Prof S Shava

Expertise

• Decoloniality
• Environmental Edu/Edu for sustainability
• Ethnobotany
• Indigenous knowledge
• Qualitative Research Theories

Qualifications

• BSc Hons (Biological Sciences) (University of Zimbabwe) 
• MEd (Environmental Education) (Rhodes University) 
• PhD (Environmental Education) (Rhodes University)

Currently teaching

• Environmental Education

Fields of academic interests

• Economic and Environmental Sustainability; Interdisciplinary and Transdisciplinary Research
• Environmental Education/ Education for Sustainable Development, Indigenous Knowledge Systems, Decoloniality, Indigenous Research Theories and Methods

Field of Specialisation

• Environmental Education/ Education for Sustainable Development
• Indigenous Knowledge Systems
• Decolonial/ Anticolonial/Postcolonial Research
• Ethnobotany
• Sustainable Agriculture
• Indigenous food plants
• Food Security & Sovereignty
• Climate Change Education

Books

• Shava, S. and Nkopodi, N. 2017. Indigenising the university curriculum in southern Africa. In Ngulube, P. (Ed). Handbook of research on social, cultural, and educational considerations of indigenous knowledge systems in developing countries. Hershey, PA: IGI Global.
• Songqwaru, Z and Shava, S. 2017. Strengthening teachers’ knowledge and practices through a biodiversity professional development programme. In Lotz-Sisitka, H, Wilmot, D, Shumba, O. and Lupele, J. (Eds.). Schooling for Sustainable Development in Africa. Dordrecht:  Springer. Pp 205-218.
• Shava, S and Manyike, T.V. 2018. The decolonial role of African indigenous languages and indigenous knowledges in formal education processes. Indilinga African Journal of Indigenous Knowledge Systems 17(1): 36-52
• Nhamo, G. and Shava, S. (eds). 2014. Climate change education in the SADC School Curriculum. Pretoria: African Institute of South Africa
• Shava, S. and O'Donoghue, R. 2014. Teaching Indigenous Knowledge and Technology. Natural Sciences and Technology Grades 4-6. Fundisa for Change Programme. Environmental Learning Research Centre, Rhodes University, Grahamstown
• Chireshe, R., Lebeloane, O. and Shava, S. 2014. Challenges in academic publishing: editors’ views. Journal of Communication 5(2): 95-100.
• Shava, S (Ed). 2013. Sustainable fish farming and capacity development: a manual for southern Africa. Howick: SADC regional Environmental Education Programme
• Shava, S.  and Schudel, I. 2013. Teaching Biodiversity. Life Sciences Grades 10-12.Fundisa for Change Programme. Environmental Learning Research Centre, Rhodes University, Grahamstown.
• Shava, S. & Zazu, C. 2012. Heritage Education: Training Module. Rhodes University, Environmental Learning Research Centre, Grahamstown, South Africa.
• Semenya, S., Potgieter, M., Tshisikhawe, M., Shava, S. and Maroyi, M. (2012). Medicinal utilization of exotic plants by Bapedi traditional healers to treat human ailments in Limpopo province, South Africa. Journal of Ethnopharmacology 144: 646–655.
• Shava, S. (2011). Power/knowledge in the governance of natural resources: a case study of medicinal plant conservation in the Eastern Cape. Southern African Journal of Environmental Education 28:72-84.
• Shava, S., Krasny, M.E., Tidball, K.G. & Zazu, C. (2010). Agricultural knowledge in urban and resettled communities: applications to socio-ecological resilience and environmental education. Environmental Education Research 16 (5): 575-589.
• Shava, S., Tidball, K.G., O’Donoghue, R. & Zazu, C. (2010). Local knowledges as a source of community resilience. Indilinga, African Journal of Indigenous Knowledge Systems 8(2): 218-229.
• Shava, S., O’Donoghue, R., Krasny, M.E. & Zazu, C. (2009). Traditional food crops as a source of community resilience in Zimbabwe. International Journal of African Renaissance Studies – Multi-, Inter- and Transdisciplinary 4(1): 31- 48.
• Shava, S. (2005) Research on indigenous knowledge and its application: a case of wild food plants of Zimbabwe. Southern African Journal of Environmental Education 22: 73-86.
• Shava, S. (2004). Poisonous Plants of Zimbabwe. Howick, Share-Net Publications.
• Shava, S. (2003). The development of the national environmental education policy and strategy for Zimbabwe: an educational experience. Southern African Journal of Environmental Education 20:129-134.
• Shava, S. (2002). Traditional Food Plants 1: Wild Leafy Vegetables. ZIMNET, Harare.
• Shava, S. (2002). Traditional Food Plants 2: Wild Fruits. ZIMNET, Harare.
• Heberden, R., Nyandoro, C., Stiles, K., Shava, S. and McLoughlin, J. (Eds.). (2001). EE in Action in Zimbabwe:  A series of Case Studies. IUCN, Harare.
• Shava, S. (1999). The use of indigenous plants as food by a rural community in the Eastern Cape: Tuku ‘A’ village, Peddie. Southern African Journal of Environmental Education .19: 85-97.
• Shava, S. (2000). Tales of Indigenous Trees of Zimbabwe. Howick: Share-Net.

