Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-09T06:05:03.880Z Has data issue: false hasContentIssue false
  • English
  • Français

Critical Contextual Reviews and Development of Interpretive Materials with Teachers in Kenya

Published online by Cambridge University Press:  23 June 2015

Abel Barasa Atiti
Abel Barasa Atiti*
Affiliation:
National Museums of Kenya
*
†National Museums of Kenya, Museum Hill Road, PO Box 40658, Nairobi GPO 00100, Kenya. Email: [email protected]
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

This paper shares findings from a recent study that engaged a group of Kenyan teachers in a review and development of interpretive materials through a participatory action research framework. It focuses on critical contextual reviews of interpretive materials in non-formal organisations and development of similar materials in schools with teachers. Social interactions between teachers and non-formal educators enabled the sharing of ideas, skills and techniques on materials development processes. This provided a basis for developing interpretive materials to support environmental learning within school grounds. A teacher-centred approach to materials development as argued in this paper seeks to respect the needs of schools within their social and historical contexts. It further challenges the conventional top-down approaches in which non-formal educators are creators of materials and teachers are viewed as “technicians” who implement the materials in schools. The paper offers some tentative guidelines on the development of interpretive materials in schools.

Keywords

Materials developmentinterpretationnon-formal educationteacher-centred approachschool grounds
Type
Research Article
Information
Australian Journal of Environmental Education , Volume 21 , 2005 , pp. 11 - 21
Copyright
Copyright © Cambridge University Press 2005

