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Community involvement in the development of an environmental edu- cation programme: the Tswaing crater conservation area as a case study

C.H. SWANEPOEL, C.P. LOUBSER and E.M.J.C. SCHALLER

Swanepoel, C.H., C.P. Loubser and E.M.J.C. Schaller. 2004. Community involvement in the development of an environmental education programme: the Tswaing meteorite crater conservation area as a case study. Koedoe 47(1): 115–123. . ISSN 0075- 6458. A key requirement for the relevance of applied research in education is its actual impact on society. A case study was undertaken to determine how research insights could be implemented by involving a local community in the design and implementation of envi- ronmental education programmes in their environment. The Tswaing Meteorite Crater conservation area project was undertaken with the active participation of teachers, learners and education officers from the communities living around Tswaing, as well as subject specialists. Issues which should be considered in the development of similar programmes were also highlighted. Key words: environmental education, community development, community involve- ment, rural development, environmental management, environmental ownership, preservation and utilisation, social sustainability.

C.H. Swanepoel, Institute for Educational Research, University of , P.O. Box 392, Unisa, 0003, South Africa; C.P. Loubser, Department of Further Teacher Edu- cation, University of South Africa; E.M.J.C. Schaller, Research fellow, Institute for Edu- cational Research, University of South Africa.

Introduction words, knowledge, skills and attitudes must be simultaneously addressed in order to An issue which has often emerged and will increase the community’s awareness of the probably always surface when research, environment, to initiate actions to protect the especially in the human and social sciences, environment in its totality and to achieve sus- is the subject of discussion, is the way that tainable development within communities research results are utilised for the benefit of (Stevenson 1993; Republic of South Africa human existence. This also applies to 1998). However, it is doubtful whether these research regarding environmental education. ideals are actually realised in the daily life of An enormous expansion of knowledge con- citizens. Sustainability Education in Euro- cerning environmental education has pean Primary Schools (SEEPS 1998) has, for occurred (Mosidi 1999). Moreover, environ- example, pointed out that environmental mental education literature tends to be loaded education has failed in many cases and that with noble statements such as ‘A concern for the environmental crisis has worsened. the state of the environment and a looming environmental crisis [has] resulted in educa- If the success of the implementation of envi- tors starting to teach with the environment as ronmental education is being questioned, a focus’ (Mosidi 1999) and ‘it can be accept- then environmental educators should ask ed that education had to move beyond teach- themselves what has been done with the ing in and about the environment’ (Viljoen knowledge and expertise gained in the past 1993) to ‘include education for the environ- through international and local investiga- ment’ (Fien 1993; Huckle 1991). In other tions. A further question deals with how this

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knowledge and expertise can be imparted and what are the important issues in this successfully to communities of various age regard? groups, contexts and cultures. In this regard, Smyth (1995) mentioned that environmental education calls for increased participation by Method communities in the management and devel- The aim of the research was to address the research opment of the environment. In South Africa, problem by conducting a case study in a particular society and the government are putting local community. This was done by identifying a increasing pressure on environmental educa- community (the cluster of communities living tors to transform this information into viable around the Tswaing Meteorite Crater in ) programmes within their respective commu- and a specific environmental opportunity which nities or places of work (Republic of South could be utilised in the development of environmen- Africa 1995; Neluvhalani & Mphaphuli tal education programmes; providing the community with an opportunity to become involved in develop- 2000). Therefore, as stated in the White ing outcomes-specific programmes for learners; and Paper for Education and Training, there is an helping the community to discover the totality of urgent need for all groups to become their environment. involved in the design, planning and imple- mentation of environmental education pro- grammes and projects (Republic of South Identifying a community Africa 1998). There is no clear-cut definition for the term commu- nity. Many definitions are structured in an ecologi- With reference to the aforementioned expo- cal sense and refer to animal communities, plant sition, the following research question was communities, etc. Defining the notion of ‘human’ formulated: communities is different and the specific definition depends on the context of a community. Khan (1994) How can environmental education knowl- gives an example in which a community was defined edge be implemented by involving a local as the poor black people in an area in the United community in the planning and design of its States of America and indicated that this group could own environmental education programmes also be a subgroup of other communities: town, country, state, black people, poor people and so forth. People tend to live differently in similar environments and differently at different times in the same environment (Bird 1989). It is, therefore, important for the researcher, facilitator and/or the community worker to define the target communi- ty. Once this has been done, such a person should be prepared to work with all the members/role players in the community (Khan 1994). For the purpose of this research, the communities living around the Tswaing Meteorite Crater con- servation area in Soshanguve were identified as the target community and are referred to as the Tswaing community. This community comprises areas of Winterveld, Soshanguve and Hamman- skraal. Although these areas belong to the same larger geographic area and are characterised by poor living conditions, the inhabitants are diverse in the sense that they speak several different South African languages (English, Afrikaans, isiZulu, isiXhosa, SeSotho, SeTswana, etc.), each with its Fig.1. Tswaing Meteorite Crater's location in South own cultural identity. The name Soshanguve, for Africa. example, originated from the language groups

