Subjects -> EDUCATION (Total: 2539 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2178 journals)
    - HIGHER EDUCATION (155 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2178 journals)            First | 4 5 6 7 8 9 10 11     

Showing 1801 - 857 of 857 Journals sorted alphabetically
Revista de Humanidades y Ciencias Sociales     Open Access  
Revista de Iniciação à Docência     Open Access  
Revista de Innovación y Buenas Prácticas Docentes     Open Access  
Revista de Investigación Educativa de la Escuela de Graduados en Educación     Open Access  
Revista de Investigación en Educación     Open Access  
Revista de Investigación, Desarrollo e Innovación     Open Access  
Revista de la Academia     Open Access   (Followers: 1)
Revista de la Educación Superior     Open Access  
Revista de la Escuela de Ciencias de la Educación     Open Access   (Followers: 1)
Revista de Produção Discente em Educação Matemática     Open Access  
Revista de Saúde Digital e Tecnologias Educacionais     Open Access  
Revista Debates Insubmissos     Open Access  
Revista del Centro de Investigacion. Universidad La Salle     Open Access   (Followers: 1)
Revista del Instituto de Investigaciones en Ciencias de la Educación (IICE)     Open Access   (Followers: 3)
Revista del Instituto de Investigaciones en Educación     Open Access   (Followers: 3)
Revista Diálogo Educacional     Open Access  
Revista Didasc@lia: Didáctica y Educación     Open Access  
Revista Digital Palabra     Open Access  
Revista Digital: Matemática, Educación e Internet     Open Access  
Revista do Lhiste : Laboratório de Ensino de História e Educação     Open Access   (Followers: 1)
Revista do Professor de Física / Physics Teacher Journal     Open Access   (Followers: 2)
Revista Docência do Ensino Superior     Open Access  
Revista Docencia Universitaria     Open Access  
Revista e-Curriculum     Open Access  
Revista Educação e Emancipação     Open Access  
Revista Educação e Políticas em Debate     Open Access  
Revista Educação em Questão     Open Access  
Revista Educação em Saúde     Open Access  
Revista Educação, Cultura e Sociedade     Open Access   (Followers: 1)
Revista Educativa : Revista de Educação     Open Access   (Followers: 1)
Revista Eixo     Open Access  
Revista Electronica Actualidades Investigativas en Educacion     Open Access   (Followers: 1)
Revista Electrónica de Conocimientos, Saberes y Prácticas     Open Access  
Revista Electrónica de Didáctica en Educación Superior     Open Access  
Revista electrónica de investigación educativa     Open Access   (Followers: 1)
Revista Electrónica de Investigación en Educación en Ciencias     Open Access  
Revista Electrónica de Investigación y Docencia     Open Access  
Revista Electrónica de LEEME     Open Access  
Revista Electronica Educare     Open Access   (Followers: 2)
Revista Eletrônica Acolhendo a Alfabetização nos Países de Língua Portuguesa     Open Access  
Revista Eletrônica em Gestão, Educação e Tecnologia Ambiental     Open Access  
Revista Eletrônica Ludus Scientiae     Open Access   (Followers: 1)
Revista Ensino de Geografia (Recife)     Open Access  
Revista Ensino Interdisciplinar     Open Access  
Revista Espaço Pedagógico     Open Access  
Revista Española de Educación Comparada     Open Access  
Revista Eureka sobre Enseñanza y Divulgacion de las Ciencias     Open Access  
Revista Exitus     Open Access  
Revista Extensão e Cidadania     Open Access  
Revista Foro de Educación Musical, Artes y Pedagogía     Open Access  
Revista Fuentes     Open Access  
Revista Gestión de las Personas y Tecnología     Open Access  
Revista História da Educação - History of Education Journal     Open Access  
Revista Historia de la Educacion Latinoamericana     Open Access   (Followers: 2)
Revista Huellas     Open Access   (Followers: 3)
Revista Humanidades & Educação     Open Access   (Followers: 1)
Revista Iberoamericana de Educación     Open Access  
Revista Iberoamericana de Educación Superior     Open Access  
Revista Iberoamericana de Evaluación Educativa     Open Access  
Revista Infancia, Educación y Aprendizaje     Open Access  
Revista Insignare Scientia     Open Access  
Revista Integra Educativa     Open Access  
Revista Interamericana de Investigación, Educación y Pedagogía, RIIEP     Open Access  
Revista Intercâmbio     Open Access  
Revista Intercontinental de Psicologia y Educacion     Open Access  
Revista Internacional de Educação Superior     Open Access  
