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Reflections on integrating the political into environmental education through problem-based learning and political ecology 通过问题学习和政治生态学将政治融入环境教育的思考
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-10-07 DOI: 10.1080/00958964.2020.1825919
Nick A. Kirsop-Taylor, Dominic Appiah, A. Steadman, M. Huggett
{"title":"Reflections on integrating the political into environmental education through problem-based learning and political ecology","authors":"Nick A. Kirsop-Taylor, Dominic Appiah, A. Steadman, M. Huggett","doi":"10.1080/00958964.2020.1825919","DOIUrl":"https://doi.org/10.1080/00958964.2020.1825919","url":null,"abstract":"Abstract This paper reflects on an undergraduate module at the University of Exeter (2018–2019) trialing a problem-based learning approach to the political ecologies of land. It found that this approach offers significant value for teaching and learning complex socio-ecological interdisciplinarity and instilling in learners a deep and reflective sense of the political in all considerations of land and nature. Team-based co-production of ‘solutions’ to ‘problems’ imbued learners with a sense of personal agency, though many found problem-based approaches an unfamiliar and challenging approach to path dependent modes of teaching and learning. The principal contribution is to show how problem-based pedagogies have the potential to empower learners as change agents, to better engage with socio-ecological complexity, and gain greater insights into the deep political in conceptions of nature. It offers environmental educators a pathway for replication of this approach, and for introducing learners to problem-based pedagogies for a political ecology of education. Supplemental data for this article is available online at https://doi.org/10.1080/00958964.2020.1825919.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"1 - 13"},"PeriodicalIF":3.1,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1825919","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43506937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Building a conceptual framework for an ESD-effective school organization 建立一个有效防静电学校组织的概念框架
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-09-26 DOI: 10.1080/00958964.2020.1797615
Dries Verhelst, J. Vanhoof, J. Boeve-de Pauw, P. van Petegem
{"title":"Building a conceptual framework for an ESD-effective school organization","authors":"Dries Verhelst, J. Vanhoof, J. Boeve-de Pauw, P. van Petegem","doi":"10.1080/00958964.2020.1797615","DOIUrl":"https://doi.org/10.1080/00958964.2020.1797615","url":null,"abstract":"Abstract This study aims to identify the characteristics of the school facilitating ESD-effectiveness. Via a literature study we synthesized different notions of educational management in relation to education for sustainable development. The ERIC and GreenFILE databases were searched in combination with strategies such as citation chasing, leading to a total of 46 sources. This resulted in a framework that identifies eight characteristics of an ESD-effective school organization: sustainable leadership, school resources, pluralistic communication, supportive relations, collective efficacy, adaptability, democratic decision-making and shared vision. The identification of these characteristics could be a starting point for further research on ESD effectiveness and ESD at the school level. Furthermore, this framework offers educational practitioners working with ESD better insight into their school organization. Supplemental data for this article is available online at https://doi.org/10.1080/00958964.2020.1797615.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"51 1","pages":"400 - 415"},"PeriodicalIF":3.1,"publicationDate":"2020-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1797615","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48383672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
A note of gratitude 感谢信
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-09-19 DOI: 10.1080/00958964.2020.1823738
Alberto Arenas
{"title":"A note of gratitude","authors":"Alberto Arenas","doi":"10.1080/00958964.2020.1823738","DOIUrl":"https://doi.org/10.1080/00958964.2020.1823738","url":null,"abstract":"The publication of our articles occurs thanks to the extraordinary editorial work of seasoned scholars who go above and beyond the call of duty to select the very best of manuscripts that are publi...","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"51 1","pages":"399 - 399"},"PeriodicalIF":3.1,"publicationDate":"2020-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1823738","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43366584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Posthuman insights for environmental education. A review of Mental health and wellbeing in the Anthropocene: A posthuman inquiry, by Jamie Mcphie. 2019, Singapore: Springer Nature. €69.99, ISBN 978-981-13-3326-2. 后人类对环境教育的见解。《人类世的心理健康和福祉:后人类探究》，杰米·麦克菲著，2019年，新加坡:施普林格Nature。69.99欧元，isbn 978-981-13-3326-2。
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-09-02 DOI: 10.1080/00958964.2020.1813678
Scott Jukes