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Sotho, Shangaan, Nguni and Venda. In this area, the The surroundings around Tswaing were probably environment and the use of natural resources and periodically inhabited by early Stone Age people agriculture play an important role and influences the 500 000 years ago. At Tswaing stone artefacts from way of life. Many communities depend only on the the Late Stone Age, brought there by the ancestors of environment for their existence. The houses are built the San (Bushman) people who lived from 30 000 to from materials derived from the environment, food 2 000 years ago, have been found. The first farmers is obtained from the environment and the inhabitants using iron implements, ancestors of the present work as farmers in the immediate environment. This indigenous people, migrated to South Africa about relationship with the environment has been the topic 1 750 years ago. The migration by Iron Age commu- of many projects. Furthermore, it has been estab- nities to the South African highveld (where Tswaing lished that poverty remains an alarming factor in is located) took place in more recent times, about other developing countries where this kind of rela- 800 to 900 years ago. Shards from decorated clay tionship is dominant (Loubser 1998). Therefore, the vessels, found on the crater floor, indicate that the Tswaing Meteorite Crater conservation area was latter were early Sotho- or Tswana-speaking commu- identified with the aim of establishing how the envi- nities, known as the Moloko. Similar pot fragments ronment could be utilised to the benefit of the sur- have been found in the Waterberg mountain range, rounding communities. The research reported in this about 60 km north of Tswaing. Soon after the depar- particular article focussed on adults and schools within communities in the larger Tswaing Meteorite ture of the Matebele in the early 1830s, the Tswaing Crater environment. area was claimed by another group of settlers, the Voortrekkers. They were white Afrikaner farmers, who had emigrated from the Eastern Cape region to Identifying an environmental opportunity the present-day Kwazulu-Natal and the interior. The Voortrekkers regarded the land abandoned by the The second phase in the research process was to Matabele, whom they eventually defeated in 1837, identify an environmental opportunity which could as land available for permanent colonial settlement. be utilised in the development of environmental edu- In the 1850s these farmers divided the region north cation programmes. The Tswaing Meteorite Crater of the Magaliesberg into huge farms. The Crater conservation area was identified as suitable for this became the centre of one such farm, aptly named purpose. The Crater is a young, well-preserved Zoutpan (Dutch for salt pan). During the 1890s, within a largely uniform geological setting. It is of considerable international interest as when Zoutpan was surveyed properly for the first a focus of future scientific research, as the sediment time, its northeastern quarter became a separate in the crater has a 160 000 year record of climatic farm, named Uitspan (outspan, or resting-place). and environmental change (Partridge 1993). It is a During the 19th century, Tswaing was one of the unique environmental phenomenon since the well- main sources of natural salt for the region north of preserved Crater is the only example of a lake occu- Pretoria, which was established in 1855 as the capi- pying a meteorite impact crater in Southern Africa. tal of the Transvaal Boer Republic. Because of its Zooplankton and fish are prevented from colonising economic importance, Zoutpan became state proper- the lake because of nocturnal deoxygenation. The ty in 1876 (http://www.nfi.org.za/Tswaing). few species of invertebrates found in the lake (nema- More lately the Crater has been developed as an tode worms and brine flies) are confined to the sur- enviro-museum, the first of its kind in South Africa face. Several species of waders and water-fowl are (Moolman & De Jongh 1995). A trail was also pre- found around the edges of the lake. A single species viously developed in the Crater with the aim of of salt-tolerant sedge grows in and along the low- salinity feeder stream from the artesian spring. affording tourists the opportunity to explore it. The Tswaing is situated in an ecological region known as environmental education potential of Tswaing Mete- the sourish-mixed bushveld. For many years this orite Crater lies in its potential as a popular environ- ecological system had a bad reputation for its poor mental education community resource centre provid- agricultural potential, mainly due to the great varia- ing opportunities for recreation and environmental tion in the palatability of grass types and the occur- education. It could also generate revenue for the rence of toxic plants. The result was that areas with local community through tourism (De Jong 1995). more palatable grasses and less toxic plants were To do justice, however, to the ideal of ‘for the peo- inevitably overgrazed. Overgrazing and the elimina- ple, by the people’, community participation and tion of the tastier grass types increased the occur- empowerment are key elements in the development rence of more sour and less palatable grasses and management of the Tswaing Meteorite Crater (http://www.nfi.org.za/Tswaing). opportunity (De Jong 1995).

