CHAPTER 1: OVERVIEW OF THE STUDY1.1 CONTEXT OF THE STUDY
1.2 SEARCHING FOR A RESEARCHABLE QUESTION
1.2.1 Indicators of concern that encouraged the research question
1.2.2 Defining the Research Question
1.3 FINDING THEORIES TO ASSIST AND STRENGTHEN THE RESEARCH STUDY
1.3.1 Popkewitz′s theory on modernity and education
1.3.2 Bernstein′s theory of recontextualisation within a pedagogic discourse
1.3.3 Cornbleth′s theory on curriculum in context
1.4 RESEARCH QUESTION AND GOALS
1.5 CONTEXT OF THE RESEARCH FOCUS AREAS
1.5.1 Historical Background of the Development of Environmental Education in relation to SANParks Policies and other Guideline documents
1.5.2 Park Based Environmental Education Policy Knowledge and Practices at Managerial and Implementation Level in parks
1.5.3 Resource use and Park Practices in National Parks
1.5.4 Current Practices within the Kids in Parks programme in Golden Gate Highlands National Park
1.6 OVERVIEW OF CHAPTERS
CHAPTER 2: CONTEXT AND HISTORY OF ENVIRONMENTAL EDUCATION DEVELOPMENT WITHIN SOUTH AFRICAN NATIONAL PARKS A LITERATURE REVIEW2.1 INTRODUCTION
2.2 THE DEVELOPMENT OF AN ENVIRONMENTAL EDUCATION DISCOURSE IN SANPARKS FROM A HISTORICAL POINT OF VIEW
2.3 THE ENVIRONMENTAL EDUCATION DISCOURSE IN SANPARKS BEFORE 1994 AND THE EMERGENCE OF SCHOOL CURRICULUM LINKS IN PARK PROGRAMMES
2.4 THE ENVIRONMENTAL EDUCATION DISCOURSE IN SANPARKS IN A NEW DEMOCRATIC DISPENSATION AND THE ESTABLISHMENT OF THE SOCIAL ECOLOGY UNIT IN 1994
2.4.1 Extracts from National Parks Board documents, in relation to environmental education in the conception-phase of Social Ecology
2.5 THE ROLE THAT POLICY PLAYS WITHIN INSTITUTIONAL DEVELOPMENT
2.6 THE ESTABLISHMENT OF SANPARKS′ SOCIAL ECOLOGY POLICIES AND STRATEGY DOCUMENTS AND THE EMERGENCE OF ENVIRONMENTAL EDUCATION PERSPECTIVES
2.6.1 Social Ecology Policy documents of 2001 and 2002 and the occurrence of environmental education as a focus area
2.7 THE DEVELOPMENT OF ENVIRONMENTAL EDUCATION IN SANPARKS IN RELATION TO ORGANISATIONAL POLICY DOCUMENTS FROM 2000 TO 2005
2.7.1 ′Towards a SANParks Strategy for Environmental Education and Interpretation Draft′ – October 2000
2.7.2 South African National Parks Environmental Interpretation and Education Strategy Second Draft – August 2002
2.7.3 The scaling down of the Social Ecology Department – Operation Prevail
2.7.4 The establishment of the People and Conservation Division and the birth of the SANParks EE Policy
2.7.5 The SANParks Environmental Education Policy Document (2005)
2.8 ENVIRONMENTAL EDUCATION AS A JOINT RESPONSIBILITY IN SANPARKS
2.9 THE DEVELOPMENT OF ENVIRONMENTAL EDUCATION ORIENTATION IN THE NATIONAL SCHOOL CURRICULUM IN RELATION TO ENVIRONMENTAL EDUCATION IN SANPARKS
2.10 THE DEVELOPMENT OF ENVIRONMENTAL EDUCATION PROCESSES AT PARK LEVEL AND IN SPECIAL PARTNERSHIP PROGRAMMES
2.10.1 Environmental education development in Golden Gate Highlands National Park (GGHNP) from 1963 to 2007
2.10.2 The Kids in Parks Partnership Programme
2.11 THEORETICAL FRAMEWORKS FOR THE INVESTIGATION OF THE DEVELOPMENT OF ENVIRONMENTAL EDUCATION PROCESSES AND POLICY FRAMEWORKS IN SANPARKS
2.11.1 Popkewitz′s theory on Modernity and Education
2.11.2 Bernstein′s Theory of Recontextualisation
2.11.3 Cornbleth′s approach of ′curriculum in context′ – a theoretical framework for investigating ′curriculum in practice′
2.12 CONCLUSION
CHAPTER 3: RESEARCH METHODOLOGY3.1 INTRODUCTION
3.2 RESEARCH ORIENTATION
3.3 DESCRIPTION OF THE RESEARCH PROCESS
3.4 DATA GENERATION TECHNIQUES
3.4.1 Document Analysis
3.4.2 Questionnaires
3.4.3 Interviews
3.4.4 Workshop Deliberations
3.4.5 Observations
3.5 DATA ANALYSIS
3.6 SOURCES OF EVIDENCE
3.7 ETHICS
3.8 VALIDITY AND TRUSTWORTHINESS
3.9 REFLECTIONS ON THE METHODS USED
3.10 CONCLUSION
CHAPTER 4: THE HISTORICAL DEVELOPMENT OF ENVIRONMENTAL EDUCATION IN SANPARKS4.1 INTRODUCTION
4.2 HISTORICAL BACKGROUND AND DEVELOPMENT OF ENVIRONMENTAL EDUCATION IN SANPARKS
4.2.1 Historical development of Environmental Education concepts on the International and National front
4.2.2 Emergence and development of Environmental Education as focus area in SANParks
4.2.3 The Development of Environmental Education Policies and related Guideline Documents in SANParks
4.2.3.1 SANParks Strategy for Environmental Education and Interpretation – October 2000
4.2.3.2 Social Ecology Policy for South African National Parks – November 2001
4.2.3.3 SANParks Social Ecology Policy – Draft April 2002
4.2.3.4 South African National Parks Environmental Interpretation & Education Strategy – August 2002
4.2.3.5 South African National Parks Environmental Education Policy – February 2005
4.2.3.6 The Proposal Document for the South African National Parks Kids in Parks Programme – 2004
4.2.4 The Occurrence of Environmental Education as a key focus area in the Social Ecology period up to the establishment of the People and Conservation Directorate
