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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, in the Faculty of Education at Rhodes University (South Africa).

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

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2016 Environmental Education Association of Southern Africa ISSN 2411-5959


Vol 34 (2018)

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Table of Contents

Articles

Editorial: Understanding Collective Learning and Human Agency in Diverse Social, Cultural and Material Settings EMAIL FREE FULL TEXT
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Lausanne Olvitt, Heila Lotz-Sisitka, Jeppe Læssøe, Nanna Jordt Jørgensen
Gender, Power and Women’s Participation in Community Environmental Education EMAIL FREE FULL TEXT
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Manuku Mukoni, Ronicka Mudaly, Relebohile Moletsane
Exploring Hybrid Third Spaces in the Place Mappings of Malawian Youth EMAIL FREE FULL TEXT
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Jean Kayira
Understanding Durban University of Technology Students’ Perceptions of Biodiversity Loss EMAIL FREE FULL TEXT
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Jonathan Foley, Himansu Baijnath, Donal P. McCracken
Pioneers as Relational Subjects? Probing Relationality as Phenomenon Shaping Collective Learning and Change Agency Formation EMAIL FREE FULL TEXT
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Heila Lotz-Sisitka
Reflections on the Individual–Collective Relation in Change Agency Formation in the Samsø Renewable Energy Island Project EMAIL FREE FULL TEXT
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Monica Carlsson
Change Agents and Collective Experience- Making as Part of Sustainable Transitions in the Face of Climate Change EMAIL FREE FULL TEXT
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Jeppe Læssøe
Intersectional Resonance and the Multiplicity of Being in a Polarised World EMAIL FREE FULL TEXT
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Injairu Kulundu
Food Gardening and Intergenerational Learning in Times of Uncertainty EMAIL FREE FULL TEXT
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Nanna Jordt Jørgensen
Amanzi for Food: Working with Critical Realism to Inform a Situated Learning Framework for Climate Change Education in an Agricultural College Setting EMAIL FREE FULL TEXT
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Rob O'Donoghue
Action Competence through Ethno-Geography EMAIL FREE FULL TEXT
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Søren Clausen
Green Guerrilla: Creating Sustainable Development through Sustainability Bildung EMAIL FREE FULL TEXT
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Sofiya Henrietta Angelina Olsen


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ISSN: 2411-5959
AJOL African Journals Online