Journal of Geography Education in Africa - (JoGEA)

Journal of Geography Education in Africa (JoGEA) by Clinton David van der Merwe is licensed under Attribution-NonCommercial-NoDerivatives 4.0 International

ISSN 2517-9861


JoGESA Editorial Board

JoGESA Editoral Policy

Call for Special Issue

The Journal of Geography Education for Southern Africa (JoGESA) is an open access, a blind, double peer-reviewed journal. Articles submitted to JoGESA are reviewed anonymously by a minimum of two expert reviewers. The Editorial Board selects articles and book/teaching resources reviews based on the outcome of the review process and then ratified by the editor(s). Authors of articles are sent guidelines for their final submission. Only Conference Reports, Travel Blogs and Eulogies are not refereed but will be reviewed by the editorial board. This e-Journal is designed to encourage the continued professional growth and support of existing Southern Africa Geography Teachers and Geography Student Teachers in-training. To build up the importance of Geography as a globally relevant subject within schools across Southern Africa and the World; and to improve the stature of the role of secondary geography education in relation to the study options available at tertiary level, on the African continent, as well as globally. The ISSN for JoGESA is ISSN 2517-9861.

  • We invite your active participation in producing this journal. JoGESA encourages school teachers; student teachers; university lecturers or Geography methodologists; Subject Advisers or any Geography Experts, and all others interested in geography to share their ideas and experiences to promote sound practices, innovative strategies, modern developments and reflection in geography teaching and learning, as well as sharing their research – to submit articles or contributions for possible publication.
  • Contributions of varying length are invited, with a maximum of 8000 words MAXIMUM for academic articles and research reports (including References).
  • Shorter articles of 2000 words, on best practice (particularly GIS) and classroom strategies, classroom discipline and management, reflections on particular issues and practices in geography teaching and learning, in-service education or workshops, conferences, reports and comments on previous published articles or contributions are welcome.
  • Lesson plans; teaching units and how-to-do-it advice on classroom and fieldwork activities; a travel blog; and eulogies are also invited, of no more than 2000 words, if they have relevance for a broad range of teachers across Southern Africa.

Submitting your Article/Contribution

  • JoGESA is published annually (October). As at least 2 months are needed for reviewing, another month for editing, design, typesetting and printing – articles should reach the Editor by the 1st May every year.
  • Manuscripts for review, possible publication and all correspondence relating to articles should be sent to: Dr Clinton van der Merwe, Editor, JoGESA, PO Box 522, WITS, 2050, South Africa. Email: [email protected].
  • Reviews of books, textbooks, kits, any Geography Teaching Resources, web sites, electronic and other media, reports, travel blogs and eulogies should be sent to Mrs Pam Esterhuysen. Email: [email protected].

Cover Pages

October 2020

Using ArcGIS Portal to inform decision making for Integrated Coastal Management, KwaZulu-Natal

Bronwyn Goble & Trevor Hill

The educational research landscape on GIS integration and challenges – globally and in South Africa

Elfrieda Fleischmann & Christo P. van der Westhuizen

Feminist Pedagogy and the South African Curriculum: The case of Women and Food Security

Teresa Dirsuweit

Odour assessment of school toilets in Gauteng, South Africa – before and after bioremediation

Mary Evans, Graham Bowman & Kyle Odgers

The use of Instrumental Enrichment as a method to teach the analysis of the population pyramid to Grade 7 Geography students.

Juliet Brandt