Revista Internacional de Educación Musical     Open Access  
Revista Internacional de Educación para la Justicia Social     Open Access  
Revista Intersaberes     Open Access  
Revista Interuniversitaria de Investigación en Tecnología Educativa     Open Access   (Followers: 3)
Revista Investigium IRE : Ciencias Sociales y Humanas     Open Access   (Followers: 1)
Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época)     Open Access  
Revista Latinoamericana de Educación Inclusiva     Open Access   (Followers: 1)
Revista Latinoamericana de Estudios Educativos (Mexico)     Open Access  
Revista Latinoamericana de Etnomatemática     Open Access  
Revista Latinoamericana de Investigación en Matemática Educativa     Open Access  
Revista Lusófona de Educação     Open Access  
Revista Magazine de las Ciencias     Open Access  
Revista Mexicana de Investigación Educativa     Open Access   (Followers: 3)
Revista Mexicana de Orientación Educativa     Open Access   (Followers: 1)
Revista Multi-Ensayos     Open Access   (Followers: 2)
Revista Multitexto     Open Access  
Revista Observatório     Open Access  
Revista Órbita Pedagógica     Open Access   (Followers: 1)
Revista Palobra     Open Access  
Revista Pedagogía Universitaria y Didáctica del Derecho     Open Access  
Revista Perspectivas     Open Access  
Revista Pilquen : Sección Psicopedagogía     Open Access  
Revista Portuguesa de Educação     Open Access  
Revista Portuguesa de Educação Artística     Open Access   (Followers: 3)
Revista Portuguesa de Investigação Educacional     Open Access   (Followers: 1)
Revista Psicopedagogia     Open Access  
Revista Publicando     Open Access   (Followers: 3)
Revista REAMEC : Rede Amazônica de Educação em Ciências e Matemática     Open Access  
Revista Semana Pedagógica     Open Access  
Revista SIGMA     Open Access  
Revista Sul-Americana de Filosofia e Educação     Open Access  
Revista Tecnología, Ciencia y Educación     Open Access   (Followers: 1)
Revista Teias     Open Access  
Revista Textura     Open Access  
Revista Torreón Universitario     Open Access   (Followers: 2)
Revista Triângulo     Open Access  
Revista UNAH INNOV@     Open Access  
Revista UNIMAR     Open Access  
Revista UniVap     Open Access   (Followers: 1)
Revista Virtual Universidad Catolica del Norte     Open Access  
Revista Vivências em Ensino de Ciências     Open Access  
Revue de psychoéducation     Full-text available via subscription   (Followers: 2)
Revue des sciences de l'éducation     Full-text available via subscription  
Revue française de pédagogie     Open Access   (Followers: 6)
Revue internationale d'éducation de Sèvres     Open Access   (Followers: 1)
Revue internationale de pédagogie de l'enseignement supérieur     Open Access   (Followers: 1)
Revue internationale des technologies en pédagogie universitaire / International Journal of Technologies in Higher Education     Open Access   (Followers: 1)
Revue Marocaine de la Pensée Contemporaine     Open Access  
REXE. Revista de Estudios y Experiencias en Educacion     Open Access  
Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education     Open Access   (Followers: 3)
RIDAS. Revista Iberoamericana de Aprendizaje Servicio     Open Access  
RIDE : Revista Iberoamericana para la Investigación y el Desarrollo Educativo     Open Access   (Followers: 1)
RIED. Revista Iberoamericana de Educación a Distancia     Open Access   (Followers: 1)
RIESED : Revista Internacional de Estudios sobre Sistemas Educativos     Open Access  
RIV : Rassegna Italiana di Valutazione     Full-text available via subscription   (Followers: 1)
Rivista Italiana di Educazione Familiare     Partially Free  
Roeper Review     Hybrid Journal   (Followers: 4)
Romanian Journal for Multidimensional Education     Open Access  
Roteiro     Open Access  
RUDN Journal of Informatization in Education     Open Access  
RUDN Journal of Psychology and Pedagogics     Open Access  
Russian Education & Society     Full-text available via subscription   (Followers: 5)
Rwandan Journal of Education     Open Access  
Saber & Educar     Open Access   (Followers: 2)
Saberes : Revista interdisciplinar de Filosofia e Educação     Open Access  
Saberes y Prácticas : Revista de Filosofía y Educación     Open Access   (Followers: 5)
Sainsmat     Open Access  
SANE journal : Sequential Art Narrative in Education     Open Access   (Followers: 4)
Sasdaya : Gadjah Mada Journal of Humanities     Open Access   (Followers: 2)
Satya Widya     Open Access  
