Sustainability Science Education in Africa: Negotiating indigenous ways of living with nature in the third space

Glasson, George E.; Mhango, Ndalapa A.; Phiri, Absalom Dumsell Keins; Lanier, Marilyn

doi:10.1080/09500690902981269

Cited by 71 publications

(39 citation statements)

References 27 publications

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“…Second, the curriculum should focus on examples that consider local livelihoods and local cultural contexts [48,50]. Addressing real-life human-environment interactions should be essential [49].…”

Section: Implications For Practicementioning

confidence: 99%

Knowledge of Indonesian University Students on the Sustainable Management of Natural Resources

et al. 2013

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Abstract:Graduates of university programs addressing sustainable resource management are likely to shape strategies for natural resource use in the future. Their academic training needs to foster student knowledge of the multiple dimensions of natural resource management. This paper investigates university student understanding of such challenges. We differentiated situational, conceptual, and procedural types of knowledge, and three domains of knowledge (ecological, socio-economic and institutional knowledge), and sampled beginners (third semester) and seniors (seventh semester) of seven natural resource related programs at the leading Indonesian institution of higher education in the field of natural resource management (IPB Bogor; n = 882). The questionnaire consisted of multiple choice and rating scale items covering ‗locally' relevant open-access resource use issues. With a confirmatory tau-equivalent LISREL model, construct validity was assessed. The ability to extract relevant information from problem descriptions provided (situational knowledge) did not differ between third and seventh semester students. While it was high for ecological and socio-economic items, it was markedly lower for institutional knowledge. Knowledge of relevant scientific concepts (conceptual knowledge) increased in OPEN ACCESSSustainability 2013, 5 1444 the ecological and socio-economic domains but the effect was small. Conceptual knowledge in the socio-economical and institutional domains tended to be lower than ecological knowledge. Although there was certain improvement, student judgments on the efficacy of resource management options (procedural knowledge) differed strongly from expert judgments for beginners as well as for senior students. We conclude that many of the university students in the sampled programs displayed substantial gaps in their capacity to solve complex, real-world natural resource management problems. Specifically, the socio-economic and institutional knowledge domains-and their integration with ecological knowledge-may require attention by educational planners.

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Section: Implications For Practicementioning

confidence: 99%

Knowledge of Indonesian University Students on the Sustainable Management of Natural Resources

et al. 2013

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“…특히 아프리카 와 같은 개발도상국이나 북미 원주민 등의 소수 민족을 대상으로 학교 에서 가르치는 WMS로서의 과학 교육과 그들이 가지고 있는 전통 문화와 신념 그리고 세계관의 차이에서 나타나는 갈등들이 자국의 교 육학자 혹은 서양 교육학자들에 의해 연구되었다 (Lemmer et al, 2003;Shumba, 1999). Allen & Crawley(1998), Lemmer et al(2003) (Glasson et al, 2010;Kawagley et al, 1998;Waldrip & Taylor, 1999). (Kang & Lee, 2008;Kim & Lee, 2008;Lee, 2003Lee, , 2007Oh, 2000).…”

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High School Students' Perception of Value Building about Korean Traditional Science Knowledge

Lee¹,

Shin²

2015

Journal of The Korean Association For Research In Science Educa

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“…This lack of IK or sheer teaching of indigenous technology, rather than a holistic approach is not a sole Malawian problem. It is instead very common in many African countries (Glasson, Mhango, Phiri, & Lanier, 2010;Koosimile & Suping, 2015;Ogunniyi, 2007).…”

mentioning

confidence: 99%

“…Recent research showed the sole concentration on Western or modern science theory taught mainly in European languages (Glasson et al, 2010;p. 129).…”

mentioning

confidence: 99%

Fighting resource scarcity – sustainability in the education system of Malawi – case study of Karonga, Mzimba and Nkhata Bay district

Kretzer

Engler

Gondwe

et al. 2016

South African Geographical Journal

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Malawi and specifically the Northern Region remains a mostly agricultural and very rural country. Hence, many households rely on agricultural activities, either as smallholder farmers or employees on bigger farms. Furthermore, the Malawian population growth of three per cent per annum is very high, which is why the demand for food and other resources like water or energy increases drastically. As 'Agriculture' is a subject within the Malawian curriculum this article focuses on its role and content. The research focuses on the teaching methods and content of the subject. A main focus was put on the way the concept of sustainability is being taught and the areas of sustainability that are being covered. A qualitative methodological approach, combining document analysis, ethnographical research and fourteen semi-structured interviews with teachers at public secondary schools in the Northern Region provided an in-depth insight into how the concept of sustainability is being grasped and taught. The importance and chances of teaching 'Agriculture' as a subject became visible, while at the same time many general and subject-specific obstacles remain and partly diminish the positive effects of the subject. Teachers are aware of the concept of sustainability, without necessarily being familiar with the terminology 'sustainability' .

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Sustainability Science Education in Africa: Negotiating indigenous ways of living with nature in the third space

Cited by 71 publications

References 27 publications

Knowledge of Indonesian University Students on the Sustainable Management of Natural Resources

Knowledge of Indonesian University Students on the Sustainable Management of Natural Resources

High School Students' Perception of Value Building about Korean Traditional Science Knowledge

Fighting resource scarcity – sustainability in the education system of Malawi – case study of Karonga, Mzimba and Nkhata Bay district

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