Cheryl Sheila Le Roux

Promoting sustainable development through whole school approaches: An international, intercultural teacher education research and development project

This paper focuses on a British Council funded Higher Education Link project involving three institutions—Manchester Metropolitan University (MMU) in the UK and two South African institutions, the University of South Africa (UNISA) and Rhodes University. The link is a research and development project that has three main research strands: contextual profiling that will establish the applicability of a European teacher education project to the South African context, evaluative materials development and piloting predicated on a respect for indigenous and contextual knowledge, and impact analysis that will examine the role of multidirectional intergenerational mentoring in disseminating messages about sustainable lifestyles. The project is strongly influenced by the South African Revised National Curriculum statements pertaining to environment and an analysis of the impact that these materials have had on promoting whole school approaches to environmental education in South Africa. The links initial purpose is to develop advanced certificate in education (ACE) course materials that will promote whole school approaches to environmental education, based on developing concepts of collaboration, pupil participation, educational process and action in schools in South Africa. Materials from the MMU‐based, European Commission funded Sustainability Education in European Primary Schools (SEEPS) Project will be adapted for use in South Africa by UNISA and Rhodes. This paper reports on the development of the project and explores some of its activities and results to date. It documents how the project team approached the integrating redevelopment of SEEPS ideas and materials to use these resources in the design of continuing professional development (CPD) activities for ACE courses in environmental education at UNISA and Rhodes. The second section is written in semi‐dialogue form to try to reflect the nature of the discussions that occurred between the partners in the link during meetings in the UK. This dialogue outlines the conceptual and philosophical background to the SEEPS Project before examining continuities and tensions that arose in clarifying and situating guiding perspectives for CPD and whole school approaches in and for South African school contexts through the medium of teacher education. The paper also reviews how the South African team are interacting with ideas and materials from SEEPS to clarify whole school approaches to environmental education in South Africa and discusses the contexts within which the outcomes of the link will unfold.

Issues and challenges regarding environmental education policy implementation

Abstract In this article, the authors have chosen to inquire into a topic that has specific relevance to the status and inclusion of environmental education in the curriculum at a stage when the translation of policy into practice stands at the crossroads: the transition of environment as phase organiser to environment as integral to all learning areas. In education praxis, the translation of policy into practice is in the hands of educators and teachers (using the terminology as suggested in this article). The issues and challenges regarding the implementation of environmental education policy as experienced by educators and teachers are identified through examining this phenomenon as portrayed in two case studies where in-service education and training (INSET) in relation to environmental education occurs. This study is one of the first to provide a researched background that identifies issues and challenges that impact on the implementation of environmental policy in formal education contexts.

Exploring rigour in autoethnographic research

AbstractThe changing face of qualitative research has opened up discourses on the validity and rigour of research processes and products. A current debate is whether the criteria traditionally used to judge the rigour of quantitative research are appropriate to assess the academic integrity of qualitative research including autoethnography. The purpose of this article is to appraise views on the academic rigour, validity and scientific accountability of research in general and autoethnographic research in particular. The researcher reports on issues of rigour in conducting autoethnographic research from her own experience and that of published autoethnographic researchers. The issue of relevant appraisal criteria against which the research integrity and rigour of autoethnographic studies can be assessed is investigated. It is concluded that the academic rigour of autoethnographic studies should be established to enhance its credibility and value and that the criteria used need to be judiciously determined...Abstract The changing face of qualitative research has opened up discourses on the validity and rigour of research processes and products. A current debate is whether the criteria traditionally used to judge the rigour of quantitative research are appropriate to assess the academic integrity of qualitative research including autoethnography. The purpose of this article is to appraise views on the academic rigour, validity and scientific accountability of research in general and autoethnographic research in particular. The researcher reports on issues of rigour in conducting autoethnographic research from her own experience and that of published autoethnographic researchers. The issue of relevant appraisal criteria against which the research integrity and rigour of autoethnographic studies can be assessed is investigated. It is concluded that the academic rigour of autoethnographic studies should be established to enhance its credibility and value and that the criteria used need to be judiciously determined and applied.