4.2.5 Development of curriculum linked Environmental Education Programmes in SANParks
4.2.6 The Development of curriculum linked Learning Support Materials within Environmental Education programmes in SANParks
4.2.7 Staff training as part of the Development of Environmental Education in SANParks
4.2.8 Restrictions and challenges that delayed the Environmental Education Development Processes and Implementation in SANParks
4.2.8.1 General Aspects
4.2.8.2 Staff Component
4.2.8.3 Park Contexts
4.3 CONCLUSION
CHAPTER 5: INSIGHTS INTO THE GROWTH AND DEVELOPMENT OF ENVIRONMENTAL EDUCATION AS A FIELD OF PRACTICE IN SOUTH AFRICAN NATIONAL PARKS 5.1 INTRODUCTION
5.2 ANALYTICAL STATEMENTS
5.2.1 Environmental education practices has a changing but clear historical line of development in SANParks policies and practice
5.2.2 Policy formulation was an uneven, but significant process as concepts and policy documents were formalized in a rapidly changing institution
5.2.2.1 Integration of international and national policy processes in the formulation of SANParks environmental education policies
5.2.2.2 The uneven process of policy formulation in a changing institution
5.2.3 Uneven implementation of changing Head Office policy created diversity, complexity and uncertainty
5.2.4 EE in SANParks is prolific across parks, especially in terms of a contextualized approach towards programme development and practices
5.2.5 EE in SANParks is still largely associated with the biophysical component of the environment
5.2.6 Historical and contextual processes sometimes come to strongly characterize the environmental education programmes and practices in a park
5.2.7 Directed development of partnership programmes contribute towards environmental education as a specialized field of practice in park contexts
5.2.7.1 Opportunities and Outcomes that the Kids in Parks Partnership Programme create
5.3 CONCLUDING SUMMARY
CHAPTER 6: SUMMARY, FINDINGS AND RECOMMENDATIONS6.1 INTRODUCTION
6.2 FINDINGS
6.2.1 Changes within environmental education related practices, led to the expansion, diversification and strengthening of this field of practice over time
6.2.2 Policy Formulation contributed to the establishment of environmental education as a field of practice in a rapidly changing institution
6.2.3 Changing Head Office policies created diversity, complexity and uncertainty within the field of environmental education
6.2.4 Environmental Education practices are prolific across parks, especially in terms of a contextualized approach towards programme development and practices
6.2.5 The biophysical component of the environment is still dominant in environmental education programmes and practices in SANParks
6.2.6 Historical and contextual strengths can provide for progressive development of environmental education programmes and practices in a park
6.2.7 Directed development of partnership programmes contributes towards successful growth of environmental education as a specialized field of practice.
6.3 RECOMMENDATIONS
6.4 FURTHER RESEARCH
6.5 REFLEXIVE REVIEW OF THE RESEARCH PROCESS
6.6 CONCLUDING SUMMARY
REFERENCE LIST APPENDICESAPPENDIX A – CASE RECORD 1 – Policy knowledge and practice at management and implementation level in parks
APPENDIX B – CASE RECORD 2 – Environmental education practices and resources in parks in terms of the SANParks EE Policy and the alignment of programmes to the national school curriculum
APPENDIX C – CASE RECORD 3 – Programme practices in Golden Gate Highlands National Park with special reference to the Kids in Parks partnership programme
APPENDIX D – Example of questionnaire (completed) to Cluster and Park Managers
APPENDIX E – Letter of request for completing questionnaire
APPENDIX F – Example of questionnaire (completed) to Regional People and Conservation Coordinators
APPENDIX G – Example of Interview Schedule (transcribed) for Head Office staff
APPENDIX H – Example of Interview/Observation schedule of site visit to a park
APPENDIX J – Analytical Memo 1 – Head Office Interviews
APPENDIX K – Synopsis Report 2 (AM5) – Park resources and practices
FIGURES AND TABLESFIGURE 2.1: The environment as interacting patterns of political, social and economic factors within the biological and physical world
FIGURE 2.2: Diagram of the framework for the Kids in Parks programme extracted from the proposal document for the Kids in Parks programme
FIGURE 2.3: Adapted version of Bernstein′s model of pedagogic discourse, explaining the process of recontextualisation that took place in the study
TABLE 1.1: Summary of SANParks Clusters, related parks and EE involvement
TABLE 3.1: Research Goals and Data Generation Techniques
TABLE 3.2: A summary of the analytical memos and main categories of the data
TABLE 3.3: A summary of the synopsis reports and their content
TABLE 3.4: Summary of the data sources, codes and relevant dates
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