Environmental education (EE) in sub-Saharan African countries and their (latent) potentials: Examples from Lesotho and Malawi

Abstract

Environmental education (EE) in sub-Saharan Africa is closely related to education for sustainable development (ESD), both of which emphasise economic and social sustainability over ecological aspects. In many African contexts, EE evolved from natural resource management and is often embedded within geography curricula. However, gaps persist between syllabi and teacher training, particularly regarding indigenous knowledge and African epistemologies. Language policy and a not fully decolonised curriculum pose barriers to inclusive education, as indigenous languages are used as the language of learning and teaching (LoLT) only in early primary education, as seen in Malawi or Lesotho. The curricula are dominated by ‘Western’ ideas and include very few aspects of local and indigenous knowledge systems (LINKS). This study examined how EE is understood, mediated and enacted in schools in Malawi and Lesotho, with particular attention to how language practices and indigenous knowledge shape environmental learning. Nevertheless, indigenous languages are frequently used, to some extent covertly, during lessons. This study, based on semi-structured interviews, questionnaires and ethnographic observations found that teachers value EE for its relevance to rural livelihoods. Incorporating LINKS and African languages enhanced contextual learning and supported sustainable practices, including school gardens, awareness of deforestation and soil and water conservation.