Journal of Environmental Education最新文献

{"title":"Our SARS-CoV-2 teacher: Teachings of the pandemic about our relations with the more-than-human world","authors":"Valéria Ghisloti Iared, Lakshmi Juliane Vallim Hofstatter","doi":"10.1080/00958964.2022.2060174","DOIUrl":"https://doi.org/10.1080/00958964.2022.2060174","url":null,"abstract":"Abstract In this manuscript we present a critical analysis of the current pandemic moment, shifting the SARS-CoV-2 virus to the role of teacher, thus reflecting on possible learnings from the reality in which we are inserted. This perspective is located within the new materialism, in which we consider the agency of the more-than-human world. To do so, we revisit data from our previous research that demonstrate how occupying and frequenting urban green areas are fundamental to human formation and relationships. We discuss the implications of the restrictions experienced during the pandemic, in the political, ethical, and aesthetic context of Brazil and point out the importance of environmental education in the reconstruction of the post-pandemic world and the need to incorporate ethical and aesthetic values into educational experiences.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"117 - 125"},"PeriodicalIF":3.1,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45074191","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}

{"title":"Down-to-earth ecological literacy through human and nonhuman encounters in fieldwork","authors":"Kristin Persson, M. Andrée, Cecilia Caiman","doi":"10.1080/00958964.2022.2046534","DOIUrl":"https://doi.org/10.1080/00958964.2022.2046534","url":null,"abstract":"Abstract This study explores how fieldwork can contribute to the development of ecological literacy and draws on actor-network theory and science studies which imply an understanding of agency as being distributed. The aim is to explore the consequences of the human-nonhuman encounters in fieldwork practice for the growth of ecological literacy. The explorations employ Bruno Latour’s concept of “the terrestrial attractor” and its potential contributions to environmental education. The study is based on a field trip to experience black grouse lekking in Östergötland, Sweden. The empirical material consists of video- and audio-recordings. The results show two dimensions of encounters: (1) ways of initiating encounters, and (2) the human-learner actant configurations involved. The dimensions of encounters afford contributions to ecological literacy.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"99 - 116"},"PeriodicalIF":3.1,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44962300","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}

{"title":"The utility and limitations of the New Ecological Paradigm scale for children","authors":"Claudio D. Rosa, Silvia Collado, Lincoln R. Larson","doi":"10.1080/00958964.2022.2044281","DOIUrl":"https://doi.org/10.1080/00958964.2022.2044281","url":null,"abstract":"Abstract The New Ecological Paradigm (NEP) scale adapted for use with children (NEP-C) is one of the most frequently used measures of children’s environmental beliefs. Though widely utilized, the limitations of the NEP-C instrument are often overlooked. Based on a systematic synthesis of existing literature examining the NEP-C, we argue that the scale assesses specific types of beliefs within the larger NEP, that some children have difficulty comprehending items of this scale, and that the one-factor and three-factor models proposed in the original NEP-C did not achieve an exact fit to empirical data. Additionally, the relevance of the NEP-C total score as a predictor of children’s pro-environmental behaviors is questionable. Although the NEP-C is useful for measuring specific types of environmental beliefs, many researchers using this scale may be interested in broader constructs. We highlight potential benefits and drawbacks of using the NEP-C and discuss new directions for environmental education research. Supplemental data for this article is available online at https://doi.org/10.1080/00958964.2022.2044281 .","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"87 - 98"},"PeriodicalIF":3.1,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43939719","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}

{"title":"Time and sustainability: A missing link in formal education curricula","authors":"Claire Grauer, Daniel Fischer, Pascal Frank","doi":"10.1080/00958964.2021.2009429","DOIUrl":"https://doi.org/10.1080/00958964.2021.2009429","url":null,"abstract":"Abstract Time is an essential dimension of sustainability and its premise of intra- and intergenerational justice. Moreover, prevailing sociocultural practices of time use are drivers of unsustainability. Educational institutions convey social norms on time and are thus places where time is \"learned.\" It is therefore of relevance for Education for Sustainable Development (ESD) to understand how exactly time is addressed in education. This study from Germany introduces the concept of time as a resource for sustainability before presenting an analysis of how time in this sense is addressed in 2,149 German curricula, covering all grades and school forms. Our study shows that, overall, an engagement with time as a resource for sustainability is rare in formal education. Time is mostly addressed in ethical reflections on lifetime or in teaching time management skills. We discuss implications of our findings and sketch avenues for future research on time as a resource for sustainability.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"22 - 41"},"PeriodicalIF":3.1,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49594274","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}

