An investigation into issues and challenges in implementing environmental education in special schools in South Africa

Abstract

The purpose of this study was to investigate the challenges that are met by the teachers in selected secondary level special schools, catering for physically impaired learners in South Africa, when they teach Environmental Education. The study was qualitative in nature. In order to meet the qualities of a qualitative research, a multiple case study design was employed in this research study. The data was collected from four special schools, two from Gauteng Province and the other two from the Eastern Cape Province. The sample consisted of 5 Grade 10 teachers, teaching Life Sciences from these 4 schools. Data was collected through interviews, document analysis and learners’ books. The interviews were analysed through the phenomenological approach by Giorgi (1975). The study revealed that most of the teachers in the study did not have the relevant educational qualification to teach environmental education nor do they have adequate training in the subject, for the workshops were conducted for only three days. The study also revealed that even though the teachers welcomed the integration of environmental education into the school curricula, they experienced challenges in teaching the subject, which included curriculum related, learner related, teacher related, policy related, administration related and office based related. The study also revealed that teachers’ knowledge of EE was superficial and that they only taught in and about environmental education, they did not teach for environmental education which is the main goal of environmental education. The results also showed that the teachers were unable to translate the policies of inclusive education and by implication, they could not adapt the mainstream curriculum for special needs learners, as expected from teachers in special schools. It was also found out that the teachers lack knowledge of the philosophy that underpins the CAPS curriculum, which is social constructivism.