Eco-Foundations Research Group is based in the Faculty of Education at Nelson Mandela University. The Group aims to transform African educational and environmental futures through foundational phase learning.
We work to close the gap between schools, communities, and the environment.
Our work uses learning gardens as living spaces for Foundation Phase teaching, participatory research, Indigenous knowledge, and ecological justice.
Children thrive in education systems that connect their learning to the natural environment and their communities.
However, urbanisation, poverty, climate stress, and ecological degradation have led to a growing ruption between children, education, and the natural environment. Current foundational phase teaching in schools is not designed to counter this disconnection.
Led by Professor Deidre Geduld, the Eco-Foundations Research Group advances a teaching approach that builds and restores the vital connection between children, learning, nature, and community to transform African educational and environmental futures.
Eco-pedagogy
[Noun]
Eco-pedagogy is a relational and ethical approach to education that cultivates ecological awareness, care, and responsibility through engagement with people, place, and the more-than-human world.
It centers the vital connection between children, the natural environment and community values, creating learning environments where children can thrive.
Our vision
is an Africa where children, communities and ecosystems thrive through care and connection with the land.
Our mission
is to advance interdisciplinary research and evidence-based eco-pedagogical foundational phase education that centres indigenous knowledge, child agency, and ecological justice for a sustainable future where people and the environment thrive.
Our Approach
We center ecological justice and teaching practices that are grounded in a child’s lived experience, context, and community. Our objectives are to:
/1
Advance Eco-pedagogical Research
Conduct eco-pedagogical research in primary school contexts, working with children, teachers, and communities to produce evidence that supports the African eco-pedagogy research base.
/2
Build Collaborative Learning Communities
Foster a community of learning for collaborative translation of African-centred evidence base for eco-pedagogical practice into foundation phase schooling.
/3
Strengthen African Scholarship
Build capacity for African scholarship in eco-pedagogy and community-engaged education, supported through a collaborative network of researchers.
Our
research
Our research takes a deeply eco-pedagogical approach using ecoliteracy, solidarity, and sustainability as vehicles for change.
We work from the basis that children are not passive recipients of knowledge but rather recognise children as active ecological and social agents who can be contributors to environmental care when properly supported.
Centering the critical links between children, the environment and community.
Our research is action-based and aimed at making real-time change in early childhood education. Here's what that looks like on the ground:
Growing child-centered gardens that encourage food sovereignty and entrepreneurship.
Co-developing Foundational Phase curricula with educators.
Growing green spaces of learning, rest, and healing in urban areas.
Inviting the wisdom of local knowledge-holders into our gardens.
A focus on social change
Leadership
Children learn best when they are connected to nature and their communities.
Professor Deidre Geduld
Director, Eco-Foundations Research Group
Professor Deidre Geduld is an accomplished scholar and academic leader in teacher education, inclusive education, educational psychology, and community-engaged research.
Based in the Faculty of Education at Nelson Mandela University, her work focuses on educational transformation, social justice, eco-pedagogy, rural education, and participatory approaches to school and community development.
She has published in accredited journals, contributed to scholarly book chapters, supervised postgraduate students, and supported emerging researchers and practitioners. Her leadership in university-community partnerships and inclusive education has positioned her as a respected voice in South African educational scholarship.
