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ERIC Number: EJ845819
Record Type: Journal
Publication Date: 2005
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0814-0626
Critical Contextual Reviews and Development of Interpretive Materials with Teachers in Kenya
Atiti, Abel Barasa
Australian Journal of Environmental Education, v21 p11-21 2005
This paper shares findings from a recent study that engaged a group of Kenyan teachers in a review and development of interpretive materials through a participatory action research framework. It focuses on critical contextual reviews of interpretive materials in non-formal organisations and development of similar materials in schools with teachers. Social interactions between teachers and non-formal educators enabled the sharing of ideas, skills and techniques on materials development processes. This provided a basis for developing interpretive materials to support environmental learning within school grounds. A teacher-centred approach to materials development as argued in this paper seeks to respect the needs of schools within their social and historical contexts. It further challenges the conventional top-down approaches in which non-formal educators are creators of materials and teachers are viewed as "technicians" who implement the materials in schools. The paper offers some tentative guidelines on the development of interpretive materials in schools. (Contains 1 table.)
Australian Association for Environmental Education, Inc.. P.O. Box 560, Bellingen, NSW 2454 Australia. Tel: +61-2-6655-1865; Fax: +61-2-6655-1596; e-mail:; Website:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya