Conflicted epistemologies in secondary school environmental education: implications for sustainable climate action in Uganda
Author:
Affiliation:
1. Faculty of Education and Humanities, Departments of Geography, Languages and Literature, and History respectively, Gulu University, Gulu, Uganda
2. Department of Education, University of Bath, Bath, UK
Funder
the UK Research and Innovation and the Global Challenges Research Fund
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/03057925.2024.2378295
Reference67 articles.
1. Adyanga F. A. 2014. “African Indigenous Science in Higher Education in Uganda.” Doctoral thesis University of Toronto. tspace.libraru.utoronto.ca/bitstream/1807/68139/1/AKENA_Francis_A_201406_PhD_thesis.pdf.
2. Towards a critical pedagogy of place for environmental conservation
3. Coping with Climate Change by Using Indigenous Knowledge of Ethnic Communities from in and around Lawachara National Park of Bangladesh
4. Indigenous knowledge and science-based predictors reliability and its implication for climate adaptation in Ghana
5. Education as justice: articulating the epistemic core of education to enable just futures
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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