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Collaborative learning on energy justice: International youth perspectives on energy literacy and climate justice 能源正义合作学习：国际青年对能源扫盲和气候正义的看法
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2022-08-19 DOI: 10.1080/00958964.2022.2113019
D. Gladwin, Carrie Karsgaard, Lynette Shultz
{"title":"Collaborative learning on energy justice: International youth perspectives on energy literacy and climate justice","authors":"D. Gladwin, Carrie Karsgaard, Lynette Shultz","doi":"10.1080/00958964.2022.2113019","DOIUrl":"https://doi.org/10.1080/00958964.2022.2113019","url":null,"abstract":"ABSTRACT To explore the complexities of energy literacy in a global educational context, this article draws on research from a 7-month collaborative educational research project titled International Youth Deliberation on Energy Futures (IYDEF), which engaged 207 high school students from 22 schools in 18 countries in developing the education needed to activate just and sustainable energy transitions. Key to student learning were activities to build an awareness of systemic global climate issues and to develop energy literacy to understand unsustainable energy legacies and envision alternative and equitable energy transitions and futures. Based upon research from this global classroom case study, this article argues for a collaborative, global effort to promote sociocultural aspects of energy literacy as an underlying framework for energy and climate justice.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"251 - 260"},"PeriodicalIF":3.1,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42157418","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
Crowded waters: A pedagogical review of recent environmental humanities introductory texts 拥挤的水域:最近环境人文学科入门文本的教学回顾
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2022-07-25 DOI: 10.1080/00958964.2022.2098222
L. Rodewald
{"title":"Crowded waters: A pedagogical review of recent environmental humanities introductory texts","authors":"L. Rodewald","doi":"10.1080/00958964.2022.2098222","DOIUrl":"https://doi.org/10.1080/00958964.2022.2098222","url":null,"abstract":"Abstract Recent years have featured a surge of introductory surveys of environmental humanities scholarship, seeking to assist instructors in familiarizing students with the field’s goals and parameters. Recognizing this abundance, this review essay examines some of the field’s newest contributions: J. Andrew Hubbell and John C. Ryan’s Introduction to the Environmental Humanities and Jeffery Jerome Cohen and Stephanie Foote’s co-edited The Cambridge Companion to Environmental Humanities. Additionally, it considers two supplementary texts that extend the formers’ initial considerations and their pedagogical implications: Sidney I. Dobrin’s Blue Ecocriticism and the Oceanic Imperative and Isabel Galleymore’s Teaching Environmental Writing: Ecocritical Pedagogy and Poetics.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"221 - 230"},"PeriodicalIF":3.1,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42801902","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
Supporting local school reform toward education for sustainable development: The need for creating and continuously negotiating a shared vision and building trust 支持地方学校改革，实现教育促进可持续发展：需要创造并持续协商共同愿景和建立信任
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2022-07-25 DOI: 10.1080/00958964.2022.2102565
N. Gericke, Tomas Torbjörnsson
{"title":"Supporting local school reform toward education for sustainable development: The need for creating and continuously negotiating a shared vision and building trust","authors":"N. Gericke, Tomas Torbjörnsson","doi":"10.1080/00958964.2022.2102565","DOIUrl":"https://doi.org/10.1080/00958964.2022.2102565","url":null,"abstract":"Abstract This article centers on a local school reform project aimed at implementing a transformative approach to Education for Sustainable Development (ESD). The study investigates the project in terms of how the design criteria of a continuous professional development program and critical factors of the implementation process influenced the actual teaching practices. Data were collected through interviews with 15 teachers from five schools, and a thematic analysis was conducted. The results showed that the local school reform had limited effect. Trust between school actors, strategic management, and reflexive collaboration appeared to be the most important enablers of transferring the reform agenda into teaching practice. Skepticism, ambiguous management, and local contexts were identified as obstacles, hampering the intended change. A concluding recommendation for implementing transformation oriented ESD through local school reforms and professional development is to add a novel and threefold design criterion to the existing criteria, namely that of creating and continuously negotiating a shared vision and building trust.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"231 - 249"},"PeriodicalIF":3.1,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46704704","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: 7
Emerging themes of research into outdoor teaching in initial formal teacher training from early childhood to secondary education – A literature review 从幼儿到中等教育的初始正规教师培训中户外教学研究的新兴主题-文献综述
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2022-07-12 DOI: 10.1080/00958964.2022.2090889
Christina Wolf, P. Kunz, Nicolas Robin
