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Assignments in environmental education courses : instruments for facilitating social-environmental change

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dc.contributor.author Le Roux, Cheryl Sheila, 1954-
dc.date.accessioned 2012-02-27T07:30:34Z
dc.date.available 2012-02-27T07:30:34Z
dc.date.issued 2000
dc.identifier.citation C.S. le Roux, (2000), "Assignments in environmental education courses : instruments for facilitating social-environmental change", Progressio, Vol. 22(2), pp. 69-76 en
dc.identifier.issn 02568853
dc.identifier.uri http://hdl.handle.net/10500/5470
dc.description.abstract Assignments form an integral part of the tuition strategy in environmental education courses presented by Unisa's Faculty of Education. If a social-constructivist view of the environment and its issues is taken, it can be argued that assignments could be used as instruments for facilitating social-environmental change. Consequently assignments should provide opportunities for research that is community centred, needs driven, participatory, leads to empowerment and is sustainable. This article reviews students' responses to set assignments in an attempt to illustrate this point. In view of the outcomes of these students' assignments, it is concluded that, although individual action is not likely to lead to the scale of social change that is necessary to preserve the environment, assignments that encourage community-based research could well facilitate the type of change that would promote environmental awareness and lead to a sustainable future. en
dc.language.iso en en
dc.publisher Unisa Press en
dc.subject Environmental education en
dc.subject Social-environmental change en
dc.subject Community-based research en
dc.subject Sustainable future en
dc.title Assignments in environmental education courses : instruments for facilitating social-environmental change en
dc.type Article en


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