International Perspectives on the Theory and Practice of Environmental Education: A Reader PDF
Preview International Perspectives on the Theory and Practice of Environmental Education: A Reader
Environmental Discourses in Science Education Giuliano Reis Jeff Scott Editors International Perspectives on the Theory and Practice of Environmental Education: A Reader 123 Environmental Discourses in Science Education Volume 3 Series Editors Michael P. Mueller, University of Alaska Anchorage, Anchorage, Alaska, USA Deborah J. Tippins, University of Georgia, Athens, Georgia, USA Editorial Board Caren Cooper, NC State University, USA Mariona Espinet Blanch, Universitat Autònoma de Barcelona, Barcelona, Catalunya, Spain David A. Greenwood, Lakehead University, Thunder Bay, ON, Canada Maria Rivera Maulucci, Barnard College, New York, NY, USA Elizabeth McKinley, University of Melbourne, Australia Clayton Pierce, Western Washington University, USA Giuliano Reis, University of Ottawa, Ottawa, ON, Canada Arthur J. Stewart, ORAU, Oak Ridge, TN, USA Michiel van Eijck, Eindhoven University of Technology, Netherlands (1968–2014) More information about this series at http://www.springer.com/series/11800 Giuliano Reis • Jeff Scott Editors International Perspectives on the Theory and Practice of Environmental Education: A Reader Editors Giuliano Reis Jeff Scott Faculty of Education School of Education University of Ottawa Nipissing University Ottawa, ON, Canada North Bay, ON, Canada ISSN 2352-7307 ISSN 2352-7315 (electronic) Environmental Discourses in Science Education ISBN 978-3-319-67731-6 ISBN 978-3-319-67732-3 (eBook) https://doi.org/10.1007/978-3-319-67732-3 Library of Congress Control Number: 2017958138 © Springer International Publishing AG 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. 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, express 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. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Book Abstract Overall, environmental education (EE) has been aimed at giving people a wider appreciation of the diversity of cultural and environmental systems around them as well as the urge to overcome existing problems. Indeed, universities, schools and community-based organizations struggle to promote sustainable environmental education practices geared towards the development of ecologically literate citizens in light of surmountable challenges of hyperconsumerism, environmental depletion and socioeconomic inequality. The extent that individuals within educational sys- tems are expected to effectively respond to—as well as benefit from—the collective demand for a “greener” and more just world becomes paramount with the vision and analysis of different successes and challenges embodied by EE efforts world- wide. These insights and theoretical perspectives expand the creative commons (i.e. shared social imagination) available for educators worldwide when designing and implementing contextually situated (yet globally relevant and innovative) EE initia- tives. In sum, this book shares conceptually and empirically grounded critical per- spectives on the conceptualization, implementation, discourses, policies and alternative practices of environmental education for diverse and unique groups of learners in a variety of international educational settings. Each contribution is orga- nized by the various regions of the planet (i.e. continents) and offers insights on the authors’ own processes of reimagining an education in/about/for the environment that are realized through their teaching, research and other ways of “doing” EE. In addition, every section provides theoretical and practical scholarship detailing spe- cific frameworks that support and orient research and practices from a multiplicity of angles. This book is intended to foster conversations amongst researchers, teacher educators, schoolteachers and community leaders in order to promote new interna- tional collaborations around current and potential forms of environmental educa- tion. It is also a means to envision new teaching and research agendas for an education for sustainable development and sustainability. v Endorsements This book reflects many successful international projects and perspectives on the theory and praxis of environmental education. An eclectic mix of international scholars challenge environmental educators to engage issues of reconciliation of correspondences and differ- ence across regions. In their own ways, authors stimulate critical conversations that seem pivotal for necessary reimaginings of research and pedagogy across the grain of cultural and ecological realities, systematic barriers and reconceptualizations of environmental education. The book is most encouraging in that it works to expand the creative commons for progress in teaching, researching and doing environmental education in desperate times. – Paul Hart, Professor of Science and Environmental Education at the University of Regina (Canada), Melanson Award for Outstanding Contributions to Environmental and Outdoor Education (Saskatchewan Outdoor and Environmental Education Association) and North American Association for Environmental Education (NAAEE)’s Jeske Award for Leadership and Service to the Field of EE and Outstanding Contributions to Research in EE. In an attempt to overcome simplistic and fragmented views of doing environmental educa- tion in both formal and informal settings, the collected authors from several countries/ continents present a wealth of cultural, social, political, artistic, pedagogical and ethical perspectives that enrich our vision on the theoretical and practical foundations of the field. A remarkable book that I suggest all environmental educators, teacher educators and policy and curricular writers read and present to their students in order to foster dialogue around innovative ways of experiencing an education about/in/for the environment. – Rute Monteiro, Professor of Science Education, University of Algarve (Portugal). vii © 2017 Giuliano Reis (personal archive) Art by: Maria-Luiza Reis ix Acknowledgements We would like to thank the office of the vice-dean of research (Faculty of Education, University of Ottawa) for the invaluable financial support offered to this editorial project during the mandates of Dr. Raymond Leblanc and Dr. Stéphane Lévesque. We extend our thanks to Diandra Singh for her excellent assistance in copy-editing the chapters and Eugenia Vasilopoulos for her work on the original book proposal submitted to the publisher. We also would like to thank our families for the encouragement provided along the way and for always reminding us that there is more to life than work. Finally, a heartfelt thanks is given to Mike Muller for the vital mentorship dispensed through- out the many steps of the project. xi Contents 1 Environmental Education: Nurturing a Relationship with Everything, Everywhere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Giuliano Reis, Jeff Scott, and Mira Freiman Part I Environmental Education and Teacher Education 2 Understanding Ecojustice Education as a Praxis of Environmental Reconciliation: Teacher Education, Indigenous Knowledges, and Relationality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Jesse K. Butler, Nicholas Ng-A-Fook, Rita Forte, Ferne McFadden, and Giuliano Reis 3 Reimagining Environmental Education as Artistic Practice . . . . . . . 33 Hilary Inwood and Elizabeth Ashworth 4 Integration, Inquiry and Interpretation: A Learning Garden Alternative Placement and Eco-mentorship Program for Pre-service Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Kelly Young and Darren Stanley 5 Embedding Environmental Sustainability in a Predominantly Online Teacher Education Programme: Ways to Contextualise Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Deborah Prescott Part II Environmental Education Outside Walls 6 Educating for Student Agency: Perspectives from Young Eco-civic Leaders in Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Lisa Glithero xiii
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