Australian Journal of Environmental Education最新文献_第2页

Relationality in Indigenous Climate Change Education Research: A Learning Journey from Indigenous Communities in Bangladesh 土著气候变化教育研究中的关联性：孟加拉国土著社区的学习之旅

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-05-09 DOI: 10.1017/aee.2024.13

Ranjan Datta

{"title":"Relationality in Indigenous Climate Change Education Research: A Learning Journey from Indigenous Communities in Bangladesh","authors":"Ranjan Datta","doi":"10.1017/aee.2024.13","DOIUrl":"https://doi.org/10.1017/aee.2024.13","url":null,"abstract":"This article explores my relational learning reflections with the Laitu Khyeng Indigenous community in the Chittagong Hill Tracts (CHT), Bangladesh, focusing on Indigenous perspectives on climate change education. Implementing a relational theoretical framework, I share my reflections on relational learning in this research as part of being accountable to the Indigenous community. Through exploring Indigenous land-based climate change research, five central themes emerge Indigenous land rights, relationship with the environment, community-led relationality as collaboration, intergenerational relational knowledge and relationality as ethical reciprocity. The findings explore the intrinsic connection between Indigenous communities and their ancestral territories, emphasising the significance of upholding Indigenous sovereignty over land for sustainable adaptation to climate change. In this article, I highlight the importance of relational learning as a form of education, fostering resilience rooted in preserving traditional practices and spaces. Relationality with the environment is central to Indigenous climate education, promoting understanding and reciprocity with the land. In my learning, I learned that community dynamics and collaborative learning are essential for effective climate education, emphasising collective action and diverse perspectives. In relational learning, inter-generational knowledge transmission ensures the preservation and sharing of traditional land-based knowledge across generations, forming the foundation for sustainable adaptation strategies. Ethical engagement and reciprocity guide research interactions, emphasising mutual respect and cultural sensitivity. By centring Indigenous perspectives and knowledge systems, this study advocates for community-led approaches to climate change education, fostering resilience and environmental stewardship within Indigenous communities.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140940486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Museums, Climate Change and Energy Education: A Digital Discourse Analysis 博物馆、气候变化和能源教育：数字话语分析

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-05-02 DOI: 10.1017/aee.2024.16

Francesca Patten, Gregory Lowan-Trudeau

引用次数: 0

Exploring the Role of Non-Formal Education in Tourism Resource Management 探索非正规教育在旅游资源管理中的作用

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-04-23 DOI: 10.1017/aee.2024.11

A. Vinodan, S. Meera

{"title":"Exploring the Role of Non-Formal Education in Tourism Resource Management","authors":"A. Vinodan, S. Meera","doi":"10.1017/aee.2024.11","DOIUrl":"https://doi.org/10.1017/aee.2024.11","url":null,"abstract":"\u0000 This study investigates the pivotal role of non-formal education in enhancing ecotourism resource management, aiming to elevate contemporary practices in the field. Utilizing a comprehensive methodology involving focus group discussions and expert interviews held at Parambikulam and Periyar Tiger Reserves of Kerala, India, the research employs latent content analysis to extract critical elements. The identified components of non-formal education programmes—education, awareness and interpretations—underscore their multifaceted nature within (eco)tourism destinations. Beyond unveiling strategies, the study scrutinises gaps in community interventions and their alignment with global mandates like the post-Aichi Target and Sustainable Development Goals (SDGs). Urging immediate action from policymakers, administrators and stakeholders, the research advocates for incentive-based mechanisms aligning with post-Aichi Target and SDG objectives. The study emphasises community-based non-formal education programmes foster community involvement and encourages social and cultural interventions. Significantly, these programmes contribute to biodiversity conservation by disseminating locally generated, authentic information. This research underscores the transformative potential of incentivized, community-driven, non-formal education, emphasising its crucial role in advancing local communities and global sustainability goals.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140669248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Population, Climate Change and the Philosopher’s Message 人口、气候变化和哲学家的信息

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-04-17 DOI: 10.1017/aee.2024.10