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Identifying an environmental education pro- their lack of self-sufficiency and self- gramme reliance make it very difficult to involve them in development efforts. The Tswaing Meteorite Crater trail provides an opportunity to involve diverse communities living The following aspects were considered as around the Crater in the development of relevant general guidelines during the situation analy- environmental education programmes. It was pro- sis: posed that contextualised and relevant environmen- - The first decision of a person who wants tal education could be presented to suit the educa- to work in a community is to decide how tional, social, economical, cultural, physical and political environments of the community in which it and when to enter the community. The would operate. This could be done by the develop- first entrance into a community may be ment of an environmental education programme, the last opportunity to gain its trust. Ini- based on the Crater trail, which could be used by tial mistakes might influence the teachers, environmental education officers and tour researcher, facilitator or community guides. worker permanently. The development of the aforementioned programme - Most community workers do not have a would provide the community with an opportunity to specific choice of community because become involved in developing outcomes-specific they work for an organisation. They programmes for learners. This entails incorporating should, therefore, work extensively at personal experience, participatory and discovery establishing their own acceptability in activities to enable the community to experience the the community and the image of their Tswaing Meteorite Crater environment in its multi- organisation. plicity, not only as a natural resource to be utilised, - If the community worker has a choice of but also to be nurtured and developed responsibly community, the strategy of approaching and sustainably. An attempt would also be made to the community should be carefully provide opportunities for learners and the communi- planned beforehand. ty to broaden their sense of understanding and appre- ciation of the broader environment in which a unique - It is useful if the community worker has natural resource, like Tswaing Meteorite Crater, some existing link with the community. exists. It is also extremely helpful to stay in the community itself. - It is valuable for community workers to Results choose their own initial contacts, but sometimes the organisation they work for prescribes these contacts. Situation analysis - Community development can be a learn- ing process only if people really partici- When one considers getting a local commu- pate (Swanepoel 1989). nity involved in a joint venture, it is impor- - The community must be made aware of tant to ascertain how the community chooses the exact purpose of the project: Which to define participation, because this will needs should be addressed and who determine which level of participation will should address them? satisfy the environmental education goals of the programme. It is necessary, therefore, to Community contact at Tswaing had already learn more about the community concerned been established through community forums beforehand. According to Swanepoel (1989), and meetings. These structures were operat- existing obstacles concerning community ing functionally and positively and the envi- development, such as illiteracy, customs and ronmental education project could make use traditions, dependency and apathy could be of them rather than attempting to establish encountered. Swanepoel (1989) further new links and associations with the commu- states that the very reason for community nities. Using these structures, the communi- development acts as an obstacle to success- ty was made aware of the purpose of the pro- ful projects. The poverty of the people and ject, ascertaining their role in the project and

