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Southern African Journal of Environmental Education

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The Southern African Journal of Environmental Education (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).

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.

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.

Papers published in the Research Paper section of the journal are reviewed by two or three reviewers. Keynote,Viewpoint and Think Piece papers are reviewed by one of the editors of the journal and/or another reviewer.

Institutional support for the journal is provided by the Rhodes University Environmental Learning Research Centre (South Africa), in the Faculty of Education at Rhodes University. 

Other websites associated with this journal: www.eeasa.org.za

CC BY-NC-SA 4.0

https://creativecommons.org/licenses/by-nc-sa/4.0/

2016 Environmental Education Association of Southern Africa ISSN 2411-5959


Vol 32 (2016)

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Table of Contents

Articles

Think Piece: What Education is of Most Worth in a World Where We Are Consuming the Future of our Children? EMAIL FREE FULL TEXT
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Wayne Hugo 11-25
Think Piece: Sustainability Education and (Curriculum) Improvisation EMAIL FREE FULL TEXT
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Lesley le Grange 26-36
Enhancing Life Sciences Teachers’ Biodiversity Knowledge: A Professional Learning Community Approach EMAIL FREE FULL TEXT
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Sirkka A.N. Tshiningayamwe 37-50
The Implementation of Environmental Education in Geography (Grades 8–10) in the Caprivi Region, Namibia EMAIL FREE FULL TEXT
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Callie Loubser, Patrick Simalumba 51-65
Professional Development in Environmental and Sustainability Education: Voices, Practices and Reflections of Science Teachers EMAIL FREE FULL TEXT
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Ronicka Mudaly, Raeesa Ismail 66-86
Towards a Theory-Based Framework for Assessing the Mainstreaming of Education for Sustainable Development: A Case Study of Teacher Education Institutions in Botswana EMAIL FREE FULL TEXT
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Jesse Schrage, Frans Lenglet 87-104
Change Project-Based Learning in Teacher Education in Botswana EMAIL FREE FULL TEXT
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Mphemelang Joseph Ketlhoilwe, Nthalivi Silo 105-120
Re-visioning Curriculum and Pedagogy in a University Science and Technology Education Setting: Case Studies Interrogating Socio-Scientific Issues EMAIL FREE FULL TEXT
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Overson Shumba, George Kasali, Yaki Namiluko, Beauty Choobe, Gezile Mbewe, Moola Mutondo, Kenneth Maseka 121-132
Teaching and Learning of ‘Water for Agriculture’ in Primary Schools in Lesotho, South Africa and Zimbabwe EMAIL FREE FULL TEXT
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Tichaona Pesanayi, Farasten Mashozhera, Lintle Khitsane 133-144
Viewpoint A Viewpoint of Personal Aesthetic Preferences and Aesthetic Education, Landscape Theory and Survival in the Kalahari Region of South Africa: Implications for an Authentic Contemporary Curriculum EMAIL FREE FULL TEXT
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Jannie Pretorius, Okkie Combrinck, Stephan du Toit 145-155
Viewpoint Environmental Slogans: Memes with Diverging Interpretations EMAIL FREE FULL TEXT
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Christo Fabricius, Samantha McCulloch 156-160


ISSN: 2411-5959
AJOL African Journals Online