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

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understand how human systems are interacting with natural systems, (c) assess the status and trends of crucial natural systems and (d) promote and follow a long-term sustainable relationship with the natural world. These are ways in which science education ought to be connected to issues of sustainable development. Science education ought to be much more intrinsically linked to the goals of human rights, democracy and social justice (Kyle, 2006; Kyle, 1999) as perceived by the people for which the educational curriculum is designed. This is especially so in key areas such as agriculture, energy policy and climate change, global toxic chemicals and the chemical economy, the politics of population and selected natural resources. It also relates to the challenge of addressing resource-based conflicts, breaking the link between resources and repression, as well as democratising global influences; that is, shifting the course of the global economy and institutions that underpin it away from destruction and toward local governance, ecological and social integrity. These are key themes that ought to be permeating science classrooms if we wish to prepare future citizens who recognise the links between environmental, economic, political, and social concerns and who are able to establish sustainable development as the central organising principle for societies around the world. Science education should be fostering engagement with goals of sustainable development in domains such as health and environment, economic prosperity, equity, conservation of nature, stewardship and civic engagement. Meaningful science education should be an application of science in daily lives of the targeted communities, being specifically designed to address the citizens' need to have the knowledge, skills and disposition to make decisions and solve problems at the interface of science and society (Bingle & Gaskell 1994, Kolsto 2000) through the use of locally available resources. This requires the ability to meaningfully engage and critically reflect on science as it applies to local social issues and public debate. Some examples of current topical issues are sustainable energy sources, use of pesticides and fertilisers, managing water 91
esources, increasing green house effect, ozone depletion, logging forests, increasing soil salinity and cloning to name just a few. Science could also be used as a resource for making informed personal decisions on health and lifestyle issues within the context of the indigenous peoples' frames of reference. Examples could include childhood immunisation, the use of antibiotics, hormone replacement therapy, exercise and healthy eating. Bowers (2001) also notes that unless our approaches to the social justice attained through educational reform are reframed, science education will continue to lead to more intractable forms of consumerism and therefore further impoverishment of our communities (for a community that only consumes without producing to replenish what it has exhausted is sure destined to starvation or insecurity in the long run). Bowers (2001) outlines a strategy for educational reform that confronts the rapid degradation of our ecosystems by renewing the face-to-face, intergenerational traditions that can serve as alternatives to our hyper-consumerist, technology-driven worldview. Bowers (2001) explains how current technological and progressive programs of educational reform operate on deep cultural assumptions that came out of the Enlightenment and led to the Industrial Revolution. These beliefs frame our relationship with nature in adversarial terms, view progress as inevitable, and elevate the individual over community, expertise over intergenerational knowledge, and profit over reciprocity. By making eco-justice a priority of educational reform, we can begin to: democratize developments in science and technology in ways that eliminate eco-racism; reverse the global processes that are worsening the economic and political inequities between the hemispheres; expose the cultural forces that turn aspects of daily life from education and entertainment to work and leisure into marketdependent relationships; uplift knowledge and traditions of intergenerationally connected communities; and develop a sense of moral responsibility for the long-term consequences of our excessive material demands. Many science educators have been engaged in what is commonly referred to as the science-technology-society movement. While 92
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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
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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 and 94: esult may be disastrous. The HIV an
Page 95: affairs and ultimately the adoption
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
Page 145 and 146: 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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