Scandinavian Journal of Educational Research     Hybrid Journal   (Followers: 8)
Scholarship of Teaching and Learning in Psychology     Full-text available via subscription  
SCHOLE : A Journal of Leisure Studies and Recreation Education     Hybrid Journal   (Followers: 1)
School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice     Hybrid Journal   (Followers: 13)
School Leadership & Management: Formerly School Organisation     Hybrid Journal   (Followers: 22)
School Leadership Review     Open Access   (Followers: 2)
School Psychology International     Hybrid Journal   (Followers: 5)
School Psychology Quarterly     Full-text available via subscription   (Followers: 8)
School Science and Mathematics     Hybrid Journal   (Followers: 4)
Schools : Studies in Education     Full-text available via subscription   (Followers: 6)
Science & Education     Hybrid Journal   (Followers: 23)
Science & Justice     Hybrid Journal   (Followers: 447)
Science Activities: Classroom Projects and Curriculum Ideas     Hybrid Journal   (Followers: 2)
Science and Knowledge in Focus     Open Access   (Followers: 1)
Science Education     Hybrid Journal   (Followers: 24)
ScienceRise : Pedagogical Education     Open Access  
Scientific Bulletin Melitopol State Pedagogical University. Series: Pedagogy     Open Access  
Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Pedagogy     Open Access  
Scope : Journal of English Language Teaching     Open Access   (Followers: 1)
Screen Education     Full-text available via subscription   (Followers: 3)
Scripta Manent     Open Access  
Secretariado Executivo em Revist@     Open Access  
Sekolah Dasar : Kajian Teori dan Praktik Pendidikan     Open Access  
Seloka : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 5)
Seminar.net     Open Access  
Seminars in Speech and Language     Hybrid Journal   (Followers: 41)
SFU Educational Review     Open Access   (Followers: 1)
Shanlax International Journal of Education     Open Access  
Shanlax International Journal of English     Open Access  
Signum Temporis. Journal of Pedagogy and Psychology     Open Access   (Followers: 1)
Sinéctica : Revista Electrónica de Educación     Open Access  
Sinéctica, Revista Electrónica de Educación     Open Access  
SIPATAHOENAN : South-East Asian Journal for Youth, Sports & Health Education     Open Access  
Sisyphus : Journal of Education     Open Access  
Skandinavisk tidsskrift for yrker og profesjoner i utvikling     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Social Education     Full-text available via subscription   (Followers: 5)
Social Psychology of Education     Hybrid Journal   (Followers: 5)
Social Studies and the Young Learner     Full-text available via subscription   (Followers: 4)
Social, Humanities, and Educational Studies (SHEs) : Conference Series     Open Access   (Followers: 1)
Sociology of Education     Hybrid Journal   (Followers: 40)
Solidarity : Journal of Education, Society and Culture     Open Access  
Sophía : Colección de Filosofía de la Educación     Open Access  
Sophia : Revista de investigaciones     Open Access  
Sophia Austral     Open Access   (Followers: 1)
Sosiaalipedagoginen Aikakauskirja     Open Access  
Sosio Didaktika : Social Science Education Journal     Open Access  
SosioHumanika: Jurnal Pendidikan Sains Sosial dan Kemanusiaan (Journal of Humanities and Social Sciences Education)     Open Access  
SourceOECD Education & Skills     Full-text available via subscription  
South African Journal of Childhood Education     Open Access   (Followers: 1)
South African Journal of Education     Open Access   (Followers: 2)
South African Journal of Higher Education     Open Access   (Followers: 5)
South-East Asian Journal of Medical Education     Open Access  
Southern African Journal of Environmental Education     Open Access   (Followers: 1)
Southern African Review of Education with Education with Production     Full-text available via subscription   (Followers: 2)
Spor Eğitim Dergisi     Open Access  
Sport Management Education Journal     Hybrid Journal   (Followers: 5)
Sport, Education and Society     Hybrid Journal   (Followers: 13)
SPORTIVE : Journal Of Physical Education, Sport and Recreation     Open Access   (Followers: 5)
Spreadsheets in Education     Open Access   (Followers: 1)
Sri Lanka Journal of Advanced Social Studies     Open Access   (Followers: 1)
Stamford Journal of English     Open Access   (Followers: 1)
Student Affairs Today     Hybrid Journal  
Student Aid News     Hybrid Journal  

