Humanising Life Orientation Pedagogy through Environmental Education

Autor/in	Swarts, Pieter
Titel	Humanising Life Orientation Pedagogy through Environmental Education
Quelle	In: South African Journal of Education, 43 (2023) 1, Artikel 2208 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Swarts, Pieter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Environmental Education; High School Teachers; Grade 10; Teaching Methods; Alignment (Education); Transformative Learning; Humanization; Science and Society; Caring; Material Development; Human Capital; South Africa + Suchen Sie Ihr Suchwort? Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; Humanisierung; Care; Pflege; Sorge; Betreuung; Lehrmaterialentwicklung; Humankapital; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this article I focus on an initiative to determine how a group of 7 purposefully recruited Grade 10 in-service life orientation teachers in the Dr Kenneth Kaunda district of the North West province conceptualise socio-environmental issues and aim to determine whether their teaching-learning practices are aligned with the expectations of the Curriculum and Assessment Policy Statement. A qualitative research design was used to generate data through semi-structured interviews. The data were analysed thematically. A critical finding was that a need exists to include a situated knowledge approach to real-life socio-environmental issues for the purpose of humanising life orientation for learners. With this article, I wish to contribute to a particular discourse with regard to real-life socio-environmental issues through humanising life orientation pedagogies through environmental education. The potential merits of such a transformative approach, which is grounded in a critical pedagogical paradigm, are discussed as well. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01