Conceptualizing Environmental Citizenship For 21st Century Education PDF
Preview Conceptualizing Environmental Citizenship For 21st Century Education
Environmental Discourses in Science Education Andreas Ch. Hadjichambis Pedro Reis Demetra Paraskeva-Hadjichambi Jan Činčera Jelle Boeve-de Pauw Niklas Gericke Marie-Christine Knippels Editors Conceptualizing Environmental Citizenship for 21st Century Education Environmental Discourses in Science Education Volume 4 Series Editors Michael P. Mueller, Eagle River, AK, USA Deborah J. Tippins, University of Georgia, Athens, GA, USA Editorial Board Caren Cooper, North Carolina State University, Raleigh, USA Mariona Espinet, Univ Autònoma de Barcelona, Fac de, Cerdanyola del Vallès, Barcelona, Spain David Greenwood, Lakehead University, Faculty of Education, Gorham, ON, Canada Elizabeth McKinley, Melbourne Grad Sch of Educ, Lvl 5, University of Melbourne, Melbourne, VIC, Australia Clayton Pierce, Western Washington University, Bellingham, USA Maria S. Rivera Maulucci, 336B Milbank Hall, Barnard College, New York, NY, USA Giuliano Reis, Faculty of Education, University of Ottawa, Ottawa, ON, Canada Arthur J. Stewart, Oak Ridge Associated Universities, Oak Ridge, TN, USA This series wrestles with the tensions situated between environmental and science education and addresses the scholarly efforts to bring confluence to these two projects with the help of ecojustice philosophy. As ecojustice is one of the fastest emerging trends for evaluating science education policy, the topics addressed in this series can help guide pedagogical trends such as critical media literacy, citizen science, and activism. The series emphasizes ideological analysis, curriculum studies and research in science educational policy, where there is a need for recognizing the tensions between cultural and natural systems, the way language is endorsed within communities and associated influence, and morals and ethics embedded in school science. Conversations and new perspectives on residual issues within science education are likely to be addressed in nuanced ways when considering the significance of ecojustice, defensible environmentalism, free- choice. Book proposals for this series may be submitted to the Publishing Editor: Claudia Acuna E-mail: [email protected] EDITORIAL BOARD Caren Cooper, North Carolina State University, USA Mariona Espinet, University of Barcelona, Spain David Greenwood, Lakehead University, Canada Elizabeth McKinley, University of Melbourne, Australia Clayton Todd Pierce, Western Washington University, USA Maria Rivera Maulucci, Barnard College, USA Giuliano Reis, University of Ottawa, Canada Arthur Stewart, Oak Ridge Associated Universities, USA More information about this series at http://www.springer.com/series/11800 Andreas Ch. Hadjichambis • Pedro Reis Demetra Paraskeva-Hadjichambi Jan Činčera • Jelle Boeve-de Pauw Niklas Gericke • Marie-Christine Knippels Editors Conceptualizing Environmental Citizenship for 21st Century Education Editors Andreas Ch. Hadjichambis Pedro Reis Cyprus Ministry of Education and Culture Instituto de Educação Nicosia, Cyprus Universidade de Lisboa Lisboa, Portugal Cyprus Centre for Environmental Research and Education, CYCERE Jan Činčera Lemesos, Cyprus Department of Environmental Studies Masaryk University Demetra Paraskeva-Hadjichambi Brno, Czech Republic Cyprus Ministry of Education and Culture Nicosia, Cyprus Niklas Gericke Cyprus Centre for Environmental Research University of Karlstad and Education, CYCERE Karlstad, Sweden Lemesos, Cyprus Jelle Boeve-de Pauw University of Antwerp, Belgium Antwerpen, Belgium Marie-Christine Knippels Freudenthal Institute Utrecht University Utrecht, The Netherlands ISSN 2352-7307 ISSN 2352-7315 (electronic) Environmental Discourses in Science Education ISBN 978-3-030-20248-4 ISBN 978-3-030-20249-1 (eBook) https://doi.org/10.1007/978-3-030-20249-1 © The Editor(s) (if applicable) and The Author(s) 2020. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Acknowledgements This book is based on work from Cost Action ENEC (European Network for Environmental Citizenship) (CA16229) supported by COST (European Cooperation in Science and Technology). COST is a pan-European intergovernmental framework. Its mission is to enable breakthrough scientific and technological developments, leading to new concepts and products, and thereby contribute to strengthening Europe’s research and innovation capacities. v Contents 1 Introduction to the Conceptualisation of Environmental Citizenship for Twenty- First- Century Education . . . . . . . . . . . . . . . . 1 Andreas Ch. Hadjichambis and Pedro Reis Part I P olitical, Economic and Societal Dimensions of Environmental Citizenship 2 Political Dimensions of Environmental Citizenship . . . . . . . . . . . . . . . 17 Ralph Levinson, Demetra Paraskeva-Hadjichambi, Bjørn Bedsted, Boris Manov, and Andreas Ch. Hadjichambis 3 Economic Dimensions of Environmental Citizenship . . . . . . . . . . . . . 29 Vladislav Kaputa, Katharina Lapin, Florian Leregger, and Haris Gekic 4 Societal Issues and Environmental Citizenship . . . . . . . . . . . . . . . . . . 