References

Ballantyne, R., & Uzzell, D. (1994). A checklist for the critical valuation of informal environmental learning experiences. International Journal of Environmental Education and Information, 13(2), 111–124.Google Scholar
Ballantyne, R. (1998). Interpreting “visions”: Addressing environmental education goals through interpretation. In Uzzell, D. & Ballantyne, R. (Eds.), Contemporary issues in heritage and environmental interpretation (pp. 77–97). London: The Stationery Office.Google Scholar
Beckmann, E. A. (2000). Evaluation in botanic gardens: Luxury or necessity. Roots, 21, 18–22.Google Scholar
Berger, P., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. London: Penguin.Google Scholar
BGCI. (2000). Draft guidelines on education for sustainability. Unpublished guidelines, Botanic Gardens International Conservation, London.Google Scholar
Charon, J. (2001). Symbolic interactionism: An introduction, interpretation, an integration (7th ed.). New Jersey: Prentice Hall.Google Scholar
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London: RoutledgeFalmer.Google Scholar
Cornbleth, C. (1990). Curriculum in context. New York: Falmer Press.Google Scholar
Dierking, L. D. (1998). Interpretation as a social experience. In Uzzell, D. & Ballantyne, R. (Eds.), Contemporary issues in heritage and environmental interpretation (pp. 56–76). London: The Stationery Office.Google Scholar
Fien, J., & Hillcoat, J. (1996). The critical tradition in geographical and environmental education research. In Williams, M. (Ed.), Understanding geographical and environmental education research (pp. 26–76). New York: Cassell.Google Scholar
Fien, J., & Tilbury, D. (1998). Education for sustainability: Some questions for reflection. Roots, 17, 20–24.Google Scholar
Greenall Gough, A., & Robottom, I. (1993). Towards a socially critical environmental education: Water quality studies in a coastal school. Journal of Curriculum Studies, 25(4), 301–316.CrossRefGoogle Scholar
Ham, S. H. (1992). Environmental interpretation: A practical guide for people with big ideas and small budgets. Colorado: North America Press.Google Scholar
Howard, J. (1998). Environmental education and interpretation: Developing an affective difference. Australian Journal of Environmental Education, 14, 65–70.CrossRefGoogle Scholar
Huckle, J. (1993). Environmental education and sustainability: A view from critical theory. In Fien, J. & Trainer, T. (Eds.), Environmental education: A pathway to sustainability (pp. 43–67). Geelong, Victoria: Deakin University Press.Google Scholar
Hungerford, H. R., & Volk, T. L. (1990). Changing learner behaviour through environmental learning. The Journal of environmental Education, 21(3), 8–21.CrossRefGoogle Scholar
IUCN, UNEP & WWF. (1991). Caring for the earth: A strategy for sustainable living. Gland: IUCN.Google Scholar
Job, D. (1996). Geography and environmental education: An exploration of perspectives and strategies. In Kent, A., Lambert, D., Naish, M. & Slater, F. (Eds.), Geography in education: Viewpoints on teaching and learning (pp. 22–48). Cambridge: Cambridge University Press.Google Scholar
Kemmis, S., & McTaggart, R. (2000). Participatory action research. In Denzin, N., & Lincoln, Y. (Eds.), Handbook of qualitative research (2nd ed.) (pp. 567–605). London: Sage.Google Scholar
Kemmis, S., & Wilkinson, M. (1999). Participatory action research and the study practice. In Atweh, B., Weeks, P. & Kemmis, S. (Eds.), Action research in practice: Partnerships for social change (pp. 21–36). London: Routledge.Google Scholar
Lather, P. (1986). Research as praxis. Harvard Educational Review, 6(1), 30–33.Google Scholar
Lotz, H.B. (1996). The development of environmental education resource materials for junior primary education through teacher participation: The case of the We Care Primary Project. Unpublished PhD dissertation, University of Stellenbosch, Stellenbosch.Google Scholar
McKeown, R. (2002). Education for sustainable development toolkit. University of Tennessee, Waste Management Research and Education Institution.Google Scholar
NMK. (2001). Outdoor Interpretation programme: Oloolua forest reserve nature trail. Nairobi: National Museums of Kenya.Google Scholar
O'Donoghue, R., & Janse van Rensburg, E. (1995). Environment & Methods. Howiek: ShareNet.Google Scholar
O'Donoghue, R., & Taylor, J. (1988). Towards participant-centred resource development for environmental education. Southern African Journal of Environmental Education, 7, 3–6.Google Scholar
O'Donoghue, R., & McNaught, C. (1991). Environmental education: The development of a curriculum through “grass-roots” reconstructive action. International Journal of Science Education, 13(4), 391–104.CrossRefGoogle Scholar
Robottom, I. (1987). Towards inquiry-based professional development in environmental education. In Robottom, I. (Ed.), Environmental education: Practice and possibility (pp. 83–119). Geelong, Victoria: Deakin University Press.Google Scholar
Tilden, F. (1977). Interpreting our heritage (3rd ed.). Chapel Hill: University of North Carolina Press.Google Scholar
Uzzell, D. (1998a). Interpreting our heritage: A theoretical interpretation. In Uzzell, D. & Ballantyne, R. (Eds.), Contemporary issues in heritage and environmental interpretation (pp. 11–26). London: The Stationery Office.Google Scholar
Uzzell, D. (1998b). Strategic considerations and practical approaches to the evaluation of heritage and environmental interpretation. In Uzzell, D. & Ballantyne, R. (Eds.), Contemporary issues in heritage and environmental interpretation (pp. 185–201). London: The Stationery Office.Google Scholar
Uzzell, D. (1998c). Planning for interpretive experiences. In Uzzell, D. & Ballantyne, R. (Eds.), Contemporary issues in heritage and environmental interpretation (pp. 232–251). London: The Stationery Office.Google Scholar
Vygotsky, L.S. (1981). The genesis of higher mental functions. In Wertsch, J.V. (Ed.), The concept of activity in Soviet psychology (pp. 144–188). New York: Sharpe.Google Scholar
Wells, G. (2000). Dialogic inquiry in education: Building on the legacy of Vygotsky. In Lee, C. D. & Smagorinsky, P. (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 51–85). Cambridge: Cambridge University Press.Google Scholar
Winberg, C., & Kerfoot, C. (1997). Learning about action research. Cape Town: Juta.Google Scholar