Southern African Journal of Environmental Education <p><strong>Special Edition Call</strong>: The <em>Southern African Journal of Environmental Education </em>(SAJEE) has launched the 2020 Special Edition on <em>EE in a time of crises: Insights for and from environmental education scholars. </em>What do environmental education scholars make of the Covid19 pandemic and the reactions to it? What does it mean for our practice? For whom and how and what we teach, and research? Papers are produced on a continuous publishing model throughout the year. The deadline is 30 July 2020, please contact the editors to enquire about a deadline extension. To find the call details, <a href="">click here.</a></p> <p><strong><br>About the Journal<br></strong>The <em>Southern African Journal of Environmental Education </em>(SAJEE) is an accredited and internationally refereed journal. It is published at least once a year, by the Environmental Education Association of Southern Africa (EEASA).</p> <p>The SAJEE aims to publish and report on a wide range of aspects relating to Environmental Education, Ethics and Action in southern Africa and elsewhere, with a strong focus on research. The journal seeks to further the academic study and the practice of environmental education by providing a forum for researchers, scholars, practitioners and policy makers. The journal aims to carry papers reflecting the diversity of environmental education practice in southern Africa. It includes a variety of research genres; conference reviews and keynote papers; comparative studies; retrospective analyses of activities or trends in a particular field; commentaries on policy issues; and critical reviews of environmental education, ethics and action in a particular country or context. The journal actively seeks out international dialogue in order to provide perspective on and for environmental education in southern Africa.</p> <p>The SAJEE aims to provide southern African and other authors with a forum for debate and professional development. The journal incorporates an author support programme to encourage new authors in the field to establish themselves as scholarly writers.</p> <p>Papers published in the Research Paper section of the journal undergo an&nbsp;academically rigorous and thorough double blind review process by two qualified reviewers. Keynote,Viewpoint and Think Piece papers are reviewed by one of the editors of the journal and/or another qualified reviewer.</p> <p>The SAJEE journal provides open access to its content on the principle that making research freely available to the public and scholarly community supports a greater global exchange of knowledge. There are no article submission nor processing charges associated with the SAJEE.&nbsp;</p> <p>The SAJEE Editors subscribe to the open access publishing best practice code of the Academy of Science of South Africa (ASSAf). SAJEE is indexed on the Directory of Open Access Journals (DOAJ).</p> <p>Institutional support for the journal is provided by the Rhodes University Environmental Learning Research Centre, in the Faculty of Education at Rhodes University (South Africa).<br>For article queries please contact the Journal Manager:</p> <p>Other websites associated with this journal:&nbsp;<a title="" href="" target="_blank" rel="noopener"></a><br>CC BY-NC-SA 4.0&nbsp;<br>2016 Environmental Education Association of Southern Africa <br>Online ISSN 2411-5959&nbsp;<br>Print ISSN 0256-7504<br>Print ISBN 1810-0333&nbsp;&nbsp;</p> Environmental Education Association of Southern Africa en-US Southern African Journal of Environmental Education 1810-0333 <p>The copyright belongs to the Environmental Education Association of Southern Africa (EEASA) under a Creative Commons Attribution license, CC-BY-NC-SA. It is a condition of publication that authors vest copyright in their articles in EEASA. Authors may use the article elsewhere after publication, providing the publishing details are included. More information may be found at <span style="text-decoration: underline;">h</span><span style="text-decoration: underline;">ttps://</span>.</p> Editorial for Special Issue: Education for Sustainability in a Time of Crises <p><em>Please refer to the editorial in the PDF situated to the right of this section.&nbsp;</em></p> Eureta Rosenberg Copyright (c) 2020 Southern African Journal of Environmental Education 2020-06-12 2020-06-12 36 10.4314/sajee.v36i1.1 Think Piece: Working for Living - Popular Education as/at Work for Social-ecological Justice <p>Drawing on the working lives of popular educators who are striving for socioeconomic and socio-ecological&nbsp; justice, we demonstrate how popular education is a form of care work which is feminised, often undervalued and unrecognised as highly skilled work. It is relational work that aims to forge solidarity with communities and the environment. Given the state of the planet, the radical transformations that are needed, and the future projection of ‘work’ as including the care economy in large measure, we argue that popular education is a generative site for further exploration of research into work and learning. However, to move popular education as work from the margins means to rethink the current economic system of value. Addressing the contradiction that undervalues work for life/living, popular education engages transformative action motivated by a deep sense of solidarity and a focus on imagining alternatives as an act of hope.<br><br><em>Keywords: work and learning, popular education, care work, solidarity</em></p> Jane Burt Anna Katharine James Shirley Walters Astrid von Kotze Copyright (c) 2020 Southern African Journal of Environmental Education 2020-06-12 2020-06-12 36 10.4314/sajee.v36i1.2 Use of Indigenous Knowledge Systems in Crop and Livestock Production and Implication to Social Ecology: A Case Study of Chimanimani District of Zimbabwe <p>This study explored the indigenous knowledge systems (IKS) in the Chimanimani District of Zimbabwe and how they are used in crop management and grain storage. Also examined were the effects of IKS use on community food security and integrity of the environment. A qualitative interpretative research design was employed through the use of detailed in-depth interviews and focus group discussions with traditional leaders and community elders. The choice for these groups of people was informed by the general belief that they are often regarded in the community as a reservoir of indigenous knowledge systems. Phenomenological underpinnings anchored the study because it was vital to bring to the fore the various related IKS phenomena and links to food security and environmental management in the community. A socio-ecological lens was used to establish links and interrelations of factors that contribute to food security and environmental management. Major findings include that ashes and leaves from some indigenous trees are used to enrich soil quality, preserve food, and treat livestock. In addition, ashes and leaves are applied as organic pesticides for a variety of crops grown in the district. The study established that these local knowledge systems and practices contribute to low farming costs, high crop yields and good environmental management. The indigenous trees used for this purpose are held in high regard and conserved through the practice and enforcement of socio-spiritual prohibitions like taboos. The study concluded that the body of local knowledge firmly rooted in the Chimanimani people’s culture and traditions is relevant to and consistent with the national and global agenda towards strengthening and sustaining community food security and environmental management. Furthermore, the local knowledge systems found in this study have policy implications for environmental management and climate change strategies as well as knowledge management from a socio-ecological perspective.