Kenyan Children's Ideas about Parks and Wildlife

Ali, Ibrahim M.

doi:10.1080/1350462022000026827

Cited by 11 publications

(4 citation statements)

References 19 publications

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“…On the other hand, only the harmonic image of nature was promoted, whereas the evolving image of nature was excluded (Evernden, 1992;Haila, 1998). Finally, children received very little information on the flora and fauna of Greece, on endangered species and other elements of biodiversity, or on the basic problems of Greek ecosystems, although knowledge of the structures and problems of the local environment has been shown to raise environmental awareness (Ali, 2002;Layrargues, 2000).…”

Section: Discussionmentioning

confidence: 99%

Images of nature in greek primary school textbooks

2003

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ABSTRACT:In this article, the environmental content of the textbooks used for the teaching of natural sciences in Greek primary schools was examined. Specifically, by employing the method of content analysis, both representational (metaphors, depictions, values, etc.) and cognitive (ecological concepts) elements, building images of nature, and shaping our opinion and attitudes towards the environment were examined. The results of the analysis revealed that a coherent whole was produced, where nature was in a condition of oscillating balance, with everything being connected with something else, and humans having absolute control over a nature whose only value was its usefulness as a resource for food and raw material. However, seen qualitatively, the edifice included many contradictory elements and inconsistencies, which, having evolved out of a specific context, might spread confusion and deprive pupils from critical thinking. On the other hand, the image of nature dominating disagreed with both a standpoint advocating an equal relationship between humans and nature and with that supporting a relationship of stewardship and care for nature, while it failed to provide students with proper and sufficient environmental knowledge.

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Section: Discussionmentioning

confidence: 99%

Images of nature in greek primary school textbooks

2003

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“…However, there was evidence that the environmental knowledge that the people possess is superficial. Past assessments have found superficial comprehension of environmental knowledge (Ali, 2002;Kuhar et al, 2007a) and a lack of awareness of larger scale ecological relations (Johnson-Pynn & Johnson, 2005). For example, Oonyu (2001) surveyed people living around Mt.…”

Section: Discussionmentioning

confidence: 99%

Assessing Community Understanding of Local Environmental Issues in Two Areas of Uganda

Ferrie

Bettinger

Kuhar

et al. 2011

Applied Environmental Education & Communication

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“…The extensive public discourse on wildlife conservancy and the environment is also having an impact on the Kenyan educational system. Some research exists on the views held about conservation by Kenyan school children [25] and teachers [26], and on the implementation of ESD in the school system [27,28]. Not yet studied, however, are educational sustainability initiatives within the Kenyan school system that began with and are sustained by tourism and that have a significant impact on local infrastructures.…”

Section: Introductionmentioning

confidence: 99%

Environmental Education Catalyzed by Tourism: Ecoliteracy Initiatives on the Coast of Kenya

Berman

2021

Sustainability

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The Diani-Ukunda area on the Kenyan coast is one of the main tourism centers of the country. Over time, individuals who originally visited the area as tourists have started sustainability initiatives that are in part funded through donor networks from abroad (drawing on individuals who visited the country initially as tourists). This essay explores select German initiatives in the educational sector that have emerged in the context of the area’s tourism industry. Diani Maendeleo Academy (a secondary school for girls) and the six primary and secondary schools known as Mekaela Academies collectively serve a significant portion of the population of the larger Diani-Ukunda area, including the hinterland extending widely into Kwale County. The study was designed to assess the schools’ approach toward sustainability and ecoliteracy, and centered on the following questions: 1. What kinds of sustainable practices are promoted in the select schools? 2. In what ways do students who attend these schools display environmental literacy? 3. Do these initiatives address UN SDGs, known as Education for Sustainable Development (ESD)? The study follows an interdisciplinary mixed method approach and is based on interviews, survey instruments, research on ecoliteracy and educational policy, and fieldwork data from previous stays. Findings reveal a lesser-known dimension of tourism: namely, the successful pursuit of ESD in schools thriving in the context of tourism through an integrated approach towards teaching ecoliteracy.

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Kenyan Children's Ideas about Parks and Wildlife

Cited by 11 publications

References 19 publications

Images of nature in greek primary school textbooks

Images of nature in greek primary school textbooks

Assessing Community Understanding of Local Environmental Issues in Two Areas of Uganda

Environmental Education Catalyzed by Tourism: Ecoliteracy Initiatives on the Coast of Kenya

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