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the needs it would attempt to address. Direct materials needed for the activities, tech- participants of the community included niques that could be used on the trail, exam- forum members, tour guides, teachers and ples of worksheets and lists of fauna and learners, Tswaing Museum staff and con- flora found in the vicinity of the Crater. struction workers from the local community. Teachers could select activities from the The broader "community" was indirectly teacher’s guide and design their own pro- involved through the utilisation of Tswaing grammes for their learners. In conjunction facilities and programmes. with the compilation of the teacher’s guide, a programme was structured and tour guides After having made contact with the commu- from the local communities were trained to nity, the next most important step was to assist the teacher in facilitating the school assess the community structures. It was nec- groups during the programme. This created essary to obtain both abstract and physical jobs for the local communities, which is one information. Abstract information included of the main purposes of a community pro- aspects such as the attitudes, beliefs, reli- ject. gion, habits and culture of the community. Physical structures included the population To ensure that both abstract and physical size, housing facilities, job opportunities, information had been included in the manu- school facilities, transport, etc. Swanepoel al, the development of the teacher’s guide (1989) also regards the determining of fami- and the training of the tour guides were done ly ties in the community as a very important in close consultation with the parents, teach- step, because the family is a basic social ers and learners from the communities, as structure (abstract structure) in communities. well as subject specialists. These consulta- The researchers had to be aware of some of tions were done through regular forum meet- the subtleties of the abstract structures such ings and training sessions at Tswaing. Local as political positions to enable them to be inputs shaped both the training phase of the fexible. It was useful to be familiar with tour guides and the development of the physical structures to determine which role teacher’s guide. Three trial groups of learn- the researcher could play in the improvement ers (grades 1 to 6; 7 to 9; and 10 to 12) tra- of the community’s physical needs. versed the trail assisted by the tour guides. It became clear from this exercise that identifi- able results of group dynamics come into Implementation of initial environmental play and cultural and language differences education project become significant influencing factors. Dif- ferent environmental features had different The environmental education project at meanings to different groups. The different Tswaing Meteorite Crater was carried out in language groups used different names for the two main phases and was part of a larger pro- same object and had a variety of folk stories ject conducted by the former National Cul- to tell about certain objects. These were tural History Museum. The initial project incorporated into the project. This exercise (co-ordinated by an independent researcher) helped to enrich the project by lending an comprised two elements, namely a teacher’s indigenous flavour and helped to incorporate guide and tourist guides. The teacher’s abstract information. To cope with groups guide was compiled to give the teacher ade- that could represent up to nine different lan- quate information about Tswaing Meteorite guage groups, individuals in a group were Crater which had been obtained from previ- used as interpreters. It became evident from ous research reports and articles. It included the pilot group that adaptations had to be instructions on how to use the guide, details made regarding walking distance, time spent of the trail and possible activities that could on activities and making activities suitable be carried out along a specific section. for the different grades. After having made These included preliminary- and follow-up all the necessary changes to the project, it activities. It also contained safety hints, was launched in 1996.

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A major local community issue soon players such as the Department of emerged, namely that 300 learners of differ- Nature Conservation, teachers from commu- ent age groups from surrounding schools nities around Tswaing, as well as communi- arrived at Tswaing Meteorite Crater conser- ty members. The committee explored the vation area unprepared for the programmes trail at Tswaing Meteorite Crater twice. they were about to experience. These groups Sixteen special features concerning the trail had no set outcomes or selected activities. were identified and grouped together into 10 Thus, it was very difficult for the limited stations. This was further defined into six number of Tswaing staff who only had basic possible programmes that could be conduct- environmental education skills, to accommo- ed along sections of the longer trail. Small date these groups effectively. This had to be teams, including teachers from local schools taken into consideration during the next and community members, worked on the phase of the research. development of these programmes, keeping in mind the different phases and learning Implementation of second phase of environ- areas of the new outcomes-based curricu- mental education project lum, adaptability and exchangeability. More- over, guides had to be trained to facilitate the At the end of 1996 a more structured programmes. approach to the project was adopted. The project manager approached an environmen- A pilot run of the 57 activities in the six pro- tal education specialist from the University grammes was carried out over four days. On of South Africa middle 1997 to set up a team day one the activities were piloted for the of environmental educationists who could foundation phase (grades 1 to 3), day two for help with extending the environmental edu- the intermediate phase (grades 4 to 6), day cation programmes at Tswaing Meteorite three for the senior phase (grades 7 to 9) and Crater conservation area. This was subse- day four for grades 10 to 12 which form part quently done and representatives from the of the further education phase of the Nation- University of South Africa, Vista University, al Qualifications Framework. The learners the South African College for Teacher Edu- who were used had been invited from cation and staff of the former National Cul- schools in the local area, together with their tural History Museum met to start the teachers, to ensure that the target community process. It was emphasised that: assisted in shaping the programme and establishing a true learning process. The - all the communities living around the Crater should be consulted and included teachers were included to ensure an element in the development of the extended pro- of certainty in the groups and to facilitate grammes; communication. - all programmes should adhere to the new This piloting exercise was experienced posi- outcomes-based education system; tively by the learners, as well as the teachers. - the crater should form the focal point of However, it took a while for both groups to the programmes; become comfortable with the programme - the entire education system should be presenters, because they were unfamiliar covered (all the phases and learning with the people, methods and approaches areas); and utilised. However, the pilot groups settled - the programmes would operate along the down after a while. The programme devel- trail. opers also learned a great deal and further principles emerged which had to be kept in A chairperson for the educational committee mind when developing an environmental was elected at a subsequent meeting and education programme for a specific commu- commissioned to proceed with the develop- nity and environment. ment of programmes. The educational com- mittee was extended to include other role It became clear that:

