Participatory action research (PAR) and environmental education (EE): A Mexican experience with teachers from a primary rural school

2020 ◽  
Vol 26 (11) ◽  
pp. 1578-1593
Author(s):  
Arely Paredes-Chi ◽  
María Dolores Viga-de Alva
Keyword(s):  
Action Research ◽  
Environmental Education ◽  
Participatory Action Research ◽  
Rural School ◽  
Participatory Action

The Trinomial Food-Heritage-Education for Climate Emergency as a Tool for Territorial Innovation in the Euroregion of Eixo Atlântico

2022 ◽  
pp. 952-974
Author(s):  
Sara Costa Carvalho ◽  
Pablo Meira Ángel Cartea ◽  
Ulisses M. Azeiteiro
Keyword(s):  
Climate Change ◽  
Action Research ◽  
Environmental Education ◽  
Participatory Action Research ◽  
State Of The Art ◽  
The State ◽  
Participatory Action ◽  
Heritage Education ◽  
Northern Portugal ◽  
Food Consumed

This chapter is dedicated to the food-heritage-education for climate emergency trinomial (FoHECE). It disseminates a study in the Euroregion of Eixo Atlântico. This Euroregion (Galicia, Spain and Northern Portugal) has been a victim of climate change (CC) due to drought. The project consisted of a participatory-action-research (PAR) with a set of environmental education facilities (EEF) that promote the connection local heritage-global reality. The main objective of the study was to help re-signifying activities in education for climate emergency based on dietary styles. Thus, a pedagogical activity was created with each facility, according to the PAR methodology, to sub-themes of the diet-CC binomial (e.g,. types of food consumed, origin, type of production, presentation) and to food aspects of each EEF surrounding. In addition to the state-of-the-art review on FoHECE, results are discussed, and recommendations are suggested for future approaches and adaptations of this methodology to other contexts.

scholarly journals Raising Awareness of Agency to Address Climate Change: The Do One Thing (DOT) Strategy

2021 ◽  
Vol 10 (2) ◽  
pp. 1-16
Author(s):  
Irene Muller ◽  
Lesley Wood
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Action Research ◽  
Environmental Education ◽  
Participatory Action Research ◽  
Education For Sustainable Development ◽  
Research Approach ◽  
Participatory Action ◽  
Community Members ◽  
Action Research Approach

The United Nations Children's Fund 2008 report, Our Climate, Our Children, Our Responsibility, warned that children will suffer most from the effects of climate change. Environmental education is one way to prepare children to cope and enable them to educate their families and friends about the need to act now to minimise the danger climate change poses. This article reports on findings from a participatory action research project aimed at integrating education for sustainable development into the Grade 7 curriculum, with a specific focus on climate change. Critical participatory action research has a transformative intent, engaging participants in learning to cultivate a sense of purpose and increase their capacity to solve local problems. Learner responses to qualitative questionnaires and recorded discussions related to the Do One Thing (DOT) strategy were used to determine learning about climate change and enable both learners and community members to identify action for change. Thematic coding was used to evaluate the effectiveness of the DOT strategy in increasing awareness of agency and resultant learning. The findings indicate that not only did the learners gain knowledge about the causes and consequences of climate change but the potential of the learners and community members to identify possible actions for change was increased as well. We provide suggestions as to how teachers can use the DOT strategy as part of an action research approach to integrating environmental education for sustainable development in order to raise awareness of local environmental threats and encourage learners and their families to behave in a more environmentally friendly way. The explanation of the research process offered in this article also highlights how participatory learning activities can help engage learners as active agents in their own learning.

The Trinomial Food-Heritage-Education for Climate Emergency as a Tool for Territorial Innovation in the Euroregion of Eixo Atlântico

2021 ◽  
pp. 76-98
Author(s):  
Sara Costa Carvalho ◽  
Pablo Meira Ángel Cartea ◽  
Ulisses M. Azeiteiro
Keyword(s):  
Climate Change ◽  
Action Research ◽  
Environmental Education ◽  
Participatory Action Research ◽  
State Of The Art ◽  
The State ◽  
Participatory Action ◽  
Heritage Education ◽  
Northern Portugal ◽  
Food Consumed

This chapter is dedicated to the food-heritage-education for climate emergency trinomial (FoHECE). It disseminates a study in the Euroregion of Eixo Atlântico. This Euroregion (Galicia, Spain and Northern Portugal) has been a victim of climate change (CC) due to drought. The project consisted of a participatory-action-research (PAR) with a set of environmental education facilities (EEF) that promote the connection local heritage-global reality. The main objective of the study was to help re-signifying activities in education for climate emergency based on dietary styles. Thus, a pedagogical activity was created with each facility, according to the PAR methodology, to sub-themes of the diet-CC binomial (e.g,. types of food consumed, origin, type of production, presentation) and to food aspects of each EEF surrounding. In addition to the state-of-the-art review on FoHECE, results are discussed, and recommendations are suggested for future approaches and adaptations of this methodology to other contexts.

Positive Youth Development

2017 ◽  
Author(s):  
Tania M. Schusler ◽  
Jacqueline Davis-Manigaulte ◽  
Amy Cutter-Mackenzie
Keyword(s):  
Action Research ◽  
Environmental Education ◽  
Civic Engagement ◽  
Participatory Action Research ◽  
Youth Development ◽  
Positive Youth Development ◽  
The United States ◽  
Urban Environments ◽  
Participatory Action ◽  
Youth Civic Engagement

This chapter examines the relationship between urban environmental education and positive youth development. It first defines positive youth development and applies it to environmental education before discussing three programs from Australia and the United States that illustrate different pedagogies for integrating positive youth development in environmental education aimed at fostering urban sustainability. The first program involves young people in participatory action research through a child-framed approach, the second develops young people's leadership capacities as peer educators, and the third facilitates youth civic engagement through local environmental action. The chapter shows that participatory action research, peer education, and youth civic engagement can lead to positive change for both urban environments and youths living within them.

Participation and Participatory Action Research (PAR) in Environmental Education Processes: For What Are People Empowered?

2009 ◽  
Vol 25 ◽  
pp. 3-14 ◽  
Author(s):  
Lesley Le Grange
Keyword(s):  
Action Research ◽  
Environmental Education ◽  
Participatory Action Research ◽  
South African ◽  
Critical Approach ◽  
Participatory Action ◽  
The World Bank ◽  
Environmental Educators ◽  
The 1960S ◽  
The Third World

AbstractParticipatory action research (PAR) derived from anti-colonial struggles in the third world in the 1960s. Traditionally it has been a method of the margins because of its commitment to linking social justice to research. Because of its counter-hegemonic tendency it has had great appeal among environmental educators advocating a socially critical approach to environmental education. However, with the ascendancy of neoliberal politics in recent years, PAR has become co-opted by international organisations such as the World Bank, IMF, OECD and UNESCO. In this paper I wish to critically examine the notion of participation in PAR, and its changing nature as a consequence of its cooptation into mainstream discourses. I explore “vectors of escape” from its assimilation into mainstream environmental education discourses. In exploring the notion of participation in participatory research processes I draw on South African case studies, which might find resonance in wider contexts.

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