<br><br><em>Keywords: indigenous knowledge management systems, environmental management, </em><em>food security</em></p> Pindai Sithole Copyright (c) 2020 Southern African Journal of Environmental Education 2020-06-12 2020-06-12 36 10.4314/sajee.v36i1.3 Challenges of Teaching Akans (Ghana) Culturally-Specific Environmental Ethics in Senior High Schools: Voices of Akans and Biology Teachers <p>Indigenous cultural groups have lived sustainably with their natural resources (land, water bodies, forests, wildlife animals and plants) by employing particular culturallyspecific environmental ethics. These include spiritual perceptions about natural environmental resources, totemic beliefs and taboos. Consequently, many scholars in the country have recommended the integration of these culturally-specific environmental ethics in environmental policies and formal school curricula. The purpose of this research was to explore the views of Akan indigenous knowledge (IK) holders and senior high school Biology teachers on challenges they predicted could confront the teaching of Akan culturally-specific environmental ethics in the senior high school Biology curriculum. An interpretivist paradigm with an ethnographic, naturalistic research style, using in-depth conversational interviews was employed to explore the views of research participants. The perceived challenges included stigma attached to culturally-specific environmental ethics; requirement of proof and experimentation; the use of a foreign language in schools; formal education; loss of the fear for the gods and spirits in nature; centralised curriculum; democracy and political biases. The research concluded that being aware of the possible challenges to the teaching of the Akan culturally-specific environmental ethics can influence policies related to these ethics as well as guide Biology curriculum developers and stakeholders.</p> <p><em>Keywords: culturally-specific environmental ethics; Akan cultural group; Akan nature </em><em>conservation; Ghana Biology curriculum</em></p> Maxwell Jnr Opoku Angela James Copyright (c) 2020 Southern African Journal of Environmental Education 2020-06-12 2020-06-12 36 10.4314/sajee.v36i1.4 The Practice of Environmental Training: A case of ISO 14001 Certified Businesses in Durban, South Africa <p>Environmental management has moved from a policy concept to a proactive strategy defining business responsiveness to stakeholder and market-related pressures towards improved environmentally sustainable business practices. There is increasing business responsiveness through corporate sustainability and environmental management practices. A growing number of environmental regulations make the adoption of environmental management systems such as ISO 14001 more common and this necessitates training. While environmental training is receiving international attention, it is seemingly less prominently investigated in the South African context. In this article, results from an empirical study into the environmental training practices of Durban businesses are presented. By applying the ISO 14001 certification criterion, 24 businesses were identified as research participants. The practice of environmental training was investigated considering three themes i.e. environmental attitudes and culture, training resources and commitment, and impediments to environmental training. In exploring these themes, the main questions of the extent of environmental training and its effectiveness are determined. It was found that environmental training is widely practised across all businesses sampled, with impact-focused training topics supported by positive environmental attitudes. However, other areas emerge as problematic, including limited organisational prioritisation of environmental training as well as insufficient further training topics which can limit the efficacy of training activities.<br><br><em>Keywords: environmental training; environmental education; ISO 14001; </em><em>Environmental Management Systems; corporate sustainability</em></p> Dianne Sennoga Fathima Ahmed Copyright (c) 2020 Southern African Journal of Environmental Education 2020-06-12 2020-06-12 36 10.4314/sajee.v36i1.5 Climate Responsive Innovation within the Agricultural Curriculum and Learning System <p>The purpose of this paper is to outline the climate responsive innovation process within the agricultural innovation system of the North West Province, South Africa. The focus was on the embedded curriculum and learning activity system and its responses to social-ecological and earth system changes influenced by climate change. It outlines the barriers and processes hampering curriculum and learning innovations towards climate-smart responsiveness, and also examines the processes required to initiate micro and macro innovations. This paper focusses on how actors within the system can initiate curriculum innovation and climate responsiveness through micro innovations when supported and how this can lead to macro innovations. The system experienced various barriers during the innovation process and overcame many challenges during the journey towards climate-smart responsiveness through the identification of contradictions within the system, developing tools to assist in the transitioning process and expansion in the social-spatial dimension by establishing a learning network within the surrounding communities. The research indicated that the catalysing of the curriculum and learning system required specific tools, time and the understanding of the importance of micro-level innovation.&nbsp;<br><em><br>Keywords: curriculum innovation; climate-smart agriculture; agricultural training </em><em>institutes</em></p> Wilma van Staden Copyright (c) 2020 Southern African Journal of Environmental Education 2020-06-12 2020-06-12 36 10.4314/sajee.v36i1.6