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- the teachers and learners were not famil- Regarding the target audience, it is essen- iar with the concept environmental edu- tial to: cation; - the background knowledge of the teach- - keep in mind the way in which the target ers and learners were not what the envi- audience interprets the local and broader ronmental education programme devel- environment because of indigenous opers had assumed it to be; abstract information which is not known - language and terminology differences to the developer; existed; - use the local community in as many - time was a crucial factor; aspects of the programme development - the mastering of specific skills required as possible in order to ensure that the repetition; people participate in the development of - the environment was perceived mainly as the direction and context of the pro- physical; and gramme; - cross-curricular activities were foreign to - use the local community to help con- them. struct the buildings and structures neces- sary for the project, thus contributing to These points merely serve to reinforce the the well-being of the community; to tell necessity of doing research and consulting stories recorded on tape and to act as tour with the community in question prior to guides, and so be involved and be part of developing programmes. Projects need to be the action; contextualised socially, politically, cultural- - keep in mind the indigenous background ly, educationally and economically within knowledge of the community; the environment in which the project is to be - keep in mind the local community’s conducted. This result was no different from understanding of environmental educa- the first phase of the project, but the project tion; developers still redesigned their activities to - develop pre-visit activities for the pro- try and accommodate the above-mentioned gramme users to familiarise them with aspects. These revised activities have been the purpose of the programme and to incorporated into a publication which is cur- obtain information from them which rently used by the environmental education could influence the progress of the pro- officer at Tswaing to facilitate different gramme; school groups regarding environmental edu- - develop follow-up activities for pro- cation. gramme users to help the developer to assess the success of the activity; and - keep in mind language and terminology Issues emerging from the case study differences and to incorporate these into the programme. The Tswaing environmental education pro- ject was a case study of an attempt to put The abovementioned principles correspond environmental education research into prac- with the supporting objectives of Goal 5 of tice by involving local communities in the White Paper on Environmental Manage- developing environmental education pro- ment (Republic of South Africa 1998). grammes in their environment. It was found The facet of training is important for pre- that in the development of similar pro- venting possible misunderstandings between grammes a number of issues have to be con- the developer and the community. Possible sidered, namely, the target audience (com- strategies are to: munity) of the programme, the training of - train project developers about the cus- tour guides, educational officers and teach- toms, traditions, fears and literacy levels ers, the development of specific stations and of the local community in which they are the writing of the teacher’s guide. about to work;

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- train local tour guides/educational offi- Conclusion cers to help facilitate programmes; - train local teachers how to use pro- According to Makumbe (1996), Robinson & grammes; Shallcross (1998) and Pausewang et al. - train staff to understand environmental (1990), there is a definite need for develop- education and its underlying principles; ment in communities in developing coun- - provide training in outcomes-based edu- tries. Knowledge gained from work in these cation for teachers and tour guides/edu- communities could inform more developed cational officers; countries on issues such as who should par- - provide extensive background informa- ticipate in programme development, and to tion rather than limited information; and which extent. The Tswaing Meteorite Crater - use community leaders to assist with case study shed light on this particular state- training in order to localise and contextu- ment because of the participation of a alise the programme. diverse group of role players from the local If stations or special features are a facet of a area (teachers, learners, community leaders project, the following points should be con- and other individuals) and the surrounding sidered: environment (universities and the former - Use members from the local community National Culture History Museum). to do construction work and to build tool- boxes and equipment needed at the sta- During the Tswaing environmental educa- tions. This assists the community in par- tion project, research insights were put into ticipating actively in the project and pro- practice with success to a large extent. It vides them with a welcome income. would, however, need to be assessed whether - Use the stations which are relevant to the the local communities have benefited teachers’ requests/outcomes. through the environmental education pro- - Keep safety aspects in mind. grammes in the long term and whether these - Incorporate local information, for exam- benefits can actually sustain the Tswaing ple use local persons to tell stories, environment, thus satisfying conservation, incorporating local customs and tradi- educational and developmental objectives. tions. Through the Tswaing research project and its - Give stations locally-accepted and under- unique physical environment and mixture of stood names rather than number features, diverse communities, certain principles were as this creates an indigenous and familiar identified from the two development phases environment. - Use only one feature rather than too for community-based environmental educa- many. tion programmes which could accomplish - Provide facilities such as water, recycling the abovementioned. It is envisaged that and toilet points to meet the physical these principles can be applied to similar needs of the community. programmes in other communities. To understand the society or community one is If a teacher’s guide forms part of a project, working with, one needs to understand the the following aspects should be considered: space or environment in which the commu- - use people from the local community to assist with compiling activities and thus nity operates (Bird 1989). However, it is eliminate possible biased interpretations; important to realise that these principles are - incorporate local interpretation(s) and flexible and should be adapted to the specif- terminology into the activities; ic environment and communities where they - allow for freedom of interpretation and are being implemented, to make environ- flexibility when programmes are used by mental education programmes sufficient and different groups/communities. beneficial to the community.