Craig Stanbury

{"title":"Population, Climate Change and the Philosopher’s Message","authors":"Craig Stanbury","doi":"10.1017/aee.2024.10","DOIUrl":"https://doi.org/10.1017/aee.2024.10","url":null,"abstract":"Population size is a significant variable that can be addressed to help combat climate change. If global fertility rates dropped by only 0.5 births per woman, almost a third of the emissions needed to avoid catastrophic climate change could be saved. This is equivalent to the annual emissions that would be saved from doubling the fuel efficiency of cars, increasing wind energy 50-fold or improving nuclear energy three times over. It accounts for over half of the Earth’s yearly emissions. Yet, is there a way to address population size without violating human rights? To what extent should individual reproductive practices change? These are live questions. However, various philosophers claim that procreators should limit themselves to having no more than one child. Doing so, they say, strikes the most appropriate balance between protecting reproductive justice for people who want to have children and achieving a sustainable future. This paper pushes back on this claim. There are plausibly too many sexist, racist, classist and eugenic outcomes in demanding people limit their procreation to one child. Therefore, philosophers should relax their messaging about permissibility limits and be more concerned with helping people cultivate the right character to think through procreation and overpopulation.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140613431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mediating and Moderating Factors Affecting Pro-environmental Decision-Making: A Spanish Study 影响亲环境决策的中介和调节因素：西班牙研究

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-04-11 DOI: 10.1017/aee.2024.9

Esther Cuadrado, Inmaculada Díaz-Carmona, Jorge Alcántara-Manzanares

{"title":"Mediating and Moderating Factors Affecting Pro-environmental Decision-Making: A Spanish Study","authors":"Esther Cuadrado, Inmaculada Díaz-Carmona, Jorge Alcántara-Manzanares","doi":"10.1017/aee.2024.9","DOIUrl":"https://doi.org/10.1017/aee.2024.9","url":null,"abstract":"Because it is relevant to analyse the variables that may influence pro-environmental decision-making, the aim of this study was to analyse (a) the mediating role of perceived responsibility towards climate change (CC) in the relationship between scepticism towards CC and pro-environmental decision-making; and (b) the moderating role of implicit theories about CC (ITCC) in the relationship between responsibility and pro-environmental decision-making. For this purpose, 209 Spanish students (48.8% female, 43.1% male,and 8.1% preferring not to report their gender; mean age = 17.48, sd = 3.78) completed a questionnaire twice (two months apart) and subsequently (again, two months apart) indicated how many days they wanted to participate in a beach cleanup campaign. The results corroborate that (a) responsibility mediates the relationship between scepticism and pro-environmental decision-making, and (b) ITCC moderates the relationship between responsibility and pro-environmental decision-making. The study highlights the need to foster beliefs about the mitigation of CC and to promote reliable information in order to reduce scepticism towards CC, as well as feelings of responsibility towards CC in the field of Environmental Education.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140594954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Review of “Developing Place-responsive Pedagogy in Outdoor Environmental Education: A Rhizomatic Curriculum Autobiography” - A. Stewart (2020). Developing place-responsive pedagogy in outdoor environmental education: A rhizomatic curriculum autobiography. Cham, Switzerland: Springer 回顾《在户外环境教育中发展地方响应教学法：A. Stewart (2020)。在户外环境教育中发展因地制宜的教学法：根植式课程自传》。Cham, Switzerland：斯普林格

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-04-11 DOI: 10.1017/aee.2024.7

K. Sidebottom

引用次数: 0

A review of ‘(Re)Storying Human/Earth Relationships in Environmental Education: Becoming (partially) posthumanist’ - Kathryn R. (2023). (Re)Storying human/earth relationships in environmental education: Becoming (partially) posthumanist. Springer Nature Singapore. 环境教育中（重新）讲述人与地球的关系》评论：成为（部分）后人道主义者" - Kathryn R. (2023).(在环境教育中（重新）讲述人与地球的关系：成为（部分）后人道主义者》。Springer Nature Singapore.

