ANALYSIS OF ECOPEDAGOGY: PRESCRIPTION TO SEAL LACUNA IN ENVIRONMENTAL EDUCATION CURRICULUM FOR YOUNG LEARNERS IN KENYA

Dr Atieno Kili K’Odhiambo

Abstract


Education curriculum, especially in pre-primary and primary schools in Kenya, and in any other place in the world, ought to have the prerequisites of environmental education indelibly instilled in the young minds of learners so that the knowledge gained acts as impetus that empowers individuals as learners and later as society adult members to take care of the Mother Earth in a sustainable manner. Education curriculum in Kenya exhibits pedagogical lacuna which does not auger well for environmental sustainability, although positivity is expressed in the country’s goals of education and commitment to international conventions on environment. The paper uses analysis and prescription as the philosophic methods. It analyses what is taught in pre-school and primary schools in Kenya with a view to evaluating their authenticity in caring for the planet earth and prescribes what is deemed valuable for the education curriculum of young learners from five to 14 years of age. The analysis reveals that to seal the lacuna in the educational curriculum and empower human beings to be effective and efficient development sustainers of the earth, ecopedagogy should be incorporated as the invaluable educational methodology during the early years. The paper prescribes dialogue as the ecopedagogical principle that should focus on food (F), land (L), air (A) and water (W)-FLAW, the most important four components without which no human being, including flora and fauna, can survive. Food, land, air and water are the pillars of the environment. The young learners are to engage in dialogue on these four components at both home and school with a view to fulfilling the Earth Charter principles and relevant Social Development Goals. Research in teaching methods that ground young learners in environmental protection and conservation needs to be undertaken, not only by education but also by religious bodies and all other organisations determined to protect the Mother Earth.


Keywords


Critical Pedagogy, Curriculum, Dialogue, Ecoliteracy, Ecopedagogy, Prescription

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