Articles

• Editorial: A South–South exchange begins to re-frame historic dialectical exclusions into situated heritage discourses of reflexive re-imagining

  Rosa Guadalupe Mendoza-Zuany, Soul Shava

  DOI: 10.4314/sajee.v35i1.1

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• Navigating non-sense by exemplifying situated life experience and intergenerational heritage knowledge in Education for Sustainable Development learning spaces

  Rob O'Donoghue, Esther Kibuka-Sebitosi, Sirkka Tshiningayamwe, Carl Palmer

  DOI: 10.4314/sajee.v35i1.8

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• Territory and ontology in the educational practices of an indigenous Zapotecan community in Mexico

  Raquel Aparicio Cid

  DOI: 10.4314/sajee.v35i1.4

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• The legend of Achaneh: Socio-ecological knowledge in the oral tradition of fisherwomen in Veracruz, Mexico

  Juan Carlos A. Sandoval-Rivera

  DOI: 10.4314/sajee.v35i1.5

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• Landscape, memory and learning to change in changing worlds:Contemplating intergenerational learning and traditional knowledge practices within social-ecological landscapes of change

  Rob O'Donoghue, Juan Carlos A Sandoval-Rivera, Unnikrishnan Payyappallimana

  DOI: 10.4314/sajee.v35i1.10

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• Living currency: The multiple roles of livestock in livelihood sustenance and exchange in the context of rural indigenous communities in southern Africa

  Soul Shava, Sibongile Masuku

  DOI: 10.4314/sajee.v35i1.16

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• Challenges in tackling environmental concerns in indigenous education in Mexico

  Rosa Guadalupe Mendoza-Zuany

  DOI: 10.4314/sajee.v35i1.6

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• Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation

  Lisa Ryan, Jo-Anne Ferreira

  DOI: 10.4314/sajee.v35i1.2

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• Environmental education from an intercultural approach: A glimpse into Latin America

  Helio Manuel García-Campos

  DOI: 10.4314/sajee.v35i1.12

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• Education for Sustainable Development at the problem-posing nexus of re-appropriated heritage practices and the science curriculum

  Kenneth Mlungisi Ngcoza

  DOI: 10.4314/sajee.v35i1.9

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• Integrating indigenous knowledge practices as context and concepts for the learning of curriculum science: A methodological exploration

  Caleb Mandikonza

  DOI: 10.4314/sajee.v35i1.13

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• Shared commitments towards social resilience in populations vulnerable to extreme weather conditions

  Ana Lucía Maldonado-González, Gloria Elena Cruz-Sánchez, Laura Odila Bello-Benavides, Edgar Javier González-Gaudiano

  DOI: 10.4314/sajee.v35i1.3

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• Viewpoint: Towards an IK-SCIE integrative model, A theoretical reflection on the agricultural college curriculum in Zimbabwe

  Christopher Ndlovu, Angela James, Nadaraj Govender

  DOI: 10.4314/sajee.v35i1.7

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• Viewpoint: Indigenous knowledge systems and environmental social work education: Towards environmental sustainability

  Mogomme Alpheus Masoga, Allucia Lulu Shokane

  DOI: 10.4314/sajee.v35i1.14

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• Viewpoint: Engagement in local social-ecological knowledge practices in a seasonal cycles approach for transitioning to future sustainability

  Rob O'Donoghue

  DOI: 10.4314/sajee.v35i1.11

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• Think Piece: Situating Education for Sustainable Development in southern African philosophy and contexts of social-ecological change to enhance curriculum relevance and the common good

  Tichaona Victor Pesanayi, Rob O'Donoghue, Soul Shava

  DOI: 10.4314/sajee.v35i1.15

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