CHAPTER 5: DATA ANALYSIS FOR RESEARCH QUESTION ONE 88
5.3 Analysis of data 89
5.3.2. EE develops understanding of human interactions and trade-offs with the environment 94
A sizeable number of participants (25%) believed that there are many socio-economic benefits linked to the environment. These PSGTs believed that EE develops understandings of human interactions and trade- offs with the environment. Interaction comes in the form of human activities of agriculture, mining, tourism, fishing, among many others, in the context of providing raw materials needed in manufacturing, as evidenced by the following excerpts:
Through Environmental Management Authority I have learnt the dangers of deforestation to the environment and the dangers of polluting the atmosphere, we need to balance our activities so we don’t deplete resources (Q,P7)
We depend on the environment for our survival be it farmers, fishermen, miners therefore we must think about our actions and how it affects the environment, we must care about our action on the environment (Q, P15)
Proper disposal of garbage, manage farming activities properly and manage the natural resources so as to avoid exploitation of them (Q,P9)
The following excerpts from the focus group interviews support the ideas expressed in questionnaire responses.
It is of concern because the expanding population puts pressure on resources calling for measures to reduce population growth (FGI-3P4)
It’s important, we benefit from the environment ecotourism, mining, food, crafts therefore we must reduce and minimize overconsumption of natural resources when it’s finished how do we survive (FGI-2P3)
The preceding excerpts highlight the benefits humans derive from ecosystems. It unveils an understanding of humans’ dependence on nature (we depend… for survival) as users of ecosystem services as well as the need for care (care about our action on the environment) and conservation (don’t deplete resources). There is a realisation that our dependency on the environment is not a neutral process; that it comes at a high cost with unintended risky environmental consequences (when it’s finished how do we survive). In other words, there needs to be a consciousness of how human activities impact the dynamics of ecosystems (balance our activities) and how these changes in the ecosystem structure, their function and diversity, in turn will affect future activities and the range of services that humans use. Put simply, it means that our action (trading- off) and dependency on the environment destabilizes (puts pressure on resources) its balance and resources.
These ideas imply that environmental sustainability (balance our activities so we don’t deplete resources;
avoid exploitation) is key for our socio-economic development (ecotourism, mining, food, crafts) and survival. Consumption of resources, including natural resources, generates a range of direct and indirect benefits for humans. The above excerpts signal the need to strive for sustainable development by recognizing the inter-dependence between the natural environment, and our socio-economic development (minimize overconsumption of natural resources).
The above data on human interaction and trade-offs with the environment correspond, with the finding of Galvani, Bauch, Anand, Singer, and Levin (2016); Hilson (2002); Mbaiwa (2003); Valle and Yobesia (2009) and Bwalya (2010). Hilson’s (2002) study indicates that small-scale mining is pivotal role in alleviating poverty in many rural non-industrialised regions of the world because it is viable in remote areas with minimal infrastructure. Mbaiwa (2003) contends that Southern Africa is presently the fastest growing ecotourism destination in Africa. Ecotourism has been labelled the economy driver of the 21st century due
development, such as hotels, lodges, airports and airstrips, and tarred roads (Valle & Yobesia, 2009).
Bwalya’s (2010) study alludes to the role played by forests and woodland resources in the livelihoods of many rural poor households in mitigating conditions of poverty.
Tropical forests are home to more than half of the known world species. How the wildlife resources are managed to benefit the local population is therefore a critical question. CAMPFIRE (Communal Areas Management Programme for Indigenous Resources) is a Zimbabwean success story of wildlife management where wildlife resources benefit local people through the sales of meat to raise money for rural development, as described by Mbaiwa (2018) and Logan and Moseley (2000). These authors have observed that the programme aimed to reduce rural poverty by convincing local communities that wildlife is an asset that benefited them. Through this programme, wild animals are protected from poaching because wildlife became a resource that is communal owned by people and the benefits are shared by people.
Projects such building of schools, clinics, hospitals and business centres came out of proceeds from CAMPFIRE in Zimbabwe.
In summary, the environment was construed by PSGTs as a source of socio-economic benefits via agriculture, manufacturing, forestry, mining, tourism and wildlife.
5.3.3. EE develops understanding of the Earth’s processes
Thee quarters of the PSGTs (16) are of the view that EE in the geography curriculum allows them to develop an understanding of the Earth’s processes as can be seen in the excerpts below:
It refers to mankind’s quest to know the origins of the Earth and the current process controlling it causing continuous change on minerals and geological processes (FGI-4P4)
EE components of geography teaches me to conserve the natural environment without harming it and leads me to understand how the environment is gradually changing globally and within my country (FGI-1P1)
Excerpts from the questionnaire endorse the above view:
EE as one of the sciences enables human beings to understand the surroundings and appreciate all processes which take place in the environment allowing them to draw conclusions and observations (Q, P1)
I have more insight on how our activities are responsible for climate change, global warming, deforestation, soil erosion, food insecurity (Q, P9)
EE is construed as a vehicle to raise awareness of and to sensitize PSGTs to environmental processes. An understanding of the interactions between humans and the physical environment contributes to an understanding of processes affecting the environment (climate change, global warming, deforestation) and encourages an interest in the management and protection (conserve that natural environment) of the Earth’s resources. The above findings correspond with those of Anderson and Strecker (2012) and Tilbury (1997), which assert that EE in geography, which studies the interactions between humans and the physical environment, contributes to an understanding of processes affecting the environment and encourages an interest in the management and protection of the environment. Understanding the Earths’ processes empowers human beings to exercise caution in dealing with the environment (to conserve the natural environment) in a sustainable way. Learning results in behavioural change and indeed leads towards the environmental conservation.