  First | 4 5 6 7 8 9 10 11     

Similar Journals
Journal Cover
Southern African Journal of Environmental Education
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Print) 0256-7504 - ISSN (Online) 2411-5959
Published by African Journals Online Homepage  [263 journals]
  • Editorial: A South–South exchange begins to re-frame historic
           dialectical exclusions into situated heritage discourses of reflexive
           re-imagining

    • Authors: Rosa Guadalupe Mendoza-Zuany, Soul Shava
      Abstract: The environments in which indigenous communities live have been sustained through complex interactions over centuries. Since the advent of colonial modernity, however, these interactions have experienced change and risk. In education for sustainability, these indigenous environments can be read as changing social-ecological landscapes which both sustain diverse livelihood practices and exhibit the escalating challenges of late modernity. This Special Issue of the Southern African Journal of Environmental Education (SAJEE) focuses on the intergenerational knowledge and livelihood practices of indigenous communities who - often marginalised and facing ever-narrowing prospects of future sustainability - are confronted with an education system that is a relic of colonial modernity and devoid of any social-ecological heritage to which they can relate.  Environmental educators and researchers are therefore asking questions concerning colonial modernity in current educational practices, such as:- What can be done to address the predominantly reified and disembedded curricula offered in school and post-school contexts today'- What is the value of bringing local, indigenous and intergenerational heritage and knowledge practices into the curriculum'

      - How can this inclusion be done in pluralistic and intercultural ways'

      It is precisely these themes and topics that are addressed in this Special Issue’s research, viewpoint and think-piece papers. Many of the contributions have emerged from an international collaboration around Education for Sustainable Development (ESD) through the ESD Expert.Net programme.1 This has involved exchange visits between South Africa, Mexico and India, which have produced research collaborations and contact with researchers from further afield – in Zimbabwe, Zambia, Australia and Norway – who responded to the call for papers. There is clearly a strong interest within the international academic community to explore the relevance of indigenous knowledge, in research and in education, in order to better direct human activities towards a sustainable future.
      Issue No: Vol. 35, No. 1
       
  • Navigating non-sense by exemplifying situated life experience and
           intergenerational heritage knowledge in Education for Sustainable
           Development learning spaces

    • Authors: Rob O'Donoghue, Esther Kibuka-Sebitosi, Sirkka Tshiningayamwe, Carl Palmer
      Abstract: The method which people use in acquiring knowledge is functionally interdependent with, and thus inseparable from, the substance of the knowledge they possess, and especially from their basic image of the world. If this image is different, the method they devise for acquiring knowledge is, as a matter of course, different too. (Elias, 1978:64)This paper uses an activity system perspective to probe the related problems of knowledge abstraction and a lack of relevance as a modern legacy of colonial education practices in Africa. Its purpose is to contemplate Education for Sustainable Development (ESD) pedagogy to support learning that might be better situated in and resonate with local African contexts and the emerging sustainability concerns in everyday life. Colonial education trajectories and the recent inclusion of new environmental knowledge in African curriculum and civic learning contexts are examined. This points to how circulating environment and sustainability knowledge is being constituted in disciplinary fields as abstract concepts that are often difficult to relate to local sustainability concerns. Socio-cultural heritage and intergenerational meaning making are explored to uncover better situated ways of navigating much of the abstract ‘non-sense’ confronting African learners in many modern education contexts today. Illustrative examples of historical patterns of exclusion are scoped and two cases of pedagogical innovation are examined to contemplate how to navigate better situated and more relevant learning processes. Enacted in situated and co-engaged ways, ESD practices may enable the socio-cultural capital and environmental realities of local social-ecological contexts to articulate with better situated sustainability propositions for transitioning to more peaceful, just and sustainable futures.
      Issue No: Vol. 35, No. 1
       
