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  Subjects -> GEOGRAPHY (Total: 493 journals)
Showing 401 - 277 of 277 Journals sorted alphabetically
Revista de Geografia (Recife)     Open Access  
Revista de Geografia e Ordenamento do Território     Open Access  
Revista de Geografía Norte Grande     Open Access   (Followers: 1)
Revista de la Asociacion Geologica Argentina     Open Access  
Revista de Teledetección     Open Access  
Revista del Museo de La Plata     Open Access  
Revista do Instituto de Estudos Brasileiros     Open Access  
Revista Eletrônica : Tempo - Técnica - Território / Eletronic Magazine : Time - Technique - Territory     Open Access  
Revista Espinhaço     Open Access  
Revista Estudios Hemisféricos y Polares     Open Access  
Revista Geama     Open Access  
Revista Geoaraguaia     Open Access  
Revista Geográfica de América Central     Open Access  
Revista Geonorte     Open Access  
Revista Interamericana de Ambiente y Turismo     Open Access  
Revista Intercontinental de Gestão Desportiva     Open Access  
Revista Interdisciplinar da Mobilidade Humana     Open Access  
Revista Latinoamericana de Antropología del Trabajo     Open Access  
Revista Tamoios     Open Access  
Revista Tocantinense de Geografia     Open Access  
Revista Universitaria de Geografía     Open Access  
Revista Uruguaya de Antropología y Etnografía     Open Access  
Revue archéologique du Centre de la France     Open Access   (Followers: 1)
Revue de géographie historique     Open Access   (Followers: 1)
RIEM : Revista Internacional de Estudios Migratorios     Open Access  
Rocznik Toruński     Open Access  
Rural & Urbano     Open Access  
San Francisco Estuary and Watershed Science     Open Access  
Sasdaya : Gadjah Mada Journal of Humanities     Open Access  
Saúde e Meio Ambiente : Revista Interdisciplinar     Open Access  
Scandinavistica Vilnensis     Open Access  
Scientific Annals of Stefan cel Mare University of Suceava. Geography Series     Open Access  
Scottish Geographical Journal     Hybrid Journal   (Followers: 4)
Scripta Nova : Revista Electrónica de Geografía y Ciencias Sociales     Open Access  
Sémata : Ciencias Sociais e Humanidades     Full-text available via subscription  
Seoul Journal of Korean Studies     Full-text available via subscription   (Followers: 4)
Singapore Journal of Tropical Geography     Hybrid Journal   (Followers: 6)
Social Dynamics: A journal of African studies     Hybrid Journal   (Followers: 3)
Social Geography Discussions (SGD)     Open Access   (Followers: 7)
Sociedade & Natureza     Open Access  
South African Geographical Journal     Hybrid Journal   (Followers: 1)
South African Journal of Geomatics     Open Access   (Followers: 2)
South Asian Diaspora     Hybrid Journal   (Followers: 3)
South Australian Geographical Journal     Open Access  
Southeastern Europe     Hybrid Journal   (Followers: 3)
Southeastern Geographer     Full-text available via subscription   (Followers: 2)
Southern African Journal of Environmental Education     Open Access  
Sport i Turystyka : Środkowoeuropejskie Czasopismo Naukowe     Open Access  
Sriwijaya Journal of Environment     Open Access  
Standort - Zeitschrift für angewandte Geographie     Hybrid Journal   (Followers: 3)
Studia Universitatis Babes-Bolyai, Geologia     Open Access  
Studies in African Languages and Cultures     Open Access   (Followers: 1)
Technology and Technique of Typography     Open Access  
Tectonics     Full-text available via subscription   (Followers: 15)
Terra     Open Access  
Terra Brasilis     Open Access  
Terrae Incognitae     Hybrid Journal   (Followers: 1)
Territoire en Mouvement     Open Access  
The Canadian Geographer/le Geographe Canadien     Hybrid Journal   (Followers: 8)
The Geographic Base     Open Access   (Followers: 7)
The Geographical Journal     Hybrid Journal   (Followers: 17)
The South Asianist     Open Access   (Followers: 2)
Third Pole: Journal of Geography Education     Open Access  
Tidsskrift for Kortlægning og Arealforvaltning     Open Access  
Tiempo y Espacio     Open Access  
TRaNS : Trans-Regional-and-National Studies of Southeast Asia     Full-text available via subscription   (Followers: 4)
Transactions of the Institute of British Geographers     Hybrid Journal   (Followers: 28)
Transmodernity : Journal of Peripheral Cultural Production of the Luso-Hispanic World     Open Access   (Followers: 4)
Treballs de la Societat Catalana de Geografia     Open Access  
TRIM. Tordesillas : Revista de investigación multidisciplinar     Open Access  
Turystyka Kulturowa     Open Access  
UD y la Geomática     Open Access  
UNM Geographic Journal     Open Access   (Followers: 1)
Urban Climate     Hybrid Journal   (Followers: 4)
Urban Geography     Hybrid Journal   (Followers: 36)
Urban History Review / Revue d'histoire urbaine     Full-text available via subscription   (Followers: 7)
Urban Research & Practice     Hybrid Journal   (Followers: 19)
Vegueta : Anuario de la Facultad de Geografía e Historia     Open Access  
Visión Antataura     Open Access   (Followers: 6)
Water International     Hybrid Journal   (Followers: 19)
Watershed Ecology and the Environment     Open Access  
Wellbeing, Space & Society     Open Access   (Followers: 4)
Yearbook of the Association of Pacific Coast Geographers     Full-text available via subscription   (Followers: 2)
Załącznik Kulturoznawczy / Cultural Studies Appendix     Open Access  