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Acknowledgements NELVHALANI, E. & S. MPHAPHULI. 2000. Environ- mental Educators Networking for Professional The former National Cultural History Museum is Development: A case study of the Northern acknowledged for making this project possible. The Province, Far North Region. Case study 4. Edu- settlements in and around Tswaing Meteorite Crater cating for Social Change. Case studies of chang- are thanked for their participation in the project and ing practices in South African Tertiary Institu- their contribution to this article. tions, Australian Institutional Links Programme. PARTRIDGE, T. 1993. Environmental data relative to the establishment of a museum at the Pretoria References Salt Pan. Pretoria: National Cultural Historical Museum library. (Ta17.) BIRD, J. 1989. The Changing Worlds of Geography: PAUSEWANG, S., F. CHERU, S. BRUNE & E. CHOLE. A critical guide to concepts and methods. 1990. Ethiopia. Rural Development Options. Oxford: Claredon Press. London: Zed Books Ltd. DE JONG, R.C. 1995. The Tswaing Crater Museum. REPUBLIC OF SOUTH AFRICA. 1995. White Paper for Pretoria: National Cultural Historical Museum. Education and Training. Pretoria: Department of FIEN, J. 1993. Education for sustainable living: An Education, Government Printer. international perspective on environmental edu- REPUBLIC OF SOUTH AFRICA. 1998. White Paper on cation. Southern African Journal for Environ- Environmental Management. Pretoria: Depart- mental Education 7:20. ment of Environmental Affairs and Tourism, http://www.nfi.org.za/Tswaing. Government Printer. 395(18894). http://www.nfi.org.za/Tswaing/map.htm. ROBINSON, J. & T. SHALLCROSS. 1998. The socio- HUCKLE, J. 1991. Education for sustainability: ecological crisis and education for sustainable Assessing pathways to the future. Australian living: Is an essentialist’s standpoint possible? Journal of Environmental Education 7:43–62. Pp. 23-28. In: LAUBSCHER, C.P. Proceedings of KHAN, S. 1994. How people get power. Washington: the International Best of Both Worlds Confer- NASW Press. ence at Dikhololo, Brits, September 1998. Preto- LOUBSER, C.P. 1998. Empowering rural communities ria: University of South Africa. through environmental education and research: SUSTAINABILITY EDUCATION IN EUROPEAN PRIMARY Draft report. Pretoria: University of South SCHOOLS. 1998. Creating a better environment Africa. in our school. Edinburgh: Moray House Insti- MAKUMBE, J.M. 1996. Participatory development. The case of Zimbabwe. Harare: University of tute. Zimbabwe Publications. SMYTHE, J.C. 1995. Environment and education: a MOOLMAN, H.J. & R.C. DE JONGH. 1995. Final report view of a changing scene. Environmental Edu- of the research project on: The contribution of cation Research 1(1):3–20. SITE Museums to the conservation and the STEVENSON, R.B. 1993. Becoming compatible: cur- interpretation of the environment with special riculum and environmental thought. Journal of reference to the Tswaing Crater Museum. Inter- Environmental Education 24(2):4–9. nal report. National Cultural History Museum. SWANEPOEL, H. 1989. Community development. Pretoria. Putting plans into action. Cape Town: Juta . MOSIDI, S.M. 1999. Environmental education in cur- VILJOEN, H.J. 1993. Environmental education and riculum 2005: A case study in the Northern open spaces. Parke en Rekreasiebestuur 51(4): Cape. Johannesburg: Rand Afrikaans University. 22–24.

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