{"title":"Posthuman insights for environmental education. A review of Mental health and wellbeing in the Anthropocene: A posthuman inquiry, by Jamie Mcphie. 2019, Singapore: Springer Nature. €69.99, ISBN 978-981-13-3326-2.","authors":"Scott Jukes","doi":"10.1080/00958964.2020.1813678","DOIUrl":"https://doi.org/10.1080/00958964.2020.1813678","url":null,"abstract":"The first line of Jamie Mcphie’s book is a bold and provocative one: ‘There is no such thing as mental health’ (Mcphie, 2019, p. v). For Mcphie the word mental was ‘invented and appropriated’ (p. v...","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"51 1","pages":"395 - 398"},"PeriodicalIF":3.1,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1813678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47692345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
How combinations of recreational activities predict connection to nature among youth 娱乐活动的组合如何预测青少年与自然的联系
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-07-28 DOI: 10.1080/00958964.2020.1787313
Rachel Szczytko, K. Stevenson, M. N. Peterson, H. Bondell
{"title":"How combinations of recreational activities predict connection to nature among youth","authors":"Rachel Szczytko, K. Stevenson, M. N. Peterson, H. Bondell","doi":"10.1080/00958964.2020.1787313","DOIUrl":"https://doi.org/10.1080/00958964.2020.1787313","url":null,"abstract":"Abstract Connection to nature (CTN) can help promote environmental engagement requisite for addressing extreme environmental challenges. Current generations, however, may be less connected to nature than previous ones. Spending time in nature can counter this disconnect, particularly among children. In relation to CTN, this study evaluates the relative predictive power of solitary and social time in nature, specific recreation activities (e.g., camping), and diverse backgrounds (e.g., ethnicity) through a classification tree analysis with 9-to-12-year olds in the southeastern USA (n = 1,285). Solitary time in nature was the most important predictor of high CTN, and social time in nature was a secondary component of high CTN. In addition, in the context of this study, hunting and fishing were the most important activities predicting high CTN. Based on these results, we suggest providing solitary outdoor activities reinforced by environmental socialization to promote CTN for all.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"51 1","pages":"462 - 476"},"PeriodicalIF":3.1,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1787313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42414455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 13
Environmental education, democracy, Thunberg, and XR 环境教育、民主、通贝里和XR
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-07-03 DOI: 10.1080/00958964.2020.1744109
P. Payne, Paul J. B. Hart
{"title":"Environmental education, democracy, Thunberg, and XR","authors":"P. Payne, Paul J. B. Hart","doi":"10.1080/00958964.2020.1744109","DOIUrl":"https://doi.org/10.1080/00958964.2020.1744109","url":null,"abstract":"Immediately following this Editorial/Invite for “response” papers to be included in a Special Issue (SI) of the Journal of Environmental Education (JEE), David Orr’s Essay engages “the missing poli...","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"51 1","pages":"263 - 269"},"PeriodicalIF":3.1,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1744109","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46596032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Democracy and the (missing) politics in environmental education 民主与环境教育中的（缺失的）政治
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-07-03 DOI: 10.1080/00958964.2020.1753004
D. Orr
{"title":"Democracy and the (missing) politics in environmental education","authors":"D. Orr","doi":"10.1080/00958964.2020.1753004","DOIUrl":"https://doi.org/10.1080/00958964.2020.1753004","url":null,"abstract":"Abstract Our work as educators does not match the scope, scale, and urgency of the challenges we presently face and that our descendants will confront through the centuries of the “long emergency.” There are many reasons for this, but most important is our tendency to overlook the hard reality that the use and disposition of land, air, water, forests, oceans, minerals, energy, and atmosphere are inevitably political having to do with “who gets what when and how.” In other words, we do not have an environmental crisis as much as massive failure of political institutions and governments to foresee and forestall what has grown into the “long emergency.”","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"51 1","pages":"270 - 279"},"PeriodicalIF":3.1,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1753004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47045039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Two for one: achieving both pro-environmental behavior and subjective well-being by implementing environmental-hope-enhancing programs in schools 二对一：通过在学校实施环境希望增强计划，实现环保行为和主观幸福感
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-06-15 DOI: 10.1080/00958964.2020.1765131
Dorit Kerret, Hod Orkibi, S. Bukchin, T. Ronen
