Resumen

KRUGER, Jill. Self-Directed Education in Two Transformative Pro-Environmental Initiatives within the Eco-Schools Programme: A South African Case Study. Educ. as change [online]. 2020, vol.24, n.1, pp.1-23. ISSN 1947-9417.  http://dx.doi.org/10.25159/1947-9417/6649.

The international Eco-Schools programme promotes Education for Sustainable Development (ESD) through introducing and stimulating pro-environmental initiatives by school learners and staff. This enabled learners in the Eco-Clubs at a resource-poor primary school to identify and undertake transformative pro-environmental initiatives in 2011 and 2014 through Self-Directed Education (SDE). An educative approach encouraging critical thinking at the school provided the foundation that made this possible. In discussing and working through their strategies to undertake research and challenge authorities about noncompliance in regard to municipal responsibilities that led to environmental degradation, Eco-Club members liaised freely with teachers and other learners. This process, together with local support for the eco-school initiatives, stimulated widespread interest and generated hope among learners by showing that another way of being is possible.

Palabras clave : Eco-Schools; Education for Sustainable Development; pro-environmental action; Self-Directed Education; Self-Determination Theory.

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