Vol. 35 (2019) | Southern African Journal of Environmental Education

Published: 2019-05-14

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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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Southern African Journal of Environmental Education
Journal / Southern African Journal of Environmental Education / Vol. 35 (2019) / Articles

Full Issue

Articles

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

DOI:

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

DOI:

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

DOI:

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

DOI:

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

DOI:

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

DOI:

Challenges in tackling environmental concerns in indigenous education in Mexico

DOI:

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

DOI:

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

DOI:

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

DOI:

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

DOI:

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

DOI:

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

DOI:

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

DOI:

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

DOI:

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

DOI:

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