Agency Curtailed: Implications for the Integration of Environmental Education in Life Sciences

Abstract

When realised and exercised, professional agency may contribute towards the achievement of the global environmental education (EE) goals. Based on this notion, we embarked on a research project to identify this possibility regarding the integration of EE in Life Sciences in a South African context. While the South African national education policy makes provision for the integration of EE across curricula, previous research has indicated non-integration in practice. This research project was aimed at clarifying why this was the case. Three teachers and one subject advisor were interviewed using semi-structured questions. The exam-oriented approach to teaching was found to be the main factor that curtailed professional agency of both the teachers and the subject advisor towards promoting practices for the integration of EE in the subject. The article concludes by pointing to the implications of the exam-oriented approach for the socio-environmental relevance of the education system and EE in particular.