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-04-04 DOI: 10.1017/aee.2024.8

Scott Jukes

引用次数: 0

The Influence of Caregivers and Environmental Education during Childhood on Adult Pro-environmental Motivation and Behaviour 儿童时期的照料者和环境教育对成人环保动机和行为的影响

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-03-26 DOI: 10.1017/aee.2024.3

Sarah Ferguson, Tristan Snell

{"title":"The Influence of Caregivers and Environmental Education during Childhood on Adult Pro-environmental Motivation and Behaviour","authors":"Sarah Ferguson, Tristan Snell","doi":"10.1017/aee.2024.3","DOIUrl":"https://doi.org/10.1017/aee.2024.3","url":null,"abstract":"Although individuals are exposed to a variety of pro-environmental influences in childhood, it is unclear which has the biggest impact on adult beliefs and behaviour. The aim of the current study therefore examined how formal sustainability education and childhood caregiver pro-environmental motivations, beliefs and behaviour, influence motivations and behaviours in adulthood. An Australian adult sample (n = 230) completed a survey measuring pro-environmental motivation, anthropogenic climate change beliefs and pro-environmental behaviour. Recollections of childhood caregivers’ anthropogenic climate change beliefs and pro-environmental behaviours, and formal completion of sustainability education were obtained. Hierarchical multiple regression analysis found childhood caregiver pro-environmental behaviour significantly and uniquely predicted pro-environmental behaviour. Moderation analysis found no influence from formal sustainability education on this relationship. Caregiver and individual climate change belief were associated, but caregiver belief was not associated with pro-environmental motivation. No differences in adult pro-environmental behaviour were noted when considering childhood sustainability education. Results suggest transmission of anthropogenic climate change belief and pro-environmental behaviour occurs from childhood caregivers. Comparatively, formal childhood sustainability education was not significant in establishing ongoing pro-environmental behaviour patterns. This research adds to limited existing literature demonstrating caregiver impact on sustained pro-environmental behaviour and provides possible future direction for promoting sustainable behaviour.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140325977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Status of Sustainability Management Education in African MBA Programmes: A Web-based Research Approach 非洲 MBA 课程中的可持续性管理教育现状：基于网络的研究方法

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-03-18 DOI: 10.1017/aee.2024.5

Asphat Muposhi, Roy Shamhuyenhanzva

{"title":"Status of Sustainability Management Education in African MBA Programmes: A Web-based Research Approach","authors":"Asphat Muposhi, Roy Shamhuyenhanzva","doi":"10.1017/aee.2024.5","DOIUrl":"https://doi.org/10.1017/aee.2024.5","url":null,"abstract":"Emerging evidence suggests that business schools in Africa are lagging behind in promoting sustainability education. Grand challenges that point to a limited focus on transformative sustainability education such as environmental pollution, conflicts, inequalities and unemployment still persist in African economies, with the profit motive remaining central to businesses’ operating philosophy. Informed by the clarion call for business schools to be key drivers of sustainability education, this study reviews the African master of business administration (MBA) curricula with the objective of assessing the status of sustainability management education. The content of the MBA curricula of 42 African business schools accredited with the Association of African Business Schools was analysed using a web-based research approach. The findings indicate that the concept of sustainability has not been sufficiently embedded into the African MBA curricula. The values and mission statements of the majority of business schools were found not to be aligned with the principles of sustainability education. It was also found that shareholder value oriented modules constitute the core curriculum of the majority of MBA programmes reviewed. An incremental elective approach was found to be the most dominant strategy used by African business schools to incorporate sustainability education in the MBA curricula. An integrative approach of embedding sustainability education focusing on re-orientation of the business schools’ values, mission, curriculum, systems, operations and governance is recommended. The increased use of experiential learning is also recommended as an effective teaching pedagogy for equipping MBA students with practical aspects of sustainability education.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Imagining Advancement of Wilding Educational Policy: Reflections and Possibilities in Botswana 想象推进野化教育政策：博茨瓦纳的思考与可能性

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-02-19 DOI: 10.1017/aee.2024.4

Yaone Duduetsang Matsagopane

引用次数: 0