Abstract
The purpose of this paper is to delineate the perceptions of grade 12 students about the integration of environmental economics through environmental education into the South African Curriculum and Assessment Policy Statement (CAPS). Margaret Archer’s (1995) Realist social theory (RST): the morphogenetic approach provides the meta-theoretical framework that informs this study. RST deals with the concepts of structure, culture, agency, pre-existing structures, position-practice systems and mechanisms that have impact on the economic growth and welfare of the society. Data was collected through focus-group interviews with ten students who were purposefully selected from a classroom of 80 students. In addition, a qualitative research approach was used in this study to describe perception of youth about proper utilisation of scarce natural resources. The inductive analysis approach was used to interpret raw data sourced from the participants.The results of this paper revealed that even though youth have been taught principles of environmental education which consist of natural resource economics as a cross-curricular topic, some do not appreciate the importance of efficient use of natural resources in the reduction of poverty and welfare of future generation. Further, the youth believe that environmental issues such as land degradation, water and air pollution, and improper solid waste disposal can be alleviated through activities that can be done outside the classroom. However, some participants noted that the local government has to provide financial support for programmes that encourage natural resource sustainability in the schools.
Highlights
Since the dawn of the new millennium there has been a proliferation of policies and political rhetoric worldwide, stressing the importance of equitable and sustainable development without depleting natural resources (Knutsson, 2011)
The aim of this paper was to delineate the perceptions of youth about the integration of natural resource economics through Environmental education (EE) in the South African Curriculum and Assessment Policy Statement (CAPS), guided by the rralist social theory (RST)
The results indicated that structure, culture and agency, which are the concepts of RST, play an important role in EE integration
Summary
Since the dawn of the new millennium there has been a proliferation of policies and political rhetoric worldwide, stressing the importance of equitable and sustainable development without depleting natural resources (Knutsson, 2011). EE first manifests in the promotion of nature and outdoor study in primary schools and later in the conservation movement (Stevenson, 2007) When it comes to taking care of natural resources for future generations, ensuring sustainable usage and maintaining our valued environment, education plays an important role. Sikhulile Bonginkosi Msezane, Med, Ph.D. Candidate, Lecturer, College of Education, Schools of Educational Studies, Department of ABET and Youth Development, University of South Africa, South Africa. The study illuminates Margaret Archer’s (2003) Realist Social Theory (RST), which is a meta-theoretical framework, which informs and locates the basis of EE in the education sector This investigation reveals the contributions of learners in focus group interviews, where the participants were purposefully selected for this research
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