{"title":"Idwi, Xenopus laevis, and African clawed frog: Teaching counternarratives of invasive species in postcolonial ecology","authors":"Dax Ovid, F. M. Phaka","doi":"10.1080/00958964.2022.2032564","DOIUrl":"https://doi.org/10.1080/00958964.2022.2032564","url":null,"abstract":"Abstract This article presents a Pedagogical Framework for Invasive Species to shift how we understand, teach, and study invasive species, especially when people are responsible for their expansion into new ecosystems. The focus is on a species originating from countries in Sub-Saharan Africa that humans extracted and introduced in certain regions of the Americas, Europe, and Asia: Xenopus laevis, African Clawed Frog, or Idwi in the Zulu language. This article re-introduces the frog Idwi through lenses of de/post-colonial theory, Indigenous studies, and Critical Race Theory to create counternarratives. Through a popular press analysis, the article uncovers how humans in colonial contexts extracted species from de/colonizing spaces to export to other regions of the world. When the frogs were profitable, the entrepreneurs who exported them were valorized. However, once seen as invasive, frogs were targeted with xenophobic projections. This article foregrounds counternarratives that challenge and critique universal application of the “invasive species” label.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"69 - 86"},"PeriodicalIF":3.1,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47229280","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}

{"title":"Examining the influence of citizen science participation on individual volunteers in the global South: A case study of hydrologic monitors in Veracruz, Mexico","authors":"Xoco A. Shinbrot, Kelly W. Jones, Jennifer N. Solomon, Miriam Ramos Escobedo","doi":"10.1080/00958964.2021.1984193","DOIUrl":"https://doi.org/10.1080/00958964.2021.1984193","url":null,"abstract":"Abstract Citizen science is increasingly popular for educating and engaging the public, but few studies test how to achieve individual outcomes including knowledge, attitudes, and behaviors, particularly in the Global South. We operationalize the citizen science participation-behavior model for a hydrologic monitoring program in Mexico to evaluate how citizen science participation influences these outcomes. Volunteers were surveyed before, two weeks, and six months after the training, and semi-structured interviews were conducted six months post-training with volunteers and dropouts. While surveys showed that participation had limited impacts on knowledge, retrospective interviews revealed self-described differences in volunteer and dropout environmental identity, self-efficacy, and view of citizen science as a conservation activity. Results show participation spurred volunteers to engage in some activist behaviors. The study provides important evidence concerning the influence of citizen science participation in the Global South on behavioral outcomes and helps inform how to design and implement future citizen science programs. Supplemental data for this article can be accessed online at https://doi.org/10.1080/00958964.2021.1984193.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"6 - 21"},"PeriodicalIF":3.1,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49554684","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}

{"title":"Caribbean dreams: Education for more than just sustainable development","authors":"Nigel O. M. Brissett","doi":"10.1080/00958964.2021.2023448","DOIUrl":"https://doi.org/10.1080/00958964.2021.2023448","url":null,"abstract":"Abstract Education has the potential to help address some of the most critical social and environmental issues of the Caribbean. However, I argue that this can only occur if there is a radical critique of the now dominant education for sustainable development (ESD) discourse, which is seemingly constructed primarily from the positionality and interests of the global powerful. I draw on repositioning theory to reframe the perspective from which the sustainability discourse is constructed to advocate for an educational approach that is more relevant to the context of the Caribbean. The resulting education envisioned in this paper, Education for Social Transformation (EST), challenges some of the assumptions and conceptions of ESD by exposing broader issues of inequity that the latter concept implicitly endorses. I argue that EST may help build sustainable Caribbean societies by linking environmental preservation to broader social transformations. Thus, transformation takes center stage in place of the limited notion of sustainability that has become synonymous with capitalist development violence.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"54 - 67"},"PeriodicalIF":3.1,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49049082","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}

{"title":"Addressing the climate emergency: A view from the theory of practice architectures","authors":"S. Kemmis","doi":"10.1080/00958964.2021.2017830","DOIUrl":"https://doi.org/10.1080/00958964.2021.2017830","url":null,"abstract":"Abstract This essay uses the theory of practice architectures to demonstrate the kinds of transitions underway as people change their practices to address the current climate emergency, with particular reference to Australia. The individualistic attitude-behavior model of behavioral change is inadequate for understanding these transitions, since they also require changes in the intersubjective spaces in which people encounter one another (semantic space, physical space-time, social space). Together, such transitions across a variety of domains can bring about transformations in “logics of life.” The theory of practice architectures is a resource for those calling for intensified action to reduce CO2 emissions and mitigate climate change, offering a way to understand how intertwined changes are needed in discourses and language, activity and work, and solidarity and power to bring about transformations in logics of life. The essay draws attention to the role of hybridization, in which old practices coexist alongside new practices, in the accomplishment of transformations.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"42 - 53"},"PeriodicalIF":3.1,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48562656","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}