{"title":"Emerging themes of research into outdoor teaching in initial formal teacher training from early childhood to secondary education – A literature review","authors":"Christina Wolf, P. Kunz, Nicolas Robin","doi":"10.1080/00958964.2022.2090889","DOIUrl":"https://doi.org/10.1080/00958964.2022.2090889","url":null,"abstract":"Abstract In the field of school-based outdoor education, researchers claim that pre-service teachers should already be provided with basic knowledge, skills, and methods for teaching curriculum-based content outdoors in their initial schoolteacher training. The present review aims to summarize and structure the variety of topics in the literature regarding outdoor teaching in initial formal schoolteacher training. We analyzed the general characteristics of 46 empirical studies from different regions that investigate skills, content areas, and pedagogical strategies to prepare pre-service teachers from early childhood to secondary education for teaching outdoors. We used deductive-inductive content analysis to identify categories and emerging themes. We identified eight themes in the reviewed studies, of which we detail and discuss the four most frequently mentioned: collaboration, creativity, strategies for outdoor learning and sustainability. We discuss the implications for further research and for teacher training.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"199 - 220"},"PeriodicalIF":3.1,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43395154","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
Investigating the relationships among students basic psychological needs, engagement, and environmental literacy at a residential environmental education center 调查一个寄宿环境教育中心学生的基本心理需求、参与和环境素养之间的关系
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2022-06-13 DOI: 10.1080/00958964.2022.2081654
B. T. Frensley, M. Stern, R. B. Powell, M. Sorice
{"title":"Investigating the relationships among students basic psychological needs, engagement, and environmental literacy at a residential environmental education center","authors":"B. T. Frensley, M. Stern, R. B. Powell, M. Sorice","doi":"10.1080/00958964.2022.2081654","DOIUrl":"https://doi.org/10.1080/00958964.2022.2081654","url":null,"abstract":"Abstract We explored the relationship between the fulfillment of students’ psychological needs of competence, autonomy, and relatedness; student engagement; and student outcomes related to environmental literacy at a residential environmental education (EE) center. We surveyed diverse groups of middle school students (N = 1,278) following the completion of 80 EE lessons delivered at the NorthBay Adventure Center to assess their self-reported levels of these basic psychological needs, engagement, and environmental literacy outcomes. A structural equation model supported our hypothesis that there is a positive relationship between the fulfillment of these psychological needs and student engagement, and that more engaged students report enhanced outcomes of environmental literacy. We also discovered that autonomy has a direct positive effect on student levels of environmental literacy, suggesting an important role for student autonomy. We discuss implications of these findings and the practicality of trying to fulfill student’s psychological needs of competence, autonomy, and relatedness.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"186 - 198"},"PeriodicalIF":3.1,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48640748","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
Enabling effective education for sustainable development: Investigating the connection between the school organization and students’ action competence 为可持续发展提供有效的教育：调查学校组织与学生行动能力之间的联系
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2022-05-17 DOI: 10.1080/00958964.2022.2072797
Dries Verhelst, J. Vanhoof, S. de Maeyer, Wanda Sass, P. van Petegem
{"title":"Enabling effective education for sustainable development: Investigating the connection between the school organization and students’ action competence","authors":"Dries Verhelst, J. Vanhoof, S. de Maeyer, Wanda Sass, P. van Petegem","doi":"10.1080/00958964.2022.2072797","DOIUrl":"https://doi.org/10.1080/00958964.2022.2072797","url":null,"abstract":"Abstract In this study, we investigate the relation between the school organization and outcomes of education for sustainable development, namely students’ action competence in sustainable development. Data were collected among 629 students. At the organizational level, we collected data among 207 school staff concerning organizational characteristics including school resources, sustainable leadership, pluralistic communication, supportive relations, collective efficacy, adaptability, democratic decision-making, and shared vision. Results indicate that the school organization is primarily connected to students’ knowledge and willingness. They also show that organizational characteristics such as sustainable leadership, pluralistic communication, adaptability, and democratic decision-making have a significant correlation with student level outcomes.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"171 - 185"},"PeriodicalIF":3.1,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43974785","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
Learning for life: ESD, ecopedagogy and the new spirit of capitalism 终身学习：可持续发展教育、生态教育学与资本主义新精神
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2022-05-06 DOI: 10.1080/00958964.2022.2070102
Rikard Hjorth Warlenius
