Implementing education for sustainable development : the role of geography in South African secondary schools

摘要: During the Decade of Education for Sustainable Development (DESD) (2004-2015), better teaching and learning environmental education sustainable development (EE ESD) in schools is one main responses to worsening state global environment. Environmental concerns are integrated into South African school curricula; General Training (Grades R-9) (GET) Further (FET) phases through principles that underpin curricula such as social justice, a healthy environment, human rights inclusivity. While cross-curricula approach followed GET phase, infused each subject at FET level. Because geography deals with human-environment relationships interdisciplinary, it considered be vehicles EE ESD. To respond need ESD during DESD, aim this research project was find out how being implemented curriculum secondary The investigation sought answers questions related to: opportunities National Curriculum Statement; teachers’ perspectives on ESD; extent which teachers incorporate lessons; pedagogical approaches used by teachers; and, barriers curriculum. A qualitative case study design, underpinned interpretive paradigm, used. sample 10 senior comprising 8 males 2 females participated study. They were drawn from five Western Cape selected purposeful sampling way representative socio-economic sociocultural context far possible. Data generated biographic questionnaires semi-structured interviews. also lesson observation analysis documents NCS, work schedules plans. use different instruments ensured triangulation data sources order address issues validity reliability. then analysed thematic analysis. found theme central Additionally, strategies implementing enquiry approach, issues-based impart critical thinking skills suggested teacher participants experience conceptual concerning nature notion Stellenbosch University http://scholar.sun.ac.za