{"title":"Two for one: achieving both pro-environmental behavior and subjective well-being by implementing environmental-hope-enhancing programs in schools","authors":"Dorit Kerret, Hod Orkibi, S. Bukchin, T. Ronen","doi":"10.1080/00958964.2020.1765131","DOIUrl":"https://doi.org/10.1080/00958964.2020.1765131","url":null,"abstract":"Abstract To examine inconsistent past findings on green schools’ influences on students, a mediation model was tested for 1903 Israeli students in Grades 5-6 in 30 green and 16 non-green schools. Results indicated that green school students reported more pro-environmental behavior (PEB) and more school satisfaction compared to their peers at non-green schools. Path analysis showed that students who participated in hope-enhancing programs, regardless of school type, reported higher PEB, school’s satisfaction and positivity ratio. Finally, students’ environmental hope levels demonstrated the strongest association with self-reported levels of PEB, school satisfaction, and positivity ratio. Implications of these findings are discussed.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"51 1","pages":"434 - 448"},"PeriodicalIF":3.1,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1765131","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45235086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 16
Redefining action competence: The case of sustainable development 重新定义行动能力:以可持续发展为例
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-05-27 DOI: 10.1080/00958964.2020.1765132
Wanda Sass, J. Boeve-de Pauw, Daniel Olsson, N. Gericke, S. de Maeyer, P. van Petegem
{"title":"Redefining action competence: The case of sustainable development","authors":"Wanda Sass, J. Boeve-de Pauw, Daniel Olsson, N. Gericke, S. de Maeyer, P. van Petegem","doi":"10.1080/00958964.2020.1765132","DOIUrl":"https://doi.org/10.1080/00958964.2020.1765132","url":null,"abstract":"Abstract The concept of Action Competence (AC) has been interpreted in different ways in various domains of the educational sciences. Given the rising scholarly attention to AC, these diverse interpretations are problematic because they hinder a common understanding of the concept among scholars. We unravel the interpretation of AC as a competence of people versus that of an educational approach. We call the latter education for sustainable development (ESD), and discuss the approach as predominantly being a subjectification model of education. Furthermore, we offer an updated and refined generic definition of action competence as a competence of people. To this end, we develop an ecology of psychological concepts that underpin AC. We present a theoretical perspective based on the concepts of “action” and “competence”, for stronger consideration of AC as a competence of people. We relate this generic concept of AC to concepts such as commitment, passion, knowledge, and self-efficacy for solving controversial problems. Finally, we introduce the specific concept of “Action Competence in Sustainable Development” (ACiSD) to articulate the competence of people to engage in solving sustainability issues.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"51 1","pages":"292 - 305"},"PeriodicalIF":3.1,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1765132","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47234233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 55
Sociocultural anchors for incorporating sustainability in youth movements: Comparison among secular, religious, and ultraorthodox movements 将可持续性纳入青年运动的社会文化支柱：世俗、宗教和极端正统运动之间的比较
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-05-03 DOI: 10.1080/00958964.2019.1646203
Daphne Goldman, S. Pe’er, B. Yavetz
{"title":"Sociocultural anchors for incorporating sustainability in youth movements: Comparison among secular, religious, and ultraorthodox movements","authors":"Daphne Goldman, S. Pe’er, B. Yavetz","doi":"10.1080/00958964.2019.1646203","DOIUrl":"https://doi.org/10.1080/00958964.2019.1646203","url":null,"abstract":"Abstract In Israel, youth movements (YMs) comprise a main agent for nonformal education of youth and a youth-engagement framework in which civic engagement can be expanded to address environmental challenges. A major source of sociocultural diversity among YMs is their religious identity, based on the categorizations of secular, religious, and ultraorthodox. We compared, among these groups, the environmental literacy (EL) characteristics of “young-guides” and YM-leaders’ perspectives of sustainability in relation to their YM. Differences among groups were found in the young-guides’ EL: members of secular YMs demonstrated greater EL and openness to including pro-environmental activities within their YM. “Judaism as a platform for addressing sustainability” emerged as a major theme from leaders’ interviews. Implications for meaningful incorporation of sustainability and EE within the groups are discussed.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"51 1","pages":"183 - 199"},"PeriodicalIF":3.1,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2019.1646203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49569520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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