  • Territory and ontology in the educational practices of an indigenous
           Zapotecan community in Mexico

    • Authors: Raquel Aparicio Cid
      Abstract: This paper is inscribed within the study of social educational practices in rural indigenous communities of Mesoamerica, practices through which the store of knowledge that guides relationships with the environment are recreated. Ethnographical research conducted in a Zapotec community in the state of Oaxaca, southern Mexico, shows that communitarian educational practices form an everyday cognitive–axiological framework through which the norms of coexistence and social organisation are assimilated. The  underlying purpose of these practices is to promote the historical and cultural continuity of the collective based on a reciprocal relationship with the environment, which is their home and the source of their well-being and biocultural identity. The resilience of this population lies in their use of socio-historical learning to renew their organisational structures, with the purpose of facing the challenges posed by civilisation. This paper describes aspects of these historical learnings and current social educational practices, as well as their ontological principles.
      Issue No: Vol. 35, No. 1
       
  • The legend of Achaneh: Socio-ecological knowledge in the oral tradition of
           fisherwomen in Veracruz, Mexico

    • Authors: Juan Carlos A. Sandoval-Rivera
      Abstract: Based on ethnographic fieldwork conducted in an indigenous community of Veracruz, Mexico, traditional socio-ecological knowledge was identified embedded in the oral tradition of fisherwomen of the local community. The reflections presented show the educational potential of indigenous knowledge that, from their own epistemology, has allowed the inhabitants of this community to regulate the way in which they relate to each other and to their environment in a sustainable way over the centuries. The findings presented in this article bear testimony to the socio-environmental relevance of these local indigenous narratives as situated philosophies which are important to document so as to move towards a scenario of sustainability arising from a dialogue between the local and the global.
      Issue No: Vol. 35, No. 1
       
  • Landscape, memory and learning to change in changing worlds:Contemplating
           intergenerational learning and traditional knowledge practices within
           social-ecological landscapes of change

    • Authors: Rob O'Donoghue, Juan Carlos A Sandoval-Rivera, Unnikrishnan Payyappallimana
      Abstract: The core paper and collection of short papers from Mexico, Africa, India and Sweden that make up this study on social-ecological landscapes developed as a South–South collaboration that was extended to include a case in the North. Our concern was to explore how situated, intergenerational knowledge commonly takes a back seat to the conceptual propositions that the environmental sciences have developed around matters of concern like biodiversity loss. In this way, scientific propositions have become the conceptual capital for informing future sustainability through Education for Sustainable Development (ESD). In response to this, a more situated turn has developed to engage both intergenerational practices and the institutional sciences, but the playing fields are seldom level and deliberations are often rife with misunderstandings.Current trajectories of social-ecological change were already evident at the turn of the 20th century where one found the colonial oppression of indigenous peoples and early manifestations of accelerating environmental degradation. The latter escalated into biodiversity loss as a global concern that both underpins and resonates with the current complex of global risks. This concern has shaped education imperatives towards learning-led change so as to contribute to avoiding catastrophic problems such as climate change and ocean acidification, for example. These and other critical sustainability concerns have developed as planetary limits are being exceeded on a widening scale. The associated patterns of change and escalating risk in the modern era have played out in each of the regions where our teams of authors have researched their short papers on social-ecological change and intergenerational learning. The papers are intended as contributions that might better situate indigenous peoples on their intergenerational lands in reflexive learning within a rich mix of ancient and modern scientific ideas and ideals.
      Issue No: Vol. 35, No. 1
       
  • Living currency: The multiple roles of livestock in livelihood sustenance
           and exchange in the context of rural indigenous communities in southern
           Africa

    • Authors: Soul Shava, Sibongile Masuku
      Abstract: Modern national and international monetary currencies continue to be the accepted universal media of exchange globally and, to a large extent, have expanded and displaced indigenous currencies and their roles within some community settings. There are, however, areas where indigenous currencies such as livestock (see Schneider, 1964), are considered as the most significant aspect of traditional economies. This paper explores the past and present roles of livestock as indigenous living currency amongst the Nguni and Shona people of southern Africa, mainly drawn from collaborative autoethnography. It further highlights how livestock currencies used alongside monetary ones have sustained and created multifaceted livelihood strategies of such rural area dwellers through intergenerational learning processes. This is against the background of the global economic instability ushered forth by modern economic practices (Karmin, 2008). The paper suggests that traditional 'living' currencies provide a more sustainable economy that enhances the socio-ecological resilience of indigenous rural communities in southern Africa. It also emphasises the need to recognise the coexistence of plural economies beyond the current monopoly of modern capitalist monetary economies.
      Issue No: Vol. 35, No. 1
       
