness this interaction to promote sustainability of wetlands within their locality. Data were collected using questionnaires, interviews and observation. Results of the study indicated that teachers acknowledge the value of, and threats to, their local wetlands. Some teachers reported interacting and engaging in diverse activities with members of the community to conserve the local wetlands. Forums for interaction and action mentioned by the teachers included public baraza, women’s groups, church, youth groups, local community, parents’ meetings and environmental days. Use of these forums differed. The approaches used to involve the community in awareness and action ranged from theoretical arguments to visits to wetlands, use of wetland resources, ecomanagement and political action. The responses by teachers revealed lack of engagement with the real local wetland problems. This study demonstrated existence of a potential but under-utilised opportunity that can be harnessed by environmental education programmes to champion the sustainability of wetlands.
- Full Text:
- Date Issued: 2006
- Authors: Ndaruga, Ayub M , Irwin, Patrick R
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373860 , vital:66728 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122727"
- Description: This study was undertaken with 83 teachers from 54 primary schools in Kenya. Its purpose was to establish how teachers relate with the local community and how they harness this interaction to promote sustainability of wetlands within their locality. Data were collected using questionnaires, interviews and observation. Results of the study indicated that teachers acknowledge the value of, and threats to, their local wetlands. Some teachers reported interacting and engaging in diverse activities with members of the community to conserve the local wetlands. Forums for interaction and action mentioned by the teachers included public baraza, women’s groups, church, youth groups, local community, parents’ meetings and environmental days. Use of these forums differed. The approaches used to involve the community in awareness and action ranged from theoretical arguments to visits to wetlands, use of wetland resources, ecomanagement and political action. The responses by teachers revealed lack of engagement with the real local wetland problems. This study demonstrated existence of a potential but under-utilised opportunity that can be harnessed by environmental education programmes to champion the sustainability of wetlands.
- Full Text:
- Date Issued: 2006
Editorial
- Authors: Irwin, Patrick R
- Date: 1998
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/438730 , vital:73495 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137406"
- Description: The 1998 EEASA Conference-and-Workshops meeting was a sound success. The Botswana organisers must be congratulated on convening such a convivial and stimulating event. The conference gave exposure to some of the environmental education research in progress in the region. While there is an exciting level of regional research activity, this is not adequately represented in the Southern African Journal of Environmental Education, or any other published forum for that matter. The SAJEE receives a rather small number of research papers from southern Africans for review; in addition the journal's referees and editors judge an even smaller number of these as suitable for publication. What this reflects, inter alia, is the need for environmental educators in the region to write more vigorously about their research.
- Full Text:
- Date Issued: 1998
- Authors: Irwin, Patrick R
- Date: 1998
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/438730 , vital:73495 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137406"
- Description: The 1998 EEASA Conference-and-Workshops meeting was a sound success. The Botswana organisers must be congratulated on convening such a convivial and stimulating event. The conference gave exposure to some of the environmental education research in progress in the region. While there is an exciting level of regional research activity, this is not adequately represented in the Southern African Journal of Environmental Education, or any other published forum for that matter. The SAJEE receives a rather small number of research papers from southern Africans for review; in addition the journal's referees and editors judge an even smaller number of these as suitable for publication. What this reflects, inter alia, is the need for environmental educators in the region to write more vigorously about their research.
- Full Text:
- Date Issued: 1998
Challenging geography: a South African perspective
- Irwin, Patrick R, van Harmelen, Ursula
- Authors: Irwin, Patrick R , van Harmelen, Ursula
- Date: 1995
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/450132 , vital:74885 , https://search.informit.org/doi/abs/10.3316/ielapa.960403836
- Description: Few teachers and learners have any 'sense of ownership' of 'the place' in which school geography is located. Notwithstand-ing the apparent neutrality of a subject that is concerned with information about climate, settlement, or the economy, these 'geographies' have until now been located, in a political and physical landscape of a South Africa that did not 'belong' to the people at large. This has effectively meant that geography has been taught from a perspective that is perceived to be alien and even hostile, and is therefore often considered to be irrel-evant. Teaching resources and strategies have served to strengthen this sense of alienation. Textbooks are, in style and content, almost exclusively situated in a white South Africa of which many pupils have little or no experience. Furthermore, because geography has been taught 'from a book' with field-work the exception rather than the rule, few children have any concept of geography as' that which is all around us' (Mapha-phuli 1992; King 1994). It is part of the missed opportunities of South African geography that indigenous cultural concepts re-lating to the notion of place have not been widely recognised. The combination of a lack of a sense of political ownership and perceived 'eurocentricity' has had a further impact on the atti-tudes of pupils and learners.
- Full Text:
- Date Issued: 1995
- Authors: Irwin, Patrick R , van Harmelen, Ursula
- Date: 1995
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/450132 , vital:74885 , https://search.informit.org/doi/abs/10.3316/ielapa.960403836
- Description: Few teachers and learners have any 'sense of ownership' of 'the place' in which school geography is located. Notwithstand-ing the apparent neutrality of a subject that is concerned with information about climate, settlement, or the economy, these 'geographies' have until now been located, in a political and physical landscape of a South Africa that did not 'belong' to the people at large. This has effectively meant that geography has been taught from a perspective that is perceived to be alien and even hostile, and is therefore often considered to be irrel-evant. Teaching resources and strategies have served to strengthen this sense of alienation. Textbooks are, in style and content, almost exclusively situated in a white South Africa of which many pupils have little or no experience. Furthermore, because geography has been taught 'from a book' with field-work the exception rather than the rule, few children have any concept of geography as' that which is all around us' (Mapha-phuli 1992; King 1994). It is part of the missed opportunities of South African geography that indigenous cultural concepts re-lating to the notion of place have not been widely recognised. The combination of a lack of a sense of political ownership and perceived 'eurocentricity' has had a further impact on the atti-tudes of pupils and learners.
- Full Text:
- Date Issued: 1995
Editorial
- Janse van Rensburg, Eureta, Irwin, Patrick R
- Authors: Janse van Rensburg, Eureta , Irwin, Patrick R
- Date: 1994
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/438694 , vital:73491 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137493"
- Description: In 1993 environmental education was looking forward to the first democratic election in South Africa - now it is in the midst of 'reconstructionand-development'. For many local environmental educators, this means a contrihution, in one way or another, to the new national curriculum. But the challenges of 1993 continue: processes of participative curriculum development are forcing us to clarify different orientations to environmental education in our efforts to shape a curriculum based on the best of our various visions.
- Full Text:
- Date Issued: 1994
- Authors: Janse van Rensburg, Eureta , Irwin, Patrick R
- Date: 1994
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/438694 , vital:73491 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137493"
- Description: In 1993 environmental education was looking forward to the first democratic election in South Africa - now it is in the midst of 'reconstructionand-development'. For many local environmental educators, this means a contrihution, in one way or another, to the new national curriculum. But the challenges of 1993 continue: processes of participative curriculum development are forcing us to clarify different orientations to environmental education in our efforts to shape a curriculum based on the best of our various visions.
- Full Text:
- Date Issued: 1994
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