{"title":"Learning for life: ESD, ecopedagogy and the new spirit of capitalism","authors":"Rikard Hjorth Warlenius","doi":"10.1080/00958964.2022.2070102","DOIUrl":"https://doi.org/10.1080/00958964.2022.2070102","url":null,"abstract":"Abstract More than a decade ago, critical ecopedagogue Richard Kahn expressed his fears and hopes regarding Education for sustainable development (ESD). He feared that ESD would be short lived and marginalized and would develop an instrumental pedagogy of one-sided transmission of knowledge, yet hoped for ESD to encompass three types of “ecoliteracies”: technical/functional, cultural and critical. After an assessment of current ESD, as reported by UNESCO, this paper concludes that his two first fears were unfounded, while his hopes regarding ESD’s pedagogical content were largely not met. To better understand the result, Luc Boltanski’s and Éve Chiapello’s analysis of “the new spirit of capitalism” is mobilized. According to it, current capitalism integrates “artistic critique” on e.g., lack of autonomy and creativity with greater ease than “social critique” with respect to e.g., poverty and inequality. This might explain what ecoliteracies that are integrated into ESD.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"141 - 153"},"PeriodicalIF":3.1,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48161868","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
Utilizing a storyline approach to facilitating pupils’ agency in primary school sustainability education context 在小学可持续发展教育的背景下，运用故事情节的方法促进学生的能动性
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2022-05-04 DOI: 10.1080/00958964.2022.2067110
Margaretha Häggström
{"title":"Utilizing a storyline approach to facilitating pupils’ agency in primary school sustainability education context","authors":"Margaretha Häggström","doi":"10.1080/00958964.2022.2067110","DOIUrl":"https://doi.org/10.1080/00958964.2022.2067110","url":null,"abstract":"Abstract This article presents a six-week long action research study in two primary school classes, with the aim of exploring how a Storyline approach can facilitate learning and acting on sustainability issues, and how this approach might enhance pupils’ agency. This study is underpinned by and analyzed through theories of relational pedagogy, in which communication processes and interaction are central aspects of the learning process. The empirical material consists of video observations from classroom situations. The results show relational aspects of the teacher’s work in a Storyline and highlight the importance of the teacher’s caring role Storyline instruction. Further, results suggest that the reflective process entails critical thinking and has potential to support development of pupils’ democratic capabilities, including a civic dimension. This action research study adds to evidence concerning how relational agency has been exercised and performed through features of a Storyline.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"154 - 169"},"PeriodicalIF":3.1,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46505064","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
Urban ecojustice education: Transformative learning outcomes with high school service learners 城市生态正义教育:高中服务学习者的变革性学习成果
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2022-04-18 DOI: 10.1080/00958964.2022.2063784
A. Schneller, Griffin Lacy, S. Kellogg, S. Pettigrew, Cait Denny, Gabe Feldman-Schwartz, Isabel Beard, Andrew Rhodes, Brandon Wilson Radcliffe, Audrey Erickson, Isaac Bardin
{"title":"Urban ecojustice education: Transformative learning outcomes with high school service learners","authors":"A. Schneller, Griffin Lacy, S. Kellogg, S. Pettigrew, Cait Denny, Gabe Feldman-Schwartz, Isabel Beard, Andrew Rhodes, Brandon Wilson Radcliffe, Audrey Erickson, Isaac Bardin","doi":"10.1080/00958964.2022.2063784","DOIUrl":"https://doi.org/10.1080/00958964.2022.2063784","url":null,"abstract":"Abstract This case study investigated the outcomes of an environmental service learning program that incorporated pedagogical components taught within the transformative learning and environmental justice frameworks at an urban ecoliteracy and environmental justice center in Albany, New York. Authors conducted participant observation and gathered data from surveys, semi-structured interviews, focus groups, and journaling with high school, college student, and community stakeholders in an Ecojustice Summer Youth Employment Program. In the short-term, service learners adopted enhanced pro-environmental behaviors, an heightened awareness of community environmental issues, and an increased interest in civic engagement, with multiple participants returning for consecutive service periods. Transformative learning outcomes were documented in relation to affirming/changes in longer-term academic, life, and career paths. This research contributes to the field of experiential environmental education that advocates for a better understanding of the outcomes of pedagogies that emphasize social justice youth development, issues of power and justice, and the enhancement of social action and critical consciousness.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"127 - 140"},"PeriodicalIF":3.1,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41329747","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
JEE stands in solidarity with the people of Ukraine JEE声援乌克兰人民
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2022-03-15 DOI: 10.1080/00958964.2022.2050651
Alberto Arenas, S. Birdsall, Beth A. Covitt, H. Whitehouse, N. Evans, Cae Rodrigues, Ess Page, Kelly J. Smith
{"title":"JEE stands in solidarity with the people of Ukraine","authors":"Alberto Arenas, S. Birdsall, Beth A. Covitt, H. Whitehouse, N. Evans, Cae Rodrigues, Ess Page, Kelly J. Smith","doi":"10.1080/00958964.2022.2050651","DOIUrl":"https://doi.org/10.1080/00958964.2022.2050651","url":null,"abstract":"","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"1 - 3"},"PeriodicalIF":3.1,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48917349","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
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