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Southern African Journal of Environmental Education
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 0256-7504 - ISSN (Online) 2411-5959
Published by African Journals Online Homepage  [261 journals]
  • Student-Created Videos of Climate Change Vulnerability: Opportunity for
           connection and care

    • Authors: Gina Ziervogel, Nicola Pallitt
      Abstract: Climate change is increasingly being seen as a complex problem that requires a change in personal and practical dimensions. To support this, climate change educators need to make use of pedagogic approaches that enable students to engage in relational values of care, empathy and connection alongside understanding the problem and potential responses. Participatory approaches, whereby students engage with members of local communities to understand climate change vulnerability, have the potential to create opportunities for connection between students, communities, universities and society in theory and practice. We describe a student video project that took place in a third-year course Sustainability and the Environment in the Department of Environmental and Geographical Science at the University of Cape Town (UCT), South Africa. Students worked in groups to undertake and film a vulnerability assessment with individuals or organisations around Cape Town in relation to the city’s water crisis. Their group submission, a documentary video, needed to tell a story about social vulnerability and adaptation to the water crisis. Through a carefully scaffolded process, students’ reflections indicated that the vulnerability video process helped them to understand the concept of vulnerability and strengthen their care for and connection to those ‘vulnerable’ to climate impacts. This kind of process-oriented authentic learning experience holds potential for increasing climate change literacy that other educators might consider. Keywords: climate change education; video and film; climate change vulnerability; authentic learning; ethics and care
      PubDate: 2023-03-22
      Issue No: Vol. 38, No. 1 (2023)
  • A The Handprint Initiative: Identifying learners’ attitudes towards
           the environment

    • Authors: Wendy Quetzal Morel Schramm
      Abstract: The Handprint Initiative was born out of the need for a new pedagogical approach to deal with current global challenges. It is founded in the social responsibility of educators and learners to actively participate in the decision-making process of our society. To achieve this, there was the need for a statistical basis to measure learners’ attitudes towards the environment. A 19-item survey was used to determine five key attitudes in high school students in Mexico. With appropriate statistical tools (including PCA, KMO, normality tests and others), it was possible to measure ecocentrism, eco-apathy, naturalism, pessimism, and scientism attitudes and to confirm the data of other studies. The results of this study contribute to assessment of the impact of the way we teach, as well as the promotion of quality education and the implementation of the Handprint Initiative. Keywords: handprint; attitudes towards environment; eco-apathy; sustainability, quantitative study
      PubDate: 2023-03-22
      Issue No: Vol. 38, No. 1 (2023)
  • Wildlife and Indigenous Communities in Kenya: The influence of
           conservation education in supporting co-existence between wildlife and a
           Maasai community

    • Authors: Georgina Hoare, Kennedy Leneuyia, Peter Higgins, Joshua Lowerikoi
      Abstract: Human-wildlife conflict in Kenya is a complex issue with environmental, social, and economic dimensions. Conservation education can raise awareness of environmental issues, by increasing knowledge, promoting positive attitudes, leading to proenvironmental behaviours. Educated youth can become ‘conservation ambassadors’ who help spread messages through the community. This qualitative study critically examined the extent to which this took place using the Wildlife Warriors Kids education programme, in areas of human-wildlife conflict in Kenya. Data were collected on students’ knowledge, attitudes and practice in three primary schools in Maasai areas; in one of these school areas, interviews and a focus group were also held with Maasai community members. The influence on students was evident, regarding knowledge about wildlife, positive attitudes and an understanding of pro-environmental behaviours. The filtration of knowledge and pro-environmental behaviours to the community level was positive but limited. Culture and human wildlife conflict were the predominant factors influencing attitudes. It was evident there is a need to include intergenerational learning, and focus attention on cultural and environmental challenges, to enhance the filtration of conservation education to the community. Keywords: conservation education, Maasai, human wildlife conflict, indigenous knowledge, culture
      PubDate: 2023-03-21
      Issue No: Vol. 38, No. 1 (2023)
  • Transforming Education for Sustainable Futures: Intersecting dynamics of
           food, water, livelihoods and education in the COVID-19 pandemic

