Indigenous and local knowledge and climate education: Co-producing a Somali language course on climate change

Eric Herring*, Hassan Hussein

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

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Abstract

This article contributes to scholarship on the role of Indigenous and Local knowledge (ILK) in climate education. It presents a case study of the co-production of a Somali language extra-curricular course on climate change. The qualitative research methods used were literature reviews, participant observation, decolonial co-production and combining ILK with scientific knowledge. The article shows that climate education is enhanced by inclusion of ILK to complement scientific content. It does so by analysing the climate course in relation to key measures of effective climate education (informing about causes and impacts in ways that are relevant to the audience; using messengers trusted by the audience; using communication channels accessible to the audience; and informing the audience about climate solutions and motivating action to realise them). The article offers suggestions for enhancing the value and impact of the course, especially in terms of adding content about the efforts of fossil fuel companies to delay climate action and about what a just transition might look like.
Original languageEnglish
Pages (from-to)1-16
Number of pages16
JournalSouthern African Journal of Environmental Education
Volume40
Publication statusPublished - 13 Dec 2024

Keywords

  • Indigenous and local knowledge
  • Climate education
  • Climate change
  • Co-production
  • Somali language

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