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A critical review of postgraduate environmental education research from selected South African universities, 1995-2004.
KwaZulu-Natal, Univ., M. Ed., 2009
Abstract: This study focuses on reviewing Environmental Education (EE) research that has been conducted by M. Ed and PhD postgraduates from selected South African universities during the period 1995 to 2004. This period 1995-2004 has been characterized by transformation, restructuring, and change in different educational areas of South Africa. This research is premised on the notion that such transformation, restructuring and change may have had an impact on research. The research questions were on the focus, methodologies and, gaps and silences in postgraduate Environmental Education research during the period 1995 to 2004. The study was informed by Homer-Dixon′s (1994) theory of Resource Capture and Ecological Marginalisation which claims that environmental problems that exist in South Africa today emanated from apartheid and other marginalisation policies. Firstly, the study has argued that knowledge produced through postgraduate research can be useful in addressing these problems if it includes issues in all the environmental dimensions, biophysical, social, economic and political, as understood by O′Donoghue (1995). Secondly, it further argued that the methodologies that are used to research on these issues can be useful in addressing these problems if they involve the participation of affected people so that they are empowered with appropriate attitudes, skills and knowledge to deal with these. Thirdly, the study argued that unless new knowledge is produced that will address issues of marginalisation as were created by the past, environmental problems experienced in South Africa will persist. Because of its reliance on documents as the source of data, I describe the design of this study as unobtrusive documentary small scale study. Masters and PhD theses and dissertations that were produced at the University of Johannesburg and Rhodes University during the period 1995-2004 were reviewed, using both quantitative and qualitative approaches. The study identified some gaps in the reviewed postgraduate Environmental Education research. For example, more focus on schooling issues resulted in the overlooking of problems that emanated from marginalisation in the contexts where the sampled institutions are located. Little was done to empower people with skills and knowledge that would be useful in addressing environmental problems.
Inhaltsverzeichnis :


Ethical Clearance




Table of Contents

Chapter 1: Postgraduate Environmental Education Research from selected South African institutions: 1995-2004.
1.1 Introduction
1.2 Background of the study
1.3 Context of the study
1.4 Rationale of the study
1.5 Focus and Purpose of the study
1.6 Problem statement and Research Questions
1.7 Conceptual and Theoretical Framework
1.8 Research Design
1.8.1 Research Paradigm and Methodology
1.8.2 Sampling
1.9 Overview and outline of the thesis

Chapter 2: Environment Issues and Environmental Education in South Africa: A Review of the Literature.

2.1 Introduction

2.2 Environmental issues in South Africa: a historical overview
2.2.1 Native Land Act (1913)
2.2.2 Game Reservation and environmental racism
2.2.3 Poor living conditions, poverty and pollution

2.3 Environmental conceptualisation and education in relation to the environment in South Africa
2.3.1 Education in relation to the environment in South Africa
2.3.2 Changing environmental conceptions in South Africa
2.3.3 RDP and GEAR: role in changing the environment and Environmental Education

2.4 A review of trends in environmental education research
2.4.1 What has been researched and how
2.4.2 Silences/Gaps in Environmental Education Research

2.5 The policy context
2.5.1 International Environmental Education Policies Principles and Goals of Environmental Education
2.5.2 South African Policies related to Environmental Education

2.6 Summary and Conclusion

CHAPTER 3: Conceptual and theoretical frameworks
3.1 Introduction

3.2 Conceptual Framework
3.2.1 Defining Environment and Environmentalism
3.2.2 Defining Environmental Education
3.2.3 Environmental Education Research
3.2.4 Education for Sustainable Development (ESD)
3.2.5 Transformation
3.3 Theoretical Frameworks
3.3.1 Resource Capture and Ecological Marginalisation
3.3.2 Knowledge Production
3.3.3 Environmental Dimensions
3.4 Conclusion

Chapter 4: Research Design and Methodology
4.1 Introduction
4.2 Research Paradigm
4.3 Research Design and Methodology
4.3.1 Unobtrusive Documentary Research
4.3.2 Research Approach
4.4 Sampling
4.4.1 PPER Sampling
4.4.2 Sampling: This Study
4.4.3 Data Collection Process and Methods Negotiating Access to the institutions
4.5 Data analysis
4.6 Trustworthiness in the study
4.7 Reflections on the research process
4.7.1 Experiences with getting access to data
4.7.2 Supervision models experienced
4.7.3 Working with documents
4.7.4 Being a novice researcher
4.8 Conclusion

Chapter 5: Trends in Postgraduate Environmental Education Research in two South African HEIs during the period 1995 to 2004: Data analysis
5.1 Introduction
5.2 Trends in postgraduate Environmental Education research 1995 to 2004
5.2.1 Environmental Education research productivity in the two institutions
5.2.2 Focus of research at UJ and RU: 1995-2004
5.2.3 Research methodologies
5.3 Conclusion

Chapter 6: Discussion and Implications
6.1 Introduction
6.2 Summary of findings
6.2.1 Trends in postgraduate EE research in South African higher education institutions during the period 1995 to 2004. Dearth of research in Environmental Education Selective research foci Dominant Methodologies
6.3 Silencesin postgraduate EE research at RU and UJ
6.4 Discussion
Gaps in Focus
Gaps in Methodologies
Silences around Gender and Race
6.5 Implications of the research findings
6.5.1 Implications for Environmental Education policy
6.5.2 Implications for Environmental Education Practice
6.5.3 Implications for future research
6.6 Conclusion
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