Beneficiaries are actors too.pdf - Southern Institute of Peace ...

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2010). The outcomes of such an education are citizens with the “attitudes, skills and knowledge to make informed decisions that would benefit themselves and others, now and in the future, and [are predisposed] to act upon these decisions” (UNESCO, 2010). Sustainability and sustainable development naturally fit in the science curriculum. The essence of sustainable development is simply to provide for the fundamental needs of humankind without doing violence to the natural system of life on earth (Dani, 2011). This idea arose in the early 1980s and came out of a scientific look at the relationship between nature and society. This is the kind of relation whose destruction can cause untold suffering and even violent conflicts among human kind that have the potential to derail all development strides that could have been realised in most of the global communities. The concept of sustainable development, therefore, reflects the struggle of the world population for peace, freedom, better living conditions, and a healthy environment (NRC, 1999 in Martens, 2006). Thus, if knowledge is related to power then ideas about knowledge, expressed in discourse, must be researched to render visibility on how power is being exercised in knowledge discourse and in whose interests it is being exercised . Fuller in Rooney (2011) argues that knowledge societies are not industrial societies permeated by knowledge, but that knowledge societies are permeated by industrial values. Those industrial values are inexorably associated with commercialised technology and assumptions about the ability of technology to bring about change. Curriculum review in many countries has encouraged the development of courses which aim to develop 'scientific literacy' (Norris & Phillips, 2003). When students experience an education in science limited to the guiding interests of instrumental reason, they are denied a form of knowledge that enables them to develop and change culture, including the culture of science. It is this product of science education that would surely lead to sustainable development as the application of the learnt knowledge will result in the alteration of the existing state of 89
affairs and ultimately the adoption of completely different perspectives towards social phenomena in pursuit of challenges characteristic of human life. It is imperative that students have an opportunity to experience the hermeneutic and critical sciences in the context of formal education in science (Kyle, 2006). The goal of science education should be to facilitate both students and the public's ability to identify possibilities, seek challenges, use their imagination and transform communities. Students' experiences with science ought to be self-involving, socially just and emancipatory. According to Greene (1995) in Kyle (2006) the main point of education (in the context of a lived life) is to enable a human being to become increasingly mindful with regard to his or her lived situation and its untapped possibilities. Science education must be contextualised and must be linked to the life world experiences of learners. These multiple images of science education ought to be open to multiple forms of research and knowledge production and take issues of locality, cultural values and social justice seriously. Surely, this challenges the science educators in Africa in general and Zimbabwe in particular to tap into indigenous scientific knowledge reservoirs and assist young learners to produce scientific innovations with local roots for the consumption for their own kith and kin so as to avoid a situation where Africa consumes what it does not produce while conversely producing what it does not consume. With the contextualisation of science education, the continent will quickly move away from relying on imported scientific solutions or interventions in the face of challenging social phenomena. Harding (1996) argues that a transformed science education would be personally relevant to people living in naturalistic environments; would acknowledge the political, social, and cultural forces at work in scientific labour; and would be linked to local contexts and issues of sustainability. The notion of locality and the social construction of science, according to Kyle (2006) can facilitate a far more reflective and insightful science education. Science education ought to enable learners to: (a) understand how the natural world works, (b) 90
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Sustainable peace and development a
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Sustainable peace and development a
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Contents Introduction: The primacy
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its work on community, with special
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in Africa. The paper highlights the
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1 Women's access to microfinance an
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all household members, especially i
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family well-being are often higher
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“[b]y plugging the gap left by th
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As at 30 July 2011 the country's ba
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analysis will also be as much infor
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not about bemoaning the limited acc
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approach the MFIs, is that “it wi
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d) Indicators of the social and eco
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Illiteracy creates a situation of d
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Disabilities: Lessons from Zambia a
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Abbreviations and acronyms CBNRM Co
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(Murindagomo, 1990). Its main appro
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percentages to the gross domestic p
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some trees were not supposed to be
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formulation will ensure their total
Page 43 and 44: the commons'. The concept of commun
Page 45 and 46: esources in these government estate
Page 47 and 48: management in Botswana and Namibia:
Page 49 and 50: Introduction This article seeks to
Page 51 and 52: esearchers come to study with backg
Page 53 and 54: the land US$750.00. Mudzi laid the
Page 55 and 56: case the chief's court sought the t
Page 57 and 58: The chief's personality This influe
Page 59 and 60: process of reporting a case is too
Page 61 and 62: and implies that offenders should r
Page 63 and 64: Cases reported to Chief Chounda bet
Page 65 and 66: 4 The role of Indigenous Knowledge
Page 67 and 68: enlarging the range of their choice
Page 69 and 70: this also served to promote food se
Page 71 and 72: development strategies in Africa sh
Page 73 and 74: countries seriously questioned why
Page 75 and 76: especting their realities and prior
Page 77 and 78: competing knowledge systems, charac
Page 79 and 80: impressive in transforming poor peo
Page 81 and 82: must be recognised if it is to be i
Page 83 and 84: implications for sustainable conser
Page 85 and 86: Pretty, J. N. (1994) Alternative sy
Page 87 and 88: Introduction The United Nations Edu
Page 89 and 90: Science educators have failed in th
Page 91 and 92: education in this historical era th
Page 93: esult may be disastrous. The HIV an
Page 97 and 98: esources, increasing green house ef
Page 99 and 100: years, and yet it is less than 100
Page 101 and 102: Fuchs, S. (2000) A social theory of
Page 103 and 104: 6 Re-examining the role of NGOs in
Page 105 and 106: that NGOs are involved in when tryi
Page 107 and 108: to see the causes of conflict as go
Page 109 and 110: which the oil is located are disgru
Page 111 and 112: communities putting into question t
Page 113 and 114: The controversies surrounding NGOs'
Page 115 and 116: conflict ridden African states, whe
Page 117 and 118: in resolving conflict and peace bui
Page 119 and 120: Recommendations To work effectively
Page 121 and 122: Juma, M.K. (2008) Conflict Preventi
Page 123 and 124: Introduction The Zimbabwean land re
Page 125 and 126: Government or private agencies. Thi
Page 127 and 128: credit facilities, new farmers in Z
Page 129 and 130: control 49 percent in any business
Page 131 and 132: implementation of investment progra
Page 133 and 134: the ice-berg. Disadvantaged areas m
Page 135 and 136: eventual agreement on the implement
Page 137 and 138: they are simply recipients of polic
Page 139 and 140: the government embarks on a nationw
Page 141 and 142: farm ownership in the country. The
Page 143 and 144: 8 Community-driven conflict resolut
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approximately 800,000 Rwandans and
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their mediation skills.” The cell
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well as centre-periphery thesis whi
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justice In the post-genocide era, t
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marginalized and disenfranchised fr
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summarized and simplified versions
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In Rwanda for example, citizens cou
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Although the use of carrot and stic
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abunzi and the formal system beckon
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Kauzya, John-Mary. (2007) Political
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Conclusion All through the papers,
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About the editor Samuel Maruta is t
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