{"title":"In Memoriam: Torvald Jacobsson","authors":"Ebba Lisberg Jensen","doi":"10.1080/00958964.2022.2043813","DOIUrl":"https://doi.org/10.1080/00958964.2022.2043813","url":null,"abstract":"There is a saying among Scandinavian environmentalists: “It is hopeless, and we never give up”. Torvald, however, was a constant hoper. His belief in future generations ignited the launching of the digital education Young Masters’ Programme (2014), part of the UN Decade of ESD. It brought together more than 50,000 upper secondary-school pupils in China, India, Indonesia, Brazil, Argentina, Canada, Pakistan, UAE and other countries, to share solutions to local and global challenges. The education was free for users, technologically accessible and organically growing (Field, 2010). Tirelessly, Torvald traveled the world, spreading his enthusiasm for learning among students, teachers, and political leaders. Since his youth, Torvald had a Humboldtian capacity to process knowledge into Bildung. He studied biology and geology at Stockholm University and worked as an outdoor pedagogue. Experience and the “feeling for nature” were central in his engagement. At 24, he was elected chair of the Swedish organization Nature and Youth, and became member of the board of the Swedish Society for Nature Conservation. Inspired by readings of Thoreau, Julian Huxley, Carson, Naess and Ghandi, Torvald energized environmental civil disobedience in Sweden. A good action, he claimed, should be based in solid science, nonviolent, conspicuous, and pedagogical. In the mid-eighties, Torvald worked with the European Youth Forest Action (2022) on issues of acid rain and predatory logging, and eloquently represented young environmentalism in media after the Chernobyl disaster. In 1987, he was appointed as the first environmental manager of the Swedish National Railroad Company and served in the Expert Advisory Committee of the Swedish Minister of Environmental Affairs. A young father in the 1990s, Torvald was a self-employed environmental strategist. In 1992, his engagement with boreal forests contributed to the establishment of the Taiga Rescue Network (2022). The collaboration took him on many journeys, one of which was a long and adventurous voyage to eastern Siberia in 1993. Once back home, in 1994, he participated in the birth of the Forest Stewardship Council, FSC (Moog et al., 2015). In the early 2000s, as a supervisor and senior advisor at the International Institute for Industrial Environmental Economics at Lund University, he formed networks pivotal for the Young Masters’ Programme and the foundation of The Goals (see Chin & Jacobsson, 2016). Simultaneously, he was the researcher behind the award-winning documentary on global change, The Planet (Stenberg et al., 2006), and worked with public education projects on urban sustainability. Torvald embodied the personal as political, and vice versa. Albeit an epistemological positivist and self-proclaimed atheist, his knack for sublime civilisational critique broke through in private by the piano. “I just understood Jerusalem listen” (see Blake, 2022). Music and poetry fueled his zeal. As the UN launched the SDGs in 2015, T","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"4 - 5"},"PeriodicalIF":3.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41806762","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}

{"title":"Using civic ecology education to foster social-ecological resilience: A case study from Southern California","authors":"B. Maharramli, V. L. Bredow, Lindsay Goodwin","doi":"10.1080/00958964.2021.1999886","DOIUrl":"https://doi.org/10.1080/00958964.2021.1999886","url":null,"abstract":"ABSTRACT Environmental education that incorporates civic ecology can contribute to social-ecological resilience through programs designed to advance youth civic leadership and environmental stewardship. This research used an interpretive qualitative approach to study the environmental education activities of a Watershed Avengers at the Ocean Discovery Institute in Southern California that focused on urban canyon stewardship and restoration. The first author conducted ethnographic fieldwork with the Watershed Avengers from fall 2014 through spring 2015. Civic ecology emerged as a concept that resonated with what was observed on the ground and then informed the focus of our study. We found that Ocean Discovery Institute’s strength in developing youth civic leadership was a defining feature that contributed to its other practices of collaborative urban canyon restoration and engagement in community priorities. These findings suggest that environmental education practices can build social-ecological resilience through a focus on youth leadership.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"445 - 462"},"PeriodicalIF":3.1,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48266097","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}