Gender, Power and Women’s Participation in Community Environmental Education

The gendered experiences of women in community environment education (CEE) are often relegated to the margins of environmental Education research discourse. This study disrupts the linearity of the relationship between women’s physical presence in work settings and their participation in these spaces. Specifically, this work addresses the question: What constrains women’s participation in the activities of one  Zimbabwean community environmental education organisation (CEEO)? This qualitative study was underpinned by a critical philosophical paradigm with ecofeminism as the overarching theoretical framework. Data were generated using document analysis of teaching materials, individual interviews, focus group discussions and participant observation. Twenty-six women aged between 38 and 62 years, who frequently attended the CEE programme, were recruited through purposive and snowball sampling techniques, to participate in this study. Findings suggest that there is widespread devaluing of women’s contributions during meetings of the CEEO by other stakeholders and, ultimately, by women themselves. This results in the silencing of women and endorses their positioning as passive agents. Gendered teaching materials ameliorate women’s mutism and their confinement to tasks which do not require technical expertise. The findings of this research have implications for enabling CEEOs to reflect deeply on their organisational structures, methods and materials, in order to address women’s constraints in CEE activities. This could recast women as active agents in CEEOs

Teachers conception of education for sustainable development: a case of secondary school teachers in Gweru peri and urban, Zimbabwe

The purpose of the study was to assess the teachers conceptualisation of Education for Sustainable Development (ESD). This was an exploratory study whereby a questionnaire was administered to 80 teachers teaching different subjects in the secondary schools in Gweru peri and urban. The questionnaire was divided into three sections namely: demographic data, conceptualisation of sustainability challenges, methods and processes of ESD and ESD related capacity building received by the teachers. Questionnaire contained closed and open ended questions. Data from closed ended question was analysed quantitatively using descriptive statistics which included calculation of percentages, while content analysis was used to analyse data obtained by means of open ended questions. Results showed that the majority of teachers had a general knowledge of the sustainability challenges. It seemed, however that there is no clearinghouse to the teachers conception of these challenges, as shown by the ratings of issues which seemed to vary according to category and locality. Environmental sustainability challenges were rated higher than economic, social and political challenges in that order. Environmental challenges not common in Zimbabwe were also, rated lowly as compared to those locally experienced. Results also showed that although sustainability topics in the curriculum have increased to include social, political and economic related topics which span across different subjects rather than limited to science subjects, they are still taught as compartmentalised issues according to the subject domains This shows that the interdisciplinarity of ESD is not fully, implemented, conceptualised and practised because if it was implemented there would be a common teaching of the issues across the disciplines. Interpretation of the results also indicate that there is little and unsystematic effort put to equip teachers with ESD skills hence the paper suggests that deliberate effort at national level be done to in-service teachers otherwise ESD will continue to face marginalisation and compartmentalisation in the school curriculum

Interfacing women participation and community environmental education: a step towards education for sustainable development

The goal of the paper was to contribute to the education for sustainable development discourse by arguing that at the interface of community environmental education, an initiative subsumed under education for sustainable development and education for sustainable development lie women. A literal analysis of available literature was done through the framework of education for sustainable development to argue for the need to interface women participation with community environmental education. The paper also shows that akin to education for sustainable development frameworks are the processes of collaboration and dialogue, engagement of the whole system including the marginalized and silenced voices

The impact of load shedding on gender relations in heterosexual households in Mkoba north, Gweru, Zimbabwe: implications for sustainable development

http://isdsnet.com/ijds-v1n2-26.pdfThis study explored the impact of load shedding on gender relations in heterosexual households. 20 couples were selected through judgmental sampling that was followed by network referencing; bringing the sample to 40 participants. Study was descriptive in nature. Questionnaires and interviews were used to collect data. Study reveals that load shedding have ripple effects in the social fabric of sustainable development through its impacts on gender relations. Load shedding is proving to be reproducing and maintaining gender relations of inequality, thus holding back sustainable development. Women are deprived control of areas that traditional belongs to them like the decision and control of energy use in the household giving men more power over women. Load shedding is increasing men’s time in the public sphere while women are tied more to the private sphere. For sustainable development to be achieved, household relationships should uphold the principles of sustainable development and gender equality is one of them. Empowerment of women and men in household energy uses will aid in opening up their ‘functioning space’. An understanding and appreciation of gender equality in the household will help men and women to be influential in the larger society leading to sustainable development

