Self-Directed Education in Two Transformative Pro-Environmental Initiatives within the Eco-Schools Programme: A South African Case Study

Autor/in	Kruger, Jill
Titel	Self-Directed Education in Two Transformative Pro-Environmental Initiatives within the Eco-Schools Programme: A South African Case Study
Quelle	In: Education as Change, 24 (2020), Artikel 6649 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kruger, Jill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-9417
Schlagwörter	Foreign Countries; Transformative Learning; Environmental Education; Ecology; Program Effectiveness; Sustainable Development; Elementary School Students; Conservation (Environment); City Government; Water Quality; Gardening; Grade 6; Grade 7; Community Schools; Disadvantaged Schools; Public Health; Youth Clubs; Independent Study; Outdoor Education; Natural Resources; South Africa + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Transformation; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ökologie; Nachhaltige Entwicklung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Wasserqualität; Gartenarbeit; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Community school; ; Gemeindeschule; Gemeinschaftsschule; Gesundheitswesen; Jugendfreizeitstätte; Selbststudium; Freiluftunterricht; Natural Ressource; Natürliche Ressource; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The international Eco-Schools programme promotes Education for Sustainable Development (ESD) through introducing and stimulating pro-environmental initiatives by school learners and staff. This enabled learners in the Eco-Clubs at a resource-poor primary school to identify and undertake transformative pro-environmental initiatives in 2011 and 2014 through Self-Directed Education (SDE). An educative approach encouraging critical thinking at the school provided the foundation that made this possible. In discussing and working through their strategies to undertake research and challenge authorities about noncompliance in regard to municipal responsibilities that led to environmental degradation, Eco-Club members liaised freely with teachers and other learners. This process, together with local support for the eco-school initiatives, stimulated widespread interest and generated hope among learners by showing that another way of being is possible. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01