Publications

Permanent URI for this collectionhttp://41.89.103.50:4000/handle/123456789/1319

Browse

Filters

20242

Settings

Start date: 2024Subject: search.filters.subject.Climate change

Search Results

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    The Educational Needs of Displaced High School Students: The Case of Olposimoru Forest Evictees in Narok County, Kenya
    (Journal of Social Sciences, Education and Humanities, 2024-07-21) Gilberd Langat
    Climate change is a worldwide debate affecting humanity. The Kenyan government is evicting people who have encroached on forests, thereby leading to internal displacement. The condition of displacement affects governments’ ability and willingness to provide basic protection and services such as education. The study sought to investigate the schooling experiences of displaced high school students, with a case of the Olposimoru forest evictees. Based on a current study carried out, this paper discusses the findings on the educational needs of displaced high school students. The target group for this study was displaced high school day-scholar students. Hermeneutics phenomenology theory guided this research. The research was carried out in Olposimoru District of Narok County. Displaced students were the key participants in this research, while class teachers and head teachers were the key informants. The snowballing technique was used to select the students for study, while class teachers were sampled using a simple random sampling technique. The study was conducted using a descriptive case of Olposimoru forest evictees. Five schools were selected through purposive sampling. The researcher used questionnaires and oral interviews to collect data. The raw data from the students’ responses was organized, coded, and keyed on the SPSS program. The study found that displaced students have varied educational needs in addition to their normal adolescent growth and development challenges. They mostly need psychological motivation and support. They also need money to pay school fees. Students also have other material and sociological needs, such as teaching and learning materials, housing, and a sense of family.
  • No Thumbnail Available
    Item
    The role of language and culture in conceptualisation of climate change
    (Laikipia University, 2024-08-20) Nelson Ng’arua Ndiritu
    Climate change communication often occurs in multicultural settings using certain common lingua francas to reach the wide diversity of the linguistic groups that inhabit the globe. The effectiveness of these languages is subject to the diverse cultural contexts of those involved. Different cultural contexts could give rise to various conceptualisations of climate change-related phenomena, and hence, different responses to this pressing global issue. This could have implications for the success of the efforts to grapple with the problems arising from climate change. The paper ponders the question: How do culturally situated meanings of climate factors affect the supposed common understanding of climate change concerns? It reviews literature on culture and communication and samples adages from six languages spoken in Africa and the West The paper applies insights from the Neo-Whorfian hypothesis to examine the communication barriers in cross-cultural communication through content analysis.The analysis of the sayings reveals multiple opposing culture-based values on climate issues. This leads to the conclusion that the great diversity of the cultural groups involved, as well as their unique viewpoints on climate causes, pose a substantial obstacle to communication about climate change. The situation militates against the development of a common understanding of the climate change problem and the quest for solutions. It recommends that culture-specific values and intercultural training be taken into account if a truly common understanding of the climate change phenomenon and its solutions is to be developed.