Book Chapters:

• Shava, S., Makokotlela, M. V. and Hebe, H. The role of the SDGs in reconceptualizing the Education for Sustainable Development curriculum in higher education in South Africa. In Nhamo, G., Odularu, G.O.A and Mjimba, V. Scaling up SDG implementation: emerging cases from state, development and private sectors. . Pp 169-179. Springer
• Siwedza, S. and Shava, S. Insurance under increasing natural disaster risks and in SDGs era: a focus on Southern Africa. In Nhamo, G., Odularu, G.O.A. and Mjimba, V. Scaling up SDG implementation: emerging cases from state, development and private sectors. Pp 109-137. Springer.
• Shava, S. 2020. Sustainability education from an indigenous knowledge perspective: examples from southern Africa. In Armon J, Armon R and Scoffham, S. Prioritizing Sustainability Education: a comprehensive approach. Pp 11-125. Routledge.
• Shava, S. 2020. Indigenous/tribal knowledges – definitions and relevance in the modern era. In Katerere, D.R., Applequist, W., Aboyade, O.M. and Togo, C. Traditional and indigenous knowledge for the modern era: a natural and applied science perspective. Pp 1-15. Boca Raton, London, New York: CRC Press.
• Shava, S and Togo, C. 2020. Applications of indigenous knowledges in the 21st century. In Katerere, D.R., Applequist, W., Aboyade, O.M. and Togo, C. Traditional and indigenous knowledge for the modern era: a natural and applied science perspective. Pp 311-325. Boca Raton, London, New York: CRC Press. Pp 311-325
• Shava, S. and Nkopodi, N. 2017. Indigenising the university curriculum in southern Africa. In Ngulube, P. (Ed). Handbook of research on social, cultural, and educational considerations of indigenous knowledge systems in developing countries. Pp 80-91. Hershey, PA: IGI Global.
• Songqwaru, Z and Shava, S. 2017. Strengthening teachers’ knowledge and practices through a biodiversity professional development programme. In Lotz-Sisitka, H, Wilmot, D, Shumba, O. and Lupele, J. (Eds.). Schooling for Sustainable Development in Africa. Pp 205-218. Dordrecht:  Springer.
• Daniel Fonseca de Andrade, Soul Shava and Sanskriti Menon. 2017. Cities as opportunity. In Russ, A. and Krasny, M. (Eds.), Urban environmental education review. Pp 39-48. Ithaca, New York: Cornell University Press.
• Illène Pevec, Soul Shava, John Nzira and Michael Barnet. 2017. Urban agriculture. In: Russ, A. and Krasny, M. (Eds.), Urban environmental education review. Pp 242-250. Ithaca, New York: Cornell University Press.
• Shava, S. 2016. Njere dzemadzitateguru dakaumba ndudzi dzedu vatema - Ancestral wisdoms shaped our indigenous identities. In Goduka, N. and Chilisa, B. eZiko siPheka siSophula: locating African voices and worldviews within the academy Volume 1. Pp 2016-217. Cape Town: National Library of South Africa’s Centre for the Book.
• Shava, S. 2016. The application/role of Indigenous Knowledges in transforming the formal education curriculum for contextual and epistemological relevance: cases from southern Africa. In Msila V.T. and Gumbo, M.T. (Eds.) Africanising the curriculum: indigenous perspectives and theories. Pp.121-139. Stellenbosch: Sun Press.
