Exam (elaborations)
EED2601 ASSIGNMENT 03 DUE 02AUGUST2023
- Institution
- University Of South Africa (Unisa)
EED2601 ASSIGNMENT 03 DUE 02AUGUST2023
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,EED2601 ASSIGNMENT 03 DUE 02AUGUSTACTIVITY 1
1.1 Environmental education (EE) processes need to take into
consideration the history and context behind certain environmental
issues and their implications for communities and their lived
context.
1.1.1 State any three environmental issues faced by the South
African citizens. (3)
1. Air pollution: South Africa experiences high levels of air pollution
due to factors such as industrial activities, vehicle emissions, and
the burning of fossil fuels. This pollution can have significant health
impacts on citizens and contribute to climate change.
2. Water scarcity: South Africa is a water-scarce country, with some
regions experiencing droughts and water shortages. This issue is
exacerbated by factors such as population growth, inadequate
water management practices, and climate change.
3. Land degradation: The country faces significant challenges
related to land degradation, including soil erosion, deforestation,
and desertification. These issues can have negative impacts on
agricultural productivity, biodiversity, and ecosystems, affecting
the livelihoods of communities reliant on the land.
1.1.2 Discuss the implications of the above-mentioned
environmental challenges.
The implications of considering the history and context behind
environmental issues are substantial. Firstly, understanding the
historical context can provide insights into how and why certain
environmental challenges have developed. This knowledge allows
educators to delve deeper into the root causes and underlying
, factors contributing to the problem. By understanding the origins of
the issue, educators can better engage learners and encourage
critical thinking about potential solutions.
Additionally, recognizing the lived context of communities affected
by environmental issues is crucial for effective education.
Individuals and communities have unique relationships and
dependencies on their environment, which are shaped by social,
cultural, economic, and geographical factors. Failing to
acknowledge these lived contexts might lead to a limited
understanding of the consequences and potential solutions.
Another implication of incorporating history and context is the
recognition of environmental justice issues. Many environmental
challenges disproportionately affect marginalized communities,
including low-income neighbourhoods and Indigenous populations.
By understanding the historical patterns of environmental injustice,
educators can advocate for greater equity and inclusivity in
environmental decision-making and resource allocation.
Furthermore, considering the history and context of environmental
issues promotes a multidisciplinary approach to education.
Environmental challenges often require the integration of
knowledge from various fields, such as ecology, economics,
sociology, and political science. By embracing multiple perspectives
and disciplines, environmental education can foster holistic
understanding and collaboration in tackling complex problems.
Overall, the implications of incorporating the history and context of
environmental challenges in education are far-reaching. It
strengthens the awareness of underlying causes, acknowledges the
lived realities of affected communities, promotes environmental
justice, and encourages interdisciplinary approaches. These factors
are essential for equipping individuals and communities with the
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