  • Challenges in tackling environmental concerns in indigenous education in
           Mexico

    • Authors: Rosa Guadalupe Mendoza-Zuany
      Abstract: This article analyses the curriculum document called Indigenous language: Curriculum parameters, basic education, indigenous primary, that outlines study programmes for indigenous languages in Mexico, specifically for the Indigenous Language Subject in primary schools prescribed by the General Department of Indigenous Education (DGEI) of the Public Education Secretary (SEP) in 2008. The curriculum document will be analysed for its inclusion of topics and concerns pertaining to the environment, nature, biodiversity and indigenous territories. This analysis is relevant because the Indigenous Language Subject is the only curriculum area that has been designed by indigenous teachers, as part of their struggle to see their languages and cultures placed on a level with Spanish. Two important issues stand out from the analysis. Firstly, the curriculum document recognises community elders and parents as bearers and builders of indigenous knowledge concerning the environment. Second, it recognises that children learn from everyday cultural practices such as farming crops, local food production, etc. However, the analysis also revealed matters of concern, and these should be treated as challenges to be overcome.
      Issue No: Vol. 35, No. 1
       
  • Pursuing epistemological plurality in South Africa's Eco-Schools:
           Discursive rules for knowledge legitimation

    • Authors: Lisa Ryan, Jo-Anne Ferreira
      Abstract: Efforts to re-appropriate indigenous knowledges reveal a discursive friction experienced by Eco-School support workers in South Africa as they attempt to build an epistemologically pluralistic curriculum. This paper outlines the strategies that South African Eco-School support workers and teachers employ in negotiating this friction and highlights the discursive rules that govern what constitutes legitimate knowledge in the South African Eco-School. The unintended consequences of these strategies that may affect the representation of indigenous peoples is also discussed.
      Issue No: Vol. 35, No. 1
       
  • Environmental education from an intercultural approach: A glimpse into
           Latin America

    • Authors: Helio Manuel García-Campos
      Abstract: Latin America has established a new model of higher education termed intercultural, or indigenous, education. This essay analyses the potential that the integration of educational approaches focused on environmental sustainability and linked to intercultural education approaches could represent to Latin American institutions. The trend has set a new direction and opened up perspectives on integrating other fields, such as ethnoscience, agroecology, education and applied anthropology. Different aspects of the relationship between culture and nature are analysed, bearing in mind that biocultural diversity and its territorial expressions are part of a heritage that rural and indigenous societies present as a contribution to the current definition of civilizatory trends. Based on this review, the paper presents a comparative and integrative conceptual framework that can be used as a reference for practical applications of experience or as a search tool for educational alternatives that can bridge the gap between environmental and intercultural education.
      Issue No: Vol. 35, No. 1
       
  • Education for Sustainable Development at the problem-posing nexus of
           re-appropriated heritage practices and the science curriculum

    • Authors: Kenneth Mlungisi Ngcoza
      Abstract: Indigenous knowledge is approached as an adaptive and responsive sphere of Mother Tongue meaning-making and innovation, an indigenous epistemic capital that has been marginalised by continuing colonial modernity and an associated urbanisation in Africa. The exclusionary and epistemicidal impacts of colonialisation and the hegemony of meanings imposed in a westernised curriculum have played out as a double blow impeding many learners from relating knowledge to the world they live in and achieving their potential in the sciences. Research on indigenous knowledge and schooling is reviewed to critically explore this premise. A dissonance between prevailing theory, changing socio-cultural realities and diversity in urban classroom contexts is also probed. This enabled us to contemplate a Mother Tongue re-appropriation of heritage practices amongst teachers, their learners and parents as urban custodians of indigenous knowledge and to work with this as situated heritage practices for working with the modern scientific knowledge in the school curriculum to contemplate future sustainability. Mother Tongue re-appropriation is thus proposed as a starting point for a research collaboration to enhance epistemological access to decontextualised scientific knowledge in the curriculum and for exploring how this might be achieved in ways that open up a ‘third space’ of empowering socio-cultural innovation through Education for Sustainable Development (ESD).
      Issue No: Vol. 35, No. 1
       