• Shava, S. 2015. African aesthetic, the. In Shujaa, M.J. and Shujaa, K.L. (Eds.). The SAGE encyclopedia of African cultural heritage in North America. Thousand Oaks, London, New Delhi: SAGE Publications, Inc.
• Brandão, M.S., Lemme, P.C.S., Loubser, C., Dreyer, J., Shava, S and Delitti, W.B.C. 2015. The application of ecological footprint analysis to distance learning contexts: a case study of the College of Education, University of South Africa. In Filho, W.L., Brandli, L., Kuznetsova, O. and do Parço, A.M.F. (Eds.). Integrative approaches to sustainable development at university level. World Sustainability Series. Switzerland: Springer International Publishing.   
• Shava, S. 2014. Santam’s ecocentric journey: working with the insurance industry towards a low carbon economy. In Nhamo, G. (Ed.). Breakthrough: corporate South Africa in a green economy. Pretoria: Africa Institute of South Africa (AISA).
• Shava, S. and Mentoor, M. 2014. Turning a degraded open space into a community asset – the Soweto Mountain of Hope greening case. In Tidball, K.G and Krasny, M. Greening in the red zone: disaster, resilience and community greening. pp. 91-94. Dordrecht, Heidelberg, New York & London: Springer.   
• Krasny, M.E., Lundholm, C., Shava, S., Lee, E. and Kobori, H. 2013. Urban landscapers as learning arenas for biodiversity and ecosystem services management. In Elmqvist, T, Fragkias, M., Goodness, J. Güneralp, B., Marcotullio, P.J., McDonald, R.I., Parnell, S., Schewenius, M., Sendstad, M., Seto, K.C. and Wilkinson, C. (Eds.). Urbanization, biodiversity and ecosystem services: challenges and opportunities. Dordrecht, Heidelberg, New York, London: Springer:  
• Shava, S. 2013. The representation of indigenous knowledges. In Stevenson, R.B. Brody, M., Dillon, J. & Wals, A. (Eds.). Pp 384-393. International Handbook of Research on Environmental Education.  New York: Routledge.
• Nhamo, G., Shava, S. & Togo, M. 2011. The green economy and sustainable development: towards a common understanding. In Nhamo, G. (Ed). Green economy and climate mitigation: topics of relevance to Africa. pp.13-41. Pretoria: Africa Institute of South Africa.
• Shava, S., Krasny, M.E., Tidball, K.G. & Zazu, C. (2011). Agricultural knowledge in urban and resettled communities: applications to socio-ecological resilience and environmental education. In Krasny, M.E, Lundholm, C. & Plum,er, R. (Eds). Resilience in Social Ecological Systems. Pp.105-119. London& New York: Routledge. 
• Shava, S and Mapaura, A. 2004. Environmental education and awareness at the National Herbarium and Botanic Gardens of Zimbabwe. In Hamú, D., Auchincloss, E. and Goldstein, W. (Eds.). Communicating protected areas. Pp124-128. Gland, Switzerland and Cambridge, UK: Commission of Education and Communication, IUCN.
• Shava, S and Mavi, S. (1999). Traditional methods of conserving medicinal plants in Zimbabwe. In O’Donoghue, R., Masuku, L., Janse van Rensburg, E. and Ward, M. (Eds.) 1999. Indigenous Knowledge in/as Environmental Education Processes. EEASA Monograph No. 3. Grahamstown, Environmental Education Association of Southern Africa.