Rethinking women empowerment at the crossroads of climate change and sustainable development

This paper is based on a gender analysis of literature on impacts of climate change. It uses feminist political ecology as a theoretical lens and the women empowerment framework as a tool of analysis. Paper reveals that inequitable distribution of rights, power and resources, and the repressive cultural gender roles and norms prohibit women’s full participation. Sustainable development can be realized if women empowerment is pivotal in developmental issues such as climate change. Women are not groomed to plan and make decisions concerning the interventions as these are imposed. They are brewed not to reflect on the strategies, thus failing to bring about women empowerment. Interventions used also focus on giving women increased access to practical gender needs such as education in the face of climate change. This paper argues that it is in addressing the strategic gender needs of women that empowerment can be realized. By focusing on practical gender needs of women, the strategies leave the structures of oppression and domination unchanged leading to their failure. The paper therefore calls for mitigation and adaptation strategies that ensure proactive empowerment of women. Potent empowerment strategies that focus on mobilization, conscientisation, participation and control must be invoked

Traditional gender roles of men and women in natural resource conservation among the Vhavenda people in Zimbabwe: implications for sustainable development

A publication by Mrs Manuku Mukoni a Lecturer in the Department of Gender Studies, Midlands State University, ZimbabweThe study interrogated the traditional gender roles of men and women in the conservation of natural resources. African feminism and post- colonial theory were used as theoretical frameworks to analyze the practices. The Harvard analytic framework and the social relation approach to gender analysis were used as tools of analysis to map the gender roles in the conservation activities. The research used phenomenological research approach as the intention was to understand the gender roles of men and women from the point of view of men and women who had lived the experience. Sampling was purposive and judgemental. In-depth interviews were conducted with respondents aged seventy (70) years and above. Five females and three males were interviewed at Msane area in Beit-Bridge district in the south west of Zimbabwe under Matabeleland South province. The research revealed that the type of resources that were of concern included soil (land), water, and certain plant species that were sources of firewood ,timber and food(fruit trees),timber ashes for preservation of seeds as well as good sources of firewood .Animal species conservation depended on availability importance and use .The study also re vealed that although women and men had different uses and benefits from natural resource, there was an ethic of cooperation ,dialogue and collaboration among men and women when it comes to resource conservation. The study recommends that for natural resource conservation initiatives that are geared to achieve sustainable development, they need to embrace some of the practices of the vhavenda among which are complementarity, cooperation, inclusiveness, dialogue and negotiation between men and women so as to ensure that men and women participate equal in the initiatives by the end of the day as this will help to disentangle some of the constraints of participation especially unequal gender relations that cause gendered subordination

Ecological sustainability: reinvigorate and emulate African principles of life or cease to exist?

A publication by Mrs Manuku Mukoni a Lecturer in the Department of Gender Studies, Midlands State University, ZimbabweThis contribution presupposes that revitalization of African principles of life would significantly enhance ecological sustainability. It has argued that for ecological sustainability to be achieved there is need to revitalize and emulate African principles of life which appreciated and operated within nature’s limits, if the world is not to go extinct, as survival and a decent life depends on sustainable harnessing of nature and nature’s provision of stable resources. The paper concedes that leaving the African principle of life idle and latent is just as good as committing suicide as modern ways of life prove to be contrasting approaches to ecological sustainability. The paper also revealed that growing economies through competitive global capitalism with its associated model of development based on principles of individualism, greediness, competition, exploitation and inequality are proving unsustainable thereby necessitating a relook to the south for alternative approaches to development and ways of life that are equitable and sustainable. The paper creates a space for critical, innovative and reflexive deliberations, on new development models that incorporates African perspectives by contending that development models must strive to consolidate what was good in traditional Africa with present ideals if the future is to remain meaningful, certain and realistic It must be acknowledged however that the hallmark of this paper is reflexivity and not a recipe

Teachers conception of education for sustainable development: a case of secondary school teachers in Gweru peri and urban, Zimbabwe

