Southern African Journal of Environmental Education <p><span style="text-decoration: underline;"><strong>ABOUT SAJEE<br></strong></span>The <em>Southern African Journal of Environmental Education </em>(SAJEE) is an accredited and internationally refereed journal. It is an Environmental Education Association of Southern Africa (EEASA) publication which is produced annually on a continuous publishing model.&nbsp;</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> Enacting Environmental Ethics Education for Wildlife Conservation using an Afrophilic ‘Philosophy for Children’ approach <p>Environmental Ethics Education has in recent years emerged as a critical tool for wildlife conservation research. Despite this, Environmental Ethics Education is paradoxically predominated by traditional forms of western science such as the concept of the Anthropocene which appears to exclude aspects of African life-worlds where the natural environment is considered a heritage component and is linked to onto-ethical understandings of human existence. The purpose of this study is to explore how African heritage-based knowledges and practices are understood by children who identify and understand the relevance of their totems and taboos associated with them, in relation to wildlife conservation. The study from which this paper is derived utilised formative interventionist methodology complemented by a multi-voiced decolonial approach to explore whether children-participants aged 8 to 11 years understand the purposes of their totems and associated taboos. To achieve this I used an Afrophilic Philosophy for Children pedagogical approach, which foregrounds dialogical learning and development of critical reflexive thinking skills. Emerging findings indicated that children associated their totems and connected taboos as tools for protection against environmental pollution and for minimising resource over-extraction. Findings further demonstrated improved learner agency and development of ethical reasoning among children. As participants’ respect for environmental conservation and sustainability was informed by the significance placed on their totems, I recommend the need for schools to develop generative<br>curricula that take seriously context-based solutions to environmental problems. Future research should also consider understanding environmental conservation issues from a context-based perspective, which can inform existing heritage practices and pedagogies.<br><br>Keywords: Environmental Ethics Education, Afrophilic Philosophy for Children, ethical reasoning, heritage-knowledges</p> John Bhurekeni Copyright (c) 2022 Southern African Journal of Environmental Education 2022-10-31 2022-10-31 38 1 1 20 10.4314/sajee.v38i1.02 Transgressive Eco-Arts Pedagogy: A response to Kulundu-Bolus, McGarry and Lotz-Sisitka (SAJEE, Volume 30) <p>Kulundu-Bolus, McGarry and Lotz-Sisitka (2020) have offered transgressive learning as a new approach to environmental education. As a response to their work, this paper describes and discusses aspects of a four-year action research project in which a group of children, adolescents and adults from the rural community of Wakkerstroom-eSizameleni participated in a series of multimodal arts-based interventions in which increased environmental awareness and improved environmental practices were key goals. Five vignettes from these interventions are used to argue that Transgressive Eco-Arts Pedagogy (TEAP) can facilitate community engagement, greater environmental awareness and small steps towards the improved environmental practices that Kulundu-Bolus et al. have called for.<br><br>Keywords: Environmental education, arts-based learning, multimodality, sustainability, transgressive learning, pedagogy of love</p> Carol Preston Copyright (c) 2022 Southern African Journal of Environmental Education 2022-10-31 2022-10-31 38 1 21 35 10.4314/sajee.v38i1.03 SWOT Analysis of Selected Schools involved in Greening and Sustainable Development Programmes <p>This study aimed to explore the strengths, weaknesses, opportunities and threats in greening schools for sustainable development in Tshwane North District in Gauteng Province of South Africa. The research considered whether contextual factors hinder schools from effectively greening their schools for sustainable development. This research is qualitative and employed focus group interviews and observation. The study was undertaken with purposefully sampled members of the school management team and school governing body at three primary schools. Data was analysed through thematic content analysis. The major finding of the study was that school funds were swiftly depleted on resources such as water, energy, paper and equipment. Furthermore, contextual factors emerged emanating from little knowledge of greening and sustainability practices by school role players and a lack of policy framework on how sustainable development and greening schools should be implemented. The findings suggest the creation of an integrative assessment of greening school policies and strategies that embrace a practical activity plan for curriculum and infrastructure to monitor school resource management.<br><br>Keywords: green school; sustainable development, school role players; Sustainable Development Goals</p> Johannah Bopape Copyright (c) 2022 Southern African Journal of Environmental Education 2022-10-31 2022-10-31 38 1 36 59 10.4314/sajee.v38i1.04 A review of Teaching and Learning for Change: Education and Sustainability in South Africa Edited by Ingrid Schudel, Zintle Songqwaru, Sirkka Tshiningayamwe and Heila Lotz-Sisitka <p>Achieving environmental education within the current South African school system feels akin to putting eggs into a beer crate. But such is the difficulty, delicacy and discomfort of the project of system change we are struggling within, to remake and reimagine our relationships in and with the world. South African environmental educators and researchers have been involved in this task over the past 40 years. As the book Teaching and Learning for Change: Education and sustainability in South Africa shows, the school system is an<br>important place to start, as a meeting point of knowledge and learning and as a site in which young South Africans spend much of their time. This book not only tells a story of efforts towards realising environmental learning within the school system over the last 10 years of the Fundisa (learning) for Change Programme but it distills the significant lessons for the context of environmental education practice, going forward.</p> Anna Katharine James Copyright (c) 2022 Southern African Journal of Environmental Education 2022-10-31 2022-10-31 38 1 60 65 10.4314/sajee.v38i1.06