49 Ivan Šulc, Sofia Morgado, Zorana Đorđević, Slaven Gašparović, Vesela Radović, and Dilyana Keranova Part II E nvironmental Citizenship as Psychological Construct 5 Knowledge and Environmental Citizenship . . . . . . . . . . . . . . . . . . . . . 69 Marija Smederevac-Lalic, David Finger, Imre Kovách, Mirjana Lenhardt, Jelisaveta Petrovic, Vesna Djikanovic, Daniela Conti, and Jelle Boeve-de Pauw 6 Values, Beliefs and Environmental Citizenship . . . . . . . . . . . . . . . . . . 83 Audra Balundė, Mykolas Simas Poškus, Lina Jovarauskaitė, Ariel Sarid, Georgios Farangitakis, Marie-Christine Knippels, Andreas Ch. Hadjichambis, and Demetra Paraskeva-Hadjichambi 7 Attitudes and Environmental Citizenship . . . . . . . . . . . . . . . . . . . . . . 97 Nicole Bauer, Boldizsár Megyesi, Rares Halbac-Cotoara-Zamfir, and Cristina Halbac-Cotoara-Zamfir vii viii Contents Part III Environmental Citizenship in the Context of Environmental Education and Education for Sustainability 8 Education for Environmental Citizenship and Responsible Environmental Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Daphne Goldman, Ralph Hansmann, Jan Činčera, Vesela Radović, Audronė Telešienė, Aistė Balžekienė, and Jan Vávra 9 Environmental Citizenship and Youth Activism . . . . . . . . . . . . . . . . . 139 Pedro Reis 10 Education for Environmental Citizenship and Education for Sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Gema Parra, Ralph Hansmann, Andreas Ch. Hadjichambis, Daphne Goldman, Demetra Paraskeva-Hadjichambi, Per Sund, Louise Sund, Niklas Gericke, and Daniela Conti Part IV E nvironmental Citizenship in Educational Levels 11 Environmental Citizenship in Primary Formal Education . . . . . . . . . 163 Jan Činčera, Marta Romero-Ariza, Mirjana Zabic, Marianna Kalaitzidaki, and María del Consuelo Díez Bedmar 12 Environmental Citizenship in the Context of Primary Non-formal Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Jelle Boeve-de Pauw and Rares Halbac-Zamfir 13 Environmental Citizenship in Secondary Formal Education: The Importance of Curriculum and Subject Teachers . . . . . . . . . . . . 193 Niklas Gericke, Lihong Huang, Marie-Christine Knippels, Andri Christodoulou, Frans Van Dam, and Slaven Gasparovic 14 Educating for Environmental Citizenship in Non-formal Frameworks for Secondary Level Youth . . . . . . . . . . . . . . . . . . . . . . . . 213 Demetra Paraskeva-Hadjichambi, Daphne Goldman, Andreas Ch. Hadjichambis, Gema Parra, Katharina Lapin, Marie-C hristine Knippels, and Frans Van Dam 15 Education for Environmental Citizenship: The Pedagogical Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 Andreas Ch. Hadjichambis and Demetra Paraskeva-Hadjichambi Abbreviations CE Citizenship Education CoP Community of Practice DSP Dominant Social Paradigm EA Environmental Attitudes EB Environmental Behaviour EC Environmental Citizenship ECn Environmental Citizen EE Environmental Education EEC Education for Environmental Citizenship EfS Education for Sustainability ESD Education for Sustainable Development FCN Frequency of Contact with Nature NC National Curriculum NEP New Environmental Paradigm Scale PSAs Public Service Announcements SE Science Education SSIBL Socio-scientific Inquiry-Based Learning STEM Science, Technology, Engineering and Mathematics TPB Theory of Planned Behaviour TPD Teacher Professional Development VBN Values Beliefs Norms ix List of Figures Fig. 2.1 The spectrum of philosophical and citizenship relationships ...................................................................................... 25 Fig. 6.1 Conceptual model of interaction of individual value patterns with the environment. The environment determines the value pattern that is most likely to emerge automatically .................................................................... 88 Fig. 8.1 Stern’s classification of environmentally significant behaviour. (Based on Stern 2000) ..................................................... 118 Fig. 8.2 The general distribution of personal environmental behaviour in Europe (%), ISSP Environment III, 2010, N = 25,125. (Data: ISSP Research Group 2012) .................... 119 Fig. 8.3 The country-level distribution of recycling behaviour (sorting glass for recycling) in European countries (%), ISSP Environment III, 2010. (Data: ISSP Research Group 2012) .................................................. 120 Fig. 8.4 The country-level distribution, in European countries, of environmental activism compared with data indicating environment and economy as the most important issue for their country (%), ISSP Environment III, 2010, N = 25,124. (Source: Telešienė and Balžekienė 2016: 168; data: ISSP Research Group 2012) ..................................................... 120 Fig. 8.5 Schematic description of main elements of the Theory of Planned Behaviour (TPB) ............................................................. 124 Fig. 8.6 Schematic description of main elements of the Norm-Activation Model (NAM) of altruistic behaviour by Schwartz (1977) .......................................................... 125 xi
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