The purpose of the study was to assess the teachers conceptualisation of Education for Sustainable Development (ESD). This was an exploratory study whereby a questionnaire was administered to 80 teachers teaching different subjects in the secondary schools in Gweru peri and urban. The questionnaire was divided into three sections namely: demographic data, conceptualisation of sustainability challenges, methods and processes of ESD and ESD related capacity building received by the teachers. Questionnaire contained closed and open ended questions. Data from closed ended question was analysed quantitatively using descriptive statistics which included calculation of percentages, while content analysis was used to analyse data obtained by means of open ended questions. Results showed that the majority of teachers had a general knowledge of the sustainability challenges. It seemed, however that there is no clearinghouse to the teachers conception of these challenges, as shown by the ratings of issues which seemed to vary according to category and locality. Environmental sustainability challenges were rated higher than economic, social and political challenges in that order. Environmental challenges not common in Zimbabwe were also, rated lowly as compared to those locally experienced. Results also showed that although sustainability topics in the curriculum have increased to include social, political and economic related topics which span across different subjects rather than limited to science subjects, they are still taught as compartmentalised issues according to the subject domains This shows that the interdisciplinarity of ESD is not fully, implemented, conceptualised and practised because if it was implemented there would be a common teaching of the issues across the disciplines. Interpretation of the results also indicate that there is little and unsystematic effort put to equip teachers with ESD skills hence the paper suggests that deliberate effort at national level be done to in-service teachers otherwise ESD will continue to face marginalisation and compartmentalisation in the school curriculum

Rethinking women empowerment at the crossroads of climate change and sustainable development

This paper is based on a gender analysis of literature on impacts of climate change. It uses feminist political ecology as a theoretical lens and the women empowerment framework as a tool of analysis. Paper reveals that inequitable distribution of rights, power and resources, and the repressive cultural gender roles and norms prohibit women’s full participation. Sustainable development can be realized if women empowerment is pivotal in developmental issues such as climate change. Women are not groomed to plan and make decisions concerning the interventions as these are imposed. They are brewed not to reflect on the strategies, thus failing to bring about women empowerment. Interventions used also focus on giving women increased access to practical gender needs such as education in the face of climate change. This paper argues that it is in addressing the strategic gender needs of women that empowerment can be realized. By focusing on practical gender needs of women, the strategies leave the structures of oppression and domination unchanged leading to their failure. The paper therefore calls for mitigation and adaptation strategies that ensure proactive empowerment of women. Potent empowerment strategies that focus on mobilization, conscientisation, participation and control must be invoked

Teachers conception of education for sustainable development: a case of secondary school teachers in Gweru peri and urban, Zimbabwe

The purpose of the study was to assess the teachers conceptualisation of Education for Sustainable Development (ESD). This was an exploratory study whereby a questionnaire was administered to 80 teachers teaching different subjects in the secondary schools in Gweru peri and urban. The questionnaire was divided into three sections namely: demographic data, conceptualisation of sustainability challenges, methods and processes of ESD and ESD related capacity building received by the teachers. Questionnaire contained closed and open ended questions. Data from closed ended question was analysed quantitatively using descriptive statistics which included calculation of percentages, while content analysis was used to analyse data obtained by means of open ended questions. Results showed that the majority of teachers had a general knowledge of the sustainability challenges. It seemed, however that there is no clearinghouse to the teachers conception of these challenges, as shown by the ratings of issues which seemed to vary according to category and locality. Environmental sustainability challenges were rated higher than economic, social and political challenges in that order. Environmental challenges not common in Zimbabwe were also, rated lowly as compared to those locally experienced. Results also showed that although sustainability topics in the curriculum have increased to include social, political and economic related topics which span across different subjects rather than limited to science subjects, they are still taught as compartmentalised issues according to the subject domains This shows that the interdisciplinarity of ESD is not fully, implemented, conceptualised and practised because if it was implemented there would be a common teaching of the issues across the disciplines. Interpretation of the results also indicate that there is little and unsystematic effort put to equip teachers with ESD skills hence the paper suggests that deliberate effort at national level be done to in-service teachers otherwise ESD will continue to face marginalisation and compartmentalisation in the school curriculum