How environmental stewardship is viewed and evidenced in the Uniting Reformed Church of Southern Africa: An appraisal of students’, lecturers’ and ministers’ perceptions

To care for the environment as part of a Christian believer’s Christian stewardship duty is biblically founded. The Church is consequently well-positioned to make a significant contribution in addressing the environmental crisis by developing, preaching and practising a holistic spirituality that promotes a custodial ethic towards the natural world. The research report discusses how seminary students, lecturers and practicing ministers in the Uniting Reformed Church of Southern Africa perceive and practise this custodial ethic as environmental stewardship. There is consensus amongst respondents that Christian stewardship and environmental stewardship are biblically mandated and should be addressed and practised in the Church. However, the findings provided evidence that the realisation of environmental stewardship is tentative, both within the ministry and within seminary programmes. It is concluded that the teaching and practice of environmental stewardship is generally neglected in the Church. Areas for improvement in the ministry and seminary training curricula to support environmental stewardship are suggested.

Environmental stewardship as a dimension of a Christian stewardship ethic: views of seminary students, lecturers and ministers

It is not uncommon to find that Christians are blamed for contributing to the destruction of the environment – a view that derives from the Biblical precept that ‘man was given dominion over the earth’ (cf Gen. 1:28). The current state of the environment indicates that humankind has indeed ravaged the earth, but it could be argued that this has occurred through greed, covetousness, materialism, competitiveness and short-sightedness which are specific human traits in conflict with God and Christianity. Furthermore, the true significance of the ‘dominion over the earth’ tenet is invariably overlooked. Having dominion over the earth means that man has the responsibility of representing God on earth; of ruling as His co-regents or, put differently, acting as His stewards or custodians of His creation. It is argued that environmental stewardship is a dimension of the Christian stewardship ethic that is inherent in the Christian faith. This article reports on research undertaken with ministers, lecturers and students of the United Reformed Church in Southern Africa who were asked to provide their views on Christian stewardship as a requisite component of their role as leaders and aspirant leaders in the Church. Perspectives on environmental stewardship as a dimension of the Christian stewardship ethic were also probed. The research showed that respondents were unanimous in their understanding that Christian stewardship is Biblically founded and mandated and that environmental stewardship is part of that ethic. However, environmental stewardship is inadequately provided for in Church teaching and seminary training programmes. This article examines respondents’ views on the above and puts forward ways in which environmental stewardship could be enhanced and promoted. https://doi.org/10.19108/KOERS.81.2.2264

Why Algerian students struggle to achieve in English Literature: an appraisal of possible root causes

This article examines the challenges experienced by Arabic-speaking students and lecturers at meeting the proposed learning outcomes in English Literature (EL) at a residential university in Algeria. An overview of the history of foreign languages (French and English) in the curricula in Algerian schools and tertiary education institutions has been provided to identify possible contributing factors and underlying causes of the challenges faced in teaching and learning EL today. The authors believe that current practice and attitudes towards foreign language teaching and learning have not developed in a vacuum, but need to be positioned within the context of past events. Three overarching factors that emerged from the empirical dimension of the study that appears to inhibit success in EL studies were inappropriate teaching strategies, inadequate language proficiency and poor student self-efficacy.

Constraints experienced by EFL literature students: A case study from an Algerian university

This article investigates the perceptions and experiences of second language reading and comprehension of Arabic-speaking university students in TEFL (Teaching English as a Foreign Language) literature classes. In reflecting students’ observations and experiences in a variety of classroom activities, the study attempts to uncover the constraints and challenges students experience and to suggest ways in which these difficulties could be overcome. The findings of the study reveal that lecturers have a significant role to play in helping students overcome barriers to understanding and interpreting literature. Recommendations for improving comprehension and enjoyment in L2 literature studies include the teaching and modelling of appropriate reading strategies that improve critical and analytical thinking skills; teaching and learning within a collaborative learning environment which fosters the development and exploration of ideas; and improving students’ background knowledge relevant to the text being studied.