Reconfiguring urban environmental education with ‘shitgull’ and a ‘shop’

2017 ◽  
Vol 23 (10) ◽  
pp. 1379-1390 ◽  
Author(s):  
Pauliina Rautio ◽  
Riikka Hohti ◽  
Riitta-Marja Leinonen ◽  
Tuure Tammi
Keyword(s):  
Environmental Education ◽  
Urban Environmental Education

Participatory Urban Planning

2017 ◽  
Author(s):  
Andrew Rudd ◽  
Karen Malone ◽  
M’Lis Bartlett
Keyword(s):  
Urban Planning ◽  
Environmental Education ◽  
Low Income ◽  
Participatory Design ◽  
La Paz ◽  
Underrepresented Groups ◽  
Urban Environmental Education ◽  
Child Friendly

This chapter examines how integrated, participatory design and urban environmental education can enhance learning, ownership, agency, and long-term sustainability of place. Drawing on recent efforts to articulate a global urban sustainability agenda, it considers the ways that urban environmental education can help integrate the participation of underrepresented groups—such as children, youth, and low-income and minority residents—in urban planning while also improving urban planning outcomes. The chapter presents a case study that illustrates outcomes of engaging young people in urban planning: the Child Friendly Bolivia project in La Paz, Bolivia. It shows that engaging youth and underrepresented groups in urban planning offers a unique opportunity to address concerns about equity and to engage multiple innovative perspectives. It suggests that the tools of participatory urban planning and environmental education may help create more sustainable cities for all.

Urban Agriculture

2017 ◽  
Author(s):  
Illène Pevec ◽  
Soul Shava ◽  
John Nzira ◽  
Michael Barnett
Keyword(s):  
Environmental Education ◽  
Youth Development ◽  
Positive Youth Development ◽  
Urban Agriculture ◽  
Community Gardens ◽  
Job Skills ◽  
Vacant Lots ◽  
Urban Environmental Education ◽  
Hydroponic Systems ◽  
Small Livestock

This chapter considers school gardens in North America and urban agriculture in South Africa as sites for urban environmental education. Urban agriculture encompasses rooftop and community gardens, greenhouses, hydroponic systems, plant nurseries, small livestock husbandry, and vertical farms, located indoors, on vacant lots, on roofs, and on postindustrial landscapes, among other sites. Urban environmental education taking place in urban agriculture sites can integrate intergenerational and multicultural learning and contribute to environmental and science knowledge, positive youth development, job skills, and improved diets. It can also enhance social capital, environmental quality, and economic development. The chapter looks at examples of recent policies and practices strengthening urban agriculture and environmental education.

Sustainable Campuses

2017 ◽  
Author(s):  
Scott Ashmann ◽  
Felix Pohl ◽  
Dave Barbier
Keyword(s):  
Problem Solving ◽  
Environmental Education ◽  
Green Infrastructure ◽  
Human Population ◽  
Teaching And Learning ◽  
Urban Sustainability ◽  
Local Communities ◽  
Environmental Stewardship ◽  
University Campuses ◽  
Urban Environmental Education

This chapter examines sustainable urban campuses and their impact on their students and local communities. It also considers elements of green infrastructure, learning, and community through the lens of urban environmental education trends, namely: City as Classroom, Problem Solving, and Environmental Stewardship. After providing an overview of aspects of sustainable university campuses, the chapter discusses the ways that such campuses address urban sustainability related to infrastructure, teaching and learning, as well as connections to the community. It shows that the built environment and lifestyles are important for urban campuses, given their location in areas of highly concentrated buildings and dense human population. It argues that environmental education in cities can benefit from harnessing the power that lies within a university campus's academic, infrastructural, and community-related resources.