    • Authors: Kgosietsile Velempini, Heila Lotz-Sisitka, Injairu Kulundu, Lwanda Maqwelane, Anna James, Gibson Mphepo, Phila Dyantyi, Esthery Kunkwenzu
      Abstract: 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. Keywords: COVID-19; education for sustainable development; systems thinking, intersectionality
      PubDate: 2022-12-31
      Issue No: Vol. 38, No. 1 (2022)
  • Enacting Environmental Ethics Education for Wildlife Conservation using an
           Afrophilic ‘Philosophy for Children’ approach

    • Authors: John Bhurekeni
      Pages: 1 - 20
      Abstract: 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.
      Keywords: Environmental Ethics Education, Afrophilic Philosophy for Children, ethical reasoning, heritage-knowledges
      PubDate: 2022-10-31
      DOI: 10.4314/sajee.v38i1.02
      Issue No: Vol. 38, No. 1 (2022)
  • Transgressive Eco-Arts Pedagogy: A response to Kulundu-Bolus, McGarry and
           Lotz-Sisitka (SAJEE, Volume 30)

    • Authors: Carol Preston
      Pages: 21 - 35
      Abstract: Kulundu-Bolus, McGarry and Lotz-Sisitka (2020) have offered transgressive learning as a new approach to environmental education. As a response to their work, this paper describes and discusses aspects of a four-year action research project in which a group of children, adolescents and adults from the rural community of Wakkerstroom-eSizameleni participated in a series of multimodal arts-based interventions in which increased environmental awareness and improved environmental practices were key goals. Five vignettes from these interventions are used to argue that Transgressive Eco-Arts Pedagogy (TEAP) can facilitate community engagement, greater environmental awareness and small steps towards the improved environmental practices that Kulundu-Bolus et al. have called for.
      Keywords: Environmental education, arts-based learning, multimodality, sustainability, transgressive learning, pedagogy of love
      PubDate: 2022-10-31
      DOI: 10.4314/sajee.v38i1.03
      Issue No: Vol. 38, No. 1 (2022)
  • SWOT Analysis of Selected Schools involved in Greening and Sustainable
           Development Programmes

    • Authors: Johannah Bopape
      Pages: 36 - 59
      Abstract: This study aimed to explore the strengths, weaknesses, opportunities and threats in greening schools for sustainable development in Tshwane North District in Gauteng Province of South Africa. The research considered whether contextual factors hinder schools from effectively greening their schools for sustainable development. This research is qualitative and employed focus group interviews and observation. The study was undertaken with purposefully sampled members of the school management team and school governing body at three primary schools. Data was analysed through thematic content analysis. The major finding of the study was that school funds were swiftly depleted on resources such as water, energy, paper and equipment. Furthermore, contextual factors emerged emanating from little knowledge of greening and sustainability practices by school role players and a lack of policy framework on how sustainable development and greening schools should be implemented. The findings suggest the creation of an integrative assessment of greening school policies and strategies that embrace a practical activity plan for curriculum and infrastructure to monitor school resource management.
      Keywords: green school; sustainable development, school role players; Sustainable Development Goals
      PubDate: 2022-10-31
      DOI: 10.4314/sajee.v38i1.04
      Issue No: Vol. 38, No. 1 (2022)
  • A review of Teaching and Learning for Change: Education and Sustainability
           in South Africa Edited by Ingrid Schudel, Zintle Songqwaru, Sirkka
           Tshiningayamwe and Heila Lotz-Sisitka

    • Authors: Anna Katharine James
      Pages: 60 - 65
      Abstract: Achieving environmental education within the current South African school system feels akin to putting eggs into a beer crate. But such is the difficulty, delicacy and discomfort of the project of system change we are struggling within, to remake and reimagine our relationships in and with the world. South African environmental educators and researchers have been involved in this task over the past 40 years. As the book Teaching and Learning for Change: Education and sustainability in South Africa shows, the school system is an
      important place to start, as a meeting point of knowledge and learning and as a site in which young South Africans spend much of their time. This book not only tells a story of efforts towards realising environmental learning within the school system over the last 10 years of the Fundisa (learning) for Change Programme but it distills the significant lessons for the context of environmental education practice, going forward.
      PubDate: 2022-10-31
      DOI: 10.4314/sajee.v38i1.06
      Issue No: Vol. 38, No. 1 (2022)
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