Positioning environmental education in the South African classroom: the case of the Grade 11 Geography Curriculum
The teaching of environmental education in the South African classroom is challenging. Although the Curriculum and Assessment Policy Statement (CAPS) provides for the integration of environmental education across subjects and grades, there are contextual limitations that educators (in the case of th...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2024
|
| Online Access: | http://journalarticle.ukm.my/23730/ http://journalarticle.ukm.my/23730/1/70-78%2069712-245730-1-PB.pdf |
| _version_ | 1848815920681582592 |
|---|---|
| author | Ndaba, Thobile Fru, Raymond |
| author_facet | Ndaba, Thobile Fru, Raymond |
| author_sort | Ndaba, Thobile |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | The teaching of environmental education in the South African classroom is challenging. Although the Curriculum and Assessment Policy Statement (CAPS) provides for the integration of environmental education across subjects and grades, there are contextual limitations that educators (in the case of this study geography educators) face when having to teach environmental education. This problem is further compounded by limited research on the contextual challenges faced by geography educators when teaching environmental education and environmental awareness principles. This study investigates how geography educators conceptualise and teach environmental education and environmental awareness principles in the geography grade 11 classroom. The findings indicate that educators’ conceptualisation of environmental education, and how they teach it varies according to the setting that they are in. They expressed challenges faced due to inadequate resources to teach environmental education, as well as the inability to assess learners’ pro-environmental behaviour due to it not being allocated in the curriculum. |
| first_indexed | 2025-11-15T00:57:39Z |
| format | Article |
| id | oai:generic.eprints.org:23730 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:57:39Z |
| publishDate | 2024 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:237302024-07-09T00:44:52Z http://journalarticle.ukm.my/23730/ Positioning environmental education in the South African classroom: the case of the Grade 11 Geography Curriculum Ndaba, Thobile Fru, Raymond The teaching of environmental education in the South African classroom is challenging. Although the Curriculum and Assessment Policy Statement (CAPS) provides for the integration of environmental education across subjects and grades, there are contextual limitations that educators (in the case of this study geography educators) face when having to teach environmental education. This problem is further compounded by limited research on the contextual challenges faced by geography educators when teaching environmental education and environmental awareness principles. This study investigates how geography educators conceptualise and teach environmental education and environmental awareness principles in the geography grade 11 classroom. The findings indicate that educators’ conceptualisation of environmental education, and how they teach it varies according to the setting that they are in. They expressed challenges faced due to inadequate resources to teach environmental education, as well as the inability to assess learners’ pro-environmental behaviour due to it not being allocated in the curriculum. Penerbit Universiti Kebangsaan Malaysia 2024-05 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/23730/1/70-78%2069712-245730-1-PB.pdf Ndaba, Thobile and Fru, Raymond (2024) Positioning environmental education in the South African classroom: the case of the Grade 11 Geography Curriculum. e-Bangi Journal of Social Sciences & Humanities, 21 (2). pp. 70-78. ISSN 1823-884x https://ejournal.ukm.my/ebangi/index |
| spellingShingle | Ndaba, Thobile Fru, Raymond Positioning environmental education in the South African classroom: the case of the Grade 11 Geography Curriculum |
| title | Positioning environmental education in the South African classroom: the case of the Grade 11 Geography Curriculum |
| title_full | Positioning environmental education in the South African classroom: the case of the Grade 11 Geography Curriculum |
| title_fullStr | Positioning environmental education in the South African classroom: the case of the Grade 11 Geography Curriculum |
| title_full_unstemmed | Positioning environmental education in the South African classroom: the case of the Grade 11 Geography Curriculum |
| title_short | Positioning environmental education in the South African classroom: the case of the Grade 11 Geography Curriculum |
| title_sort | positioning environmental education in the south african classroom: the case of the grade 11 geography curriculum |
| url | http://journalarticle.ukm.my/23730/ http://journalarticle.ukm.my/23730/ http://journalarticle.ukm.my/23730/1/70-78%2069712-245730-1-PB.pdf |