Journal articles

Refereed Journals

• Shava, S and Manyike, T.V. 2018. The decolonial role of African indigenous languages and indigenous knowledges in formal education processes. Indilinga African Journal of Indigenous Knowledge Systems 17(1): 36-52

• Chireshe, R., Lebeloane, O. and Shava, S. 2014. Challenges in academic publishing: editors' views. Journal of Communication 5(2): 95-100

• Shava, S (Ed). 2013. Sustainable fish farming and capacity development: a manual for southern Africa. Howick: SADC regional

• Semenya, S., Potgieter, M., Tshisikhawe, M., Shava, S. and Maroyi, M. (2012). Medicinal utilization of exotic plants by Bapedi traditional healers to treat human ailments in Limpopo province, South Africa. Journal of Ethnopharmacology 144: 646–655
• Shava, S. (2011). Power/knowledge in the governance of natural resources: a case study of medicinal plant conservation in the Eastern Cape. Southern African Journal of Environmental Education 28:72-84
• Shava,S., Krasny, M.E., Tidball, K.G. & Zazu, C. (2010). Agricultural knowledge in urban and resettled communities: applications to socio-ecological resilience and environmental education. Environmental Education Research 16 (5): 575-589
• Shava, S., Tidball, K.G.,  O'Donoghue, R. &  Zazu, C. (2010). Local knowledges as a source of community resilience. Indilinga, African Journal of Indigenous Knowledge Systems  8(2): 218-229
• Shava, S. ,  O'Donoghue, R., Krasny, M.E. & Zazu, C. (2009).Traditional food crops as a source of community resilience in Zimbabwe. International Journal of African Renaissance Studies – Multi-, Inter- and Transdisciplinary  4(1): 31- 48
• Shava, S. (2005) Research on indigenous knowledge and its application: a case of wild food plants of Zimbabwe. Southern African Journal of Environmental Education  22: 73-86
• Shava, S. (2003). The development of the national environmental education policy and strategy for Zimbabwe: an educational experience. Southern African Journal of Environmental Education  20:129-134
• Shava, S. (1999). The use of indigenous plants as food by a rural community in the Eastern Cape: Tuku 'A' village, Peddie. Southern African Journal of Environmental Education .19: 85-97

Professional positions, fellowships & awards

• Member of the Environmental Education Association of Southern Africa (EEASA)
• Member and module author of the Fundisa for Change (Transformative Environmental Learning Through Teacher Education) Programme (http://fundisaforchange.co.za)
•  Co-Coordinator for the Gauteng Regional Centre of Expertise (GRCE) in Education for Sustainable Development
• Member of the African Association for the Study of Indigenous Knowledge Systems (AASIKS)
• Member of the Centre for DST-NRF Centre in Indigenous Knowledge Systems (CIKS) Scientific Management Committee
• Member of the African Decolonial Research Network (ADERN).
• Member of the International Union for the Conservation of Nature -Commission on Education and Communication (IUCN-CEC)
• Chairperson, Advisory Board of the Chinhoyi University of Technology’s Institute of Life Long Learning and Development Studies, Zimbabwe 
• Evaluator for Indigenous Knowledge Systems Programmes for the Council on Higher Education, South Africa.

• Instructor and Case Study Author (Indigenous Knowledge - https://youtu.be/-fLVhGy0Fnc) to the Global Online Course on Environmental Education: Trans-disciplinary Approaches to Addressing Wicked Problems (http://www.globalee.net).
• Advisory Editor for the Southern African Journal of Environmental Education
• Consulting Editor for the Dzimbabwe Journal of Multidisciplinary Research.
• Reviewer/referee for the Environmental Education Research journal.
• Reviewer for the Canadian Journal of Environmental Education.
• Reviewer for Indilinga African Journal of Indigenous Knowledge Systems.
• Reviewer for the Africa Education Review journal.
• Reviewer for the Ecology and Society journal.
• Reviewer for Environment, Development and Sustainability journal.

Projects

• Fundisa for Change (Transformative Environmental Learning Through Teacher Education) Programme (http://fundisaforchange.co.za)
• Gauteng Regional Centre of Expertise (GRCE) in Education for Sustainable Development