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Southern African Journal of Environmental Education - Vol 35 (2019)

Vol 35 (2019)

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Table of Contents

Articles

Editorial: A South–South exchange begins to re-frame historic dialectical exclusions into situated heritage discourses of reflexive re-imagining EMAIL FREE FULL TEXT
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Rosa Guadalupe Mendoza-Zuany, Soul Shava
http://dx.doi.org/10.4314/sajee.v35i1.1
Navigating non-sense by exemplifying situated life experience and intergenerational heritage knowledge in Education for Sustainable Development learning spaces EMAIL FREE FULL TEXT
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Rob O'Donoghue, Esther Kibuka-Sebitosi, Sirkka Tshiningayamwe, Carl Palmer
http://dx.doi.org/10.4314/sajee.v35i1.8
Territory and ontology in the educational practices of an indigenous Zapotecan community in Mexico EMAIL FREE FULL TEXT
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Raquel Aparicio Cid
http://dx.doi.org/10.4314/sajee.v35i1.4
The legend of Achaneh: Socio-ecological knowledge in the oral tradition of fisherwomen in Veracruz, Mexico EMAIL FREE FULL TEXT
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Juan Carlos A. Sandoval-Rivera
http://dx.doi.org/10.4314/sajee.v35i1.5
Landscape, memory and learning to change in changing worlds:Contemplating intergenerational learning and traditional knowledge practices within social-ecological landscapes of change EMAIL FREE FULL TEXT
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Rob O'Donoghue, Juan Carlos A Sandoval-Rivera, Unnikrishnan Payyappallimana
http://dx.doi.org/10.4314/sajee.v35i1.10
Living currency: The multiple roles of livestock in livelihood sustenance and exchange in the context of rural indigenous communities in southern Africa EMAIL FREE FULL TEXT
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Soul Shava, Sibongile Masuku
http://dx.doi.org/10.4314/sajee.v35i1.16
Challenges in tackling environmental concerns in indigenous education in Mexico EMAIL FREE FULL TEXT
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Rosa Guadalupe Mendoza-Zuany
http://dx.doi.org/10.4314/sajee.v35i1.6
Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation EMAIL FREE FULL TEXT
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Lisa Ryan, Jo-Anne Ferreira
http://dx.doi.org/10.4314/sajee.v35i1.2
Environmental education from an intercultural approach: A glimpse into Latin America EMAIL FREE FULL TEXT
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Helio Manuel García-Campos
http://dx.doi.org/10.4314/sajee.v35i1.12
Education for Sustainable Development at the problem-posing nexus of re-appropriated heritage practices and the science curriculum EMAIL FREE FULL TEXT
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Kenneth Mlungisi Ngcoza
http://dx.doi.org/10.4314/sajee.v35i1.9
Integrating indigenous knowledge practices as context and concepts for the learning of curriculum science: A methodological exploration EMAIL FREE FULL TEXT
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Caleb Mandikonza
http://dx.doi.org/10.4314/sajee.v35i1.13
Shared commitments towards social resilience in populations vulnerable to extreme weather conditions EMAIL FREE FULL TEXT
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Ana Lucía Maldonado-González, Gloria Elena Cruz-Sánchez, Laura Odila Bello-Benavides, Edgar Javier González-Gaudiano
http://dx.doi.org/10.4314/sajee.v35i1.3
Viewpoint: Towards an IK-SCIE integrative model, A theoretical reflection on the agricultural college curriculum in Zimbabwe EMAIL FREE FULL TEXT
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Christopher Ndlovu, Angela James, Nadaraj Govender
http://dx.doi.org/10.4314/sajee.v35i1.7
Viewpoint: Indigenous knowledge systems and environmental social work education: Towards environmental sustainability EMAIL FREE FULL TEXT
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Mogomme Alpheus Masoga, Allucia Lulu Shokane
http://dx.doi.org/10.4314/sajee.v35i1.14
Viewpoint: Engagement in local social-ecological knowledge practices in a seasonal cycles approach for transitioning to future sustainability EMAIL FREE FULL TEXT
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Rob O'Donoghue
http://dx.doi.org/10.4314/sajee.v35i1.11
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 EMAIL FREE FULL TEXT
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Tichaona Victor Pesanayi, Rob O'Donoghue, Soul Shava
http://dx.doi.org/10.4314/sajee.v35i1.15


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