scholarly journals Environmental education and socio-ecological resilience in the COVID-19 pandemic: lessons from educational action research

2022 ◽  
pp. 1-22
Author(s):  
Virginie Servant-Miklos
Keyword(s):  
Action Research ◽  
Environmental Education ◽  
Ecological Resilience

Educational Digital Media Tools to Reformulate Activity and Object in Indigenous Science and Environmental Education

2020 ◽  
Vol 8 (3) ◽  
pp. 127-134
Author(s):  
Reynaldo Morales Cardenas
Keyword(s):  
Action Research ◽  
Environmental Education ◽  
First Nations ◽  
Digital Media ◽  
Curriculum Design ◽  
Informal Education ◽  
Community Education ◽  
Marginalized Communities ◽  
Learning Programs ◽  
Local Actors

This paper examines the functioning of and underlying assumptions about digital media in collaborative curriculum design processes in public science and environmental education, and community-designed action research learning programs. The article discusses teaching practices in US rural Northeast Wisconsin among Native Youth learning processes, from the complementation and articulation of formal and informal education to meaningful engagement and participation in science. The focus on the transformative use of digital media in science community education is intended to serve two interrelated purposes: First, it helps to address cultural-historical relations around the production of knowledge and relevant curriculums and pedagogies for rural tribal youth. Second, it intersects with the opportunities for the transferability of activity systems and action research centered around the production of mediational artifacts designed for the collective negotiation between First Nations Tribal communities and western modeled schools, institutions, workplaces, and societal roles. The transferability of this model envisions the incorporation of local actors and institutions in a deep artifact-based dialogue around epistemologies of self-determination and sustainability for Peoples who are fighting for their survival. These propositions take a new level when the transformative power of digital media shifts representations of power in historically marginalized communities, serving a larger activity of reorganizing ecologies of learning in education for culturally distinctive communities of practice.

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.

Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?

1989 ◽  
Vol 5 ◽  
pp. 15-23 ◽  
Author(s):  
Andrew Brookes
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Environmental Education ◽  
Outdoor Education ◽  
Field Trips ◽  
Action Research Project ◽  
Research Project ◽  
Official Curriculum ◽  
Situational Constraints

AbstractIn most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an association with adventure activities? After all, field trips are not a new idea.This paper argues that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. Conceptual isolation provides the opportunity to construct powerfully affective forms of de-schooled environmental education.The ways in which an outdoor education context can provide different situational constraints from those existing in schools or other institutions are outlined. An action research project is used to exemplify ways in which teachers might reconceive education within those new constraints.The paper concludes that outdoor education can allow powerful forms of environmental education to develop, but that a technocratic rationalisation of the field associated with its increasing institutionalisation threatens to negate that potential.

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