Exploring learners’ understanding of environmental issues: narratives of grade 7 learners in a rural uMgungundlovu district.

Abstract

Water scarcity, pollution, deforestation, and poor infrastructure represent critical environmental challenges facing developed and developing nations worldwide. These issues are particularly pronounced in rural communities, where inequalities persist between urban and rural populations. In South Africa’s uMgungundlovu Education District, such challenges are exacerbated by socio-economic disparities. Despite limited resources for disseminating information, children in rural areas fundamentally understand environmental issues and their implications for human survival. This study adopts a qualitative narrative inquiry approach within the critical paradigm to explore children’s perceptions of environmental challenges in rural settings. Data collection involved semi-structured interviews, focus group discussions, and mapping exercises with eight purposively selected participants. Findings indicate that children possess a nuanced awareness of environmental issues, recognising the impact of deforestation and pollution on the natural ecosystem and human well-being. They also demonstrate an understanding of societal inequities, including marginalisation and exclusion experienced by rural communities. Key factors contributing to environmental degradation include the unsustainable use of natural resources, such as wood for fuel, and inadequate waste management practices. Moreover, poor infrastructure, particularly during rainy seasons, hinders access to essential services like education and healthcare. Power dynamics between political entities and private corporations further complicate addressing these challenges, often resulting in incomplete infrastructure projects. The study highlights and elevates the importance of collaborative efforts among schools, communities, government agencies, and external stakeholders to promote environmental awareness and advocate for environmental justice in rural areas. It emphasises children’s agency as active community participants, deserving recognition and respect for their perspectives and experiences. Ultimately, the findings highlight the need for sustained environmental campaigns and projects to foster conservation efforts and ensure equitable access to a conducive environment.