  • Integrating indigenous knowledge practices as context and concepts for the
           learning of curriculum science: A methodological exploration

    • Authors: Caleb Mandikonza
      Abstract: Teachers and learners bring tacit as well as explicit knowledge into learning contexts. In the science classroom, learners’ tacit knowledge can involve sustainability practices that have been passed down for many generations and that have enabled people to survive in their particular environment and derive benefit from it. This study examines an example of such a practice that was observed in a rural community. The study sought to establish whether such a sustainability practice could be incorporated into the formal science teacher training classroom with a view to broadening the teaching and learning of science curriculum concepts. The study was conducted through observation of rural participants as they conducted certain sustainability practices as well as through interviews with the same participants. Student teachers preparing for lesson planning and teaching presentations (as part of their peer-teaching activities) engaged with these sustainability practices in a six-phase process. Socio-cultural approaches guided the analysis. The study showed that, through a carefully considered methodological approach, it was possible to use those practices with which learners were familiar in their daily lives –that is, their habitual indigenous knowledge practices (IKPs) – to unpack and explain related scientific concepts from the school science curriculum in the classroom (habitual practices of classroom science) (Bourdieu, 1998). Accordingly, the study illustrated how knowledge of science can be developed from context to concept. The study was only conducted with student teachers in a peer-teaching context, but it would be interesting to investigate how such an approach could be used by student teachers during their teaching practice as well as by teachers at secondary-school level.
      Issue No: Vol. 35, No. 1
       
  • Shared commitments towards social resilience in populations vulnerable to
           extreme weather conditions

    • Authors: Ana Lucía Maldonado-González, Gloria Elena Cruz-Sánchez, Laura Odila Bello-Benavides, Edgar Javier González-Gaudiano
      Abstract: The processes involved in moving from vulnerability to resilience imply shared commitments between community and social actors. This paper documents such a shared experience among groups of high school learners from three cities in Veracruz state, Mexico, which have been periodically affected by extreme weather conditions. Earlier research carried out with high school learners and teachers analysed the resilience that the community demonstrated while coping with, and recovering from, an environmental contingency. In this initial research stage, we obtained information from official sources, and from questionnaires and interviews on the physical and social elements that impact the learners’ vulnerability. In addition, we identified the participants’ interest in being involved in processes to build resilient communities. With all this information, it was then possible to make progress in the development of strategies towards building the relevant capacities in those high school learners interested in becoming change agents in their own communities. The research also contributed to the creation of intra-community contingency support networks in the three municipalities participating in the study. In addition, high school learners and teachers became interested in initiating environmental protection activities and in taking on the commitment to communicate their concerns to decision-makers in their own communities to try and influence public policy. Accordingly, these actions and shared commitments can be seen to foster community and social resilience.
      Issue No: Vol. 35, No. 1
       
  • Viewpoint: Towards an IK-SCIE integrative model, A theoretical reflection
           on the agricultural college curriculum in Zimbabwe

    • Authors: Christopher Ndlovu, Angela James, Nadaraj Govender
      Abstract: Investment in agricultural training in Zimbabwe occurs against a backdrop of scarce resources. Therefore, an insight into the suitability and quality of the curriculum in agricultural colleges will benefit students, their communities and the nation at large. The curriculum is a key determinant of the quality of agricultural training. Researchers have argued that the curriculum in the agricultural colleges is largely based on the scientific knowledge system, representing the western worldview. Furthermore, this curriculum neither recognises the variations among the people with regard to their knowledge of agricultural practices, nor does it consider the different worldviews that students bring into the classrooms. Relevance in agriculture, like in any science subject, encourages students to participate in classroom processes more deeply, learning in their own ways and bringing together their ideas, interests and experiences. The incorporation of cultural practices into learning also facilitates environmental sustainability. This study explores several curriculum models to explore these claims and suggests an integrative indigenous knowledge–science (IK-SCIE) model that can be used in crafting a curriculum relevant for the contextual setting of Zimbabwe. Based on this theoretical reflection, it is recommended that if indigenous knowledge is integrated in the agricultural curriculum, more research on indigenous practices would be promoted, leading to acceptance, documentation and the possible integration of these indigenous practices, hence making them accessible to a larger readership.
      Issue No: Vol. 35, No. 1
       
  • Viewpoint: Indigenous knowledge systems and environmental social work
           education: Towards environmental sustainability

    • Authors: Mogomme Alpheus Masoga, Allucia Lulu Shokane
      Abstract: Prior to colonisation, most indigenous communities were using indigenous knowledge systems (IKS) as part of their livelihood. The livelihoods of rural and indigenous peoples and those living in poverty are often closely tied to the use of biodiversity. Positive action, if taken in these communities, could decrease pressure from climate change impacts. Indigenous knowledge can be a sustainable development and livelihood tool that can be used throughout the Global South. The key research question explored in this paper is: Which IKS applied by marginalised communities can be used by environmental education and social workers to advance environmental sustainability' Afro-sensed and sustainable livelihood approaches have been adopted to guide the theoretical framework. The qualitative research methodology followed a descriptive and explorative design. The research findings concluded that the integration of IKS in social work and environmental education can contribute to environmental sustainability efforts. Finally, a recommendation is made on how social sciences and educational practitioners can work with marginalised communities to adapt IKS.
      Issue No: Vol. 35, No. 1
       
  • Viewpoint: Engagement in local social-ecological knowledge practices in a
           seasonal cycles approach for transitioning to future sustainability

    • Authors: Rob O'Donoghue
      Abstract: This paper explores climate as variable natural forces driving seasonal cycles1 that many African cultures had adjusted themselves to within intergenerational knowledge practices of longue durée. The study points to the need to re-orientate and expand climate science education so that it is centred on the seasonal cycles and intergenerational learning to better align transitioning to future sustainability with these in our southern African contexts of climate change today. The narrative touches upon historical accounts of knowledge practices amongst the Krobo, Bemba, Shona, Zulu and Xhosa, briefly pointing to how each, as an African culture, is situated as a social-ecological entity within the climatic tapestries of our African landscapes. It takes note of how cultural articulation within the seasonal cycles of regional climate have a long history with adaptive change in some contexts in more recent times. The review suggests that our learning in relation to emerging climate change should be informed by these histories of intergenerational knowledge practice. It notes how a better grasp of these could be important drivers of a widening cultural response to the changing dynamics in our climatic surroundings today. The brief study suggests that southern Africa is a special place with many unique and interesting climatic processes and associated socio-ecological systems and practices. These can provide engaging perspectives for informing education to mitigate or adapt to climate change. Here, a situated exploration of seasonal cycles can draw on both the latest in modern climate science and the rich social-ecological heritage of Africa briefly touched upon in the study. A model of process is offered for how both can be used in a seasonal cycles approach climate change education. This better situated and more inclusive approach can enable us to contemplate how we might best adjust our social-ecological dispositions and practices in the changing world that we all share.
      Issue No: Vol. 35, No. 1
       
  • Think Piece: Situating Education for Sustainable Development in southern
           African philosophy and contexts of social-ecological change to enhance
           curriculum relevance and the common good

    • Authors: Tichaona Victor Pesanayi, Rob O'Donoghue, Soul Shava
      Abstract: The study opens with a brief review of how education in colonial southern Africa was steered by a succession of externally framed abstractions that have been implemented within the prevailing hegemony of western modernisation that dominated and marginalised indigenous cultures. It probes how, within an expanding functionalist framework, Education for Sustainable Development (ESD) has been similarly constituted as a proposition for implementation. Here the supposition is that implementing ESD as an intervention will transform education into an inclusive and collaborative pedagogy that will shape competences for participants to transform society towards a sustainable future. In an effort to explore the possibility of making a break from a succession of education imperatives functioning as ‘salvation narratives’ to put things right in Africa, the study explores ESD from a more situated and emergent vantage point within African landscapes, philosophy and cultural practices. This requires a shift from a view of ESD as a perspective to be brought in and enacted to foster change, to ESD as a situated engagement in education as a process where relevance is deliberated and brought out in quality education with high order skills. This perspective exemplifies working with a more fully situated framing of deliberative social learning for the common good. It is explored here to contemplate how socio-cultural processes of deliberative ethics and co-engaged reflexive processes of learning-led change might emerge. Here, also, using a capabilities approach might provide useful starting points for ESD as an expansive process of transformative social learning.
      Issue No: Vol. 35, No. 1
       
 
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