Environmental education in southern Africa: a case study of a secondary school in the Okavango Delta of Botswana |
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| Authors: | Kgosietsile Velempini Bruce Martin Thomas Smucker Adah Ward Randolph John E Henning |
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| Institution: | 1. Faculty of Hospitality and Sustainable Tourism, Botho University, Gaborone, Botswana;2. Recreation Sport Pedagogy, The Patton College of Education, Ohio University, Athens, OH, USA;3. Department of Geography, Ohio University, Athens, OH, USA;4. Educational Studies, The Patton College of Education, Ohio University, Athens, OH, USA;5. School of Education, Monmouth University, West Long Branch, NJ, USA |
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| Abstract: | This study explored the extent to which teachers integrate environmental education and local environmental knowledge into the curriculum of a secondary school in the Okavango Delta of Botswana. In doing so, the study explored the potential value of place-based education in redressing concerns brought to light in postcolonial critiques of education in southern Africa. The study found that teachers sought to integrate environmental education into the curriculum through lessons that included references to local place names and local flora and fauna, lessons addressing issues related to environmental resource management in the region, and the acknowledgment and celebration of traditional lifestyle activities in the schools. The study also found that efforts to integrate environmental education into the curriculum were limited by a lack of educational resources needed to support these endeavors as well as a lack of adequate teacher training promoting this educational goal. The results also illustrate the potential value of place-based education in redressing the legacy of southern Africa’s colonial past in schools in Botswana and southern Africa. |
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| Keywords: | Environmental education southern Africa Botswana place-based education post-colonial theory |
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