Nonformal Educational Settings

2017 ◽  
Author(s):  
Joe E. Heimlich ◽  
Jennifer D. Adams ◽  
Marc J. Stern
Keyword(s):  
Environmental Education ◽  
Social Institutions ◽  
Field Trips ◽  
Urban Environments ◽  
Educational Opportunities ◽  
Education Programs ◽  
Community Institution ◽  
Urban Environmental Education ◽  
The Everyday ◽  
Sports Leagues

This chapter examines the pedagogy of nonformal environmental education for urban audiences, focusing on different types of urban nonformal educational opportunities and situating them in the lives of urbanites using the concept of “learningscapes.” Urban nonformal environmental education involves relating environmental content to the everyday lives of urban learners, ensuring learner autonomy, and integrating the institutions of environmental education providers within the broader array of social institutions in the urban environment. Nonformal urban environmental education programs according to participant choice and goals and provider goals include school field trips or related programs, casual visit to a community institution (for example, nature center), and recreational programs. The chapter suggests that urban environmental education providers have unique opportunities for connecting beyond traditional audiences due to the dense and diverse networks of programs within urban environments, from youth sports leagues to literacy clubs and neighborhood watches.

Sense of Place

2017 ◽  
Author(s):  
Jennifer D. Adams ◽  
David A. Greenwood ◽  
Mitchell Thomashow ◽  
Alex Russ
Keyword(s):  
Environmental Education ◽  
Social Construction ◽  
Urban Communities ◽  
Sense Of Place ◽  
Well Being ◽  
Experiential Knowledge ◽  
Ecological Identity ◽  
Urban Environmental Education ◽  
Construction Of Place ◽  
Urban Places

This chapter considers the concept of sense of place, focusing on how urban environmental education can help residents to strengthen their attachment to urban communities or entire cities and to view urban places as ecologically valuable. Sense of place—the way we perceive places such as streets, communities, cities, or ecoregions—influences our well-being, how we describe and interact with a place, what we value in a place, our respect for ecosystems and other species, how we perceive the affordances of a place, our desire to build more sustainable and just urban communities, and how we choose to improve cities. Our sense of place also reflects our historical and experiential knowledge of a place and helps us imagine its more sustainable future. The chapter offers examples of activities to help readers construct field explorations that evoke, leverage, or influence sense of place, including social construction of place meanings and developing an ecological identity.

Cities as Opportunities

2017 ◽  
Author(s):  
Daniel Fonseca de Andrade ◽  
Soul Shava ◽  
Sanskriti Menon
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Environmental Education ◽  
Urban Sustainability ◽  
Environmental Problems ◽  
Global South ◽  
Environmental Narratives ◽  
Urban Environmental Education ◽  
Colonial Legacies ◽  
Colonial Histories

This chapter discusses the notion of “cities as opportunities,” drawing on urban experiences lived in the broader geopolitical context of the Global South. It shows that different countries and cities present different conditions and opportunities to address multidimensional social and environmental problems. In the Global South, cities integrate into environmental narratives aspects of their colonial histories and decolonizing viewpoints, which are reflected in educational practices. Environmental education in these cities reflects the ways that people construct perspectives and narratives to frame and address social and environmental issues, while also providing models for other countries seeking to simultaneously address environmental and social justice. The chapter looks at examples of urban environmental education from three countries: South Africa, Brazil, and India. It demonstrates how the intensity of colonial legacies and environmental problems in cities in the Global South makes them “cities as opportunities” for environmental education and urban sustainability.

Reconfiguring urban environmental education with ‘shitgull’ and a ‘shop’

2020 ◽  
pp. 27-38
Author(s):  
Pauliina Rautio ◽  
Riikka Hohti ◽  
Riitta-Marja Leinonen ◽  
Tuure Tammi
Keyword(s):  
Environmental Education ◽  
Urban Environmental Education

Urban Environmental Education Review

2017 ◽  
Keyword(s):  
Environmental Education ◽  
Environmental Quality ◽  
Well Being ◽  
Learning Opportunities ◽  
Urban Context ◽  
Healthy Environment ◽  
Urban Environmental Education ◽  
Environmental Educators ◽  
Integrate Research ◽  
Education Review

This book explores how environmental education can contribute to urban sustainability. Urban environmental education includes any practices that create learning opportunities to foster individual and community well-being and environmental quality in cities. It fosters novel educational approaches and helps debunk common assumptions that cities are ecologically barren and that city people don't care for, or need, urban nature or a healthy environment. Topics within the book range from the urban context to theoretical underpinnings, educational settings, participants, and educational approaches in urban environmental education. Chapters integrate research and practice to help aspiring and practicing environmental educators, urban planners, and other environmental leaders achieve their goals in terms of education, youth and community development, and environmental quality in cities.

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