What is “Environmental Education for an Ecologically Sustainable Culture” ?: A Critical Analysis of C. A. Bowers' Major Propositions

AbstractNational and global food systems are beset by intersecting and mutually reinforcing crises of public and ecological health. The locus of these crises resides primarily in the excessive concentration of corporate power and control. Deploying a Gramscian theory of politics as a contribution to the ongoing development of a critical food-based environmental education pedagogy, this article argues that transformative change requires the mass exercise of food citizenship directed towards the realisation of a socially just and ecologically sustainable food system, as contemplated by the principles of food sovereignty. The article argues further that food citizenship in turn presupposes levels of engagement and motivation that will only come from processes of transformative learning and critical consciousness-raising through an emerging form of environmental education: critical food systems literacy.

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DEVELOPING COGNITION OF ENVIRONMENTAL SUSTAINABILITY THROUGH EDUCATION

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol5.iss7.726 ◽

2017 ◽

Vol 5 (7) ◽

pp. 88-100

Author(s):

Beatrice Namusonge Manyasi

Keyword(s):

Environmental Education ◽

Secondary Schools ◽

Environmental Sustainability ◽

English Language ◽

Basic Education ◽

English Language Teaching ◽

Future Generations ◽

Human Beings ◽

Negative Effects ◽

Ecologically Sustainable

Environmental sustainability focuses on protecting environmental resources such as water, land, forests and biodiversity, among others. The relationship between human beings and nature is essential. Human beings need a healthy productive life without undermining the environmental needs of present and future generations. Social communities ought to develop their economy making intellectual decisions pertaining to the management of their natural resources so as not to compromise the needs of future generations. The study sought to establish the effectiveness of the approach used in teaching environmental education in secondary schools in Kenya by investigating the cognition of first year university students about environmental concerns and their effects. Qualitative research methodology was used. The techniques used to generate data were interviews and audio-recording. Findings revealed that respondents lacked cognition about how human beings negatively affect the environment and the challenges experienced by them as a result of the negative effects. The approach used in teaching environmental education in secondary schools in Kenya is not effective. It goes against the principle of using the preventive approach to protect the environment through education. It is essential to develop appropriate policies and reform the curriculum in basic education to enable learners to move from nature appreciation and awareness to education for an ecologically sustainable future. Environmental Education can be used as a context of integration for learning with other subjects including English Language Teaching.

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Australian Tertiary Environmental Courses: A Status Report

Australian Journal of Environmental Education ◽

10.1017/s0814062600003232 ◽

1993 ◽

Vol 9 ◽

pp. 135-145 ◽

Cited By ~ 2

Author(s):

Ian Thomas

Keyword(s):

Sustainable Development ◽

Environmental Education ◽

Media Coverage ◽

Formal Education ◽

Steering Committee ◽

Conservation Strategy ◽

Status Report ◽

Tertiary Institutions ◽

Ecologically Sustainable ◽

Ecologically Sustainable Development

During the 1970s and 1980s there has been a growing awareness of the environment. This has been particularly evident in the general community through:• passing of environmental legislation;• growth in status of environment groups;• media coverage of environmental issues.As a result the direction of formal education has been influenced. For example, through the Victorian State Conservation Strategy, the community has indicated the direction for tertiary institutions, where one of the objectives of this strategy is to:promote and strengthen inter-disciplinary environmental education programs in schools and tertiary institutions. (Victorian Government, 1987, p.89)Similarly, the Australian Government's Ecologically Sustainable Development process (ESD) has proposed the incorporation of ESD, in tertiary curricular (Ecologically Sustainable Development Steering Committee, 1992).Linke (1979) has described the development of environmental education curricula during the 1970s whereby consideration of aspects of the environment became more common. Most activity was noted to be in primary and secondary sectors, however, at tertiary level a range of subjects focussing on the environment were apparent, as were several courses which were specifically designed to provide training in environmental understanding.

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The Revisioning of Environmental Education: a critical analysis of recent policy shifts in England and Wales

Educational Review ◽

10.1080/0013191980500301 ◽

1998 ◽

Vol 50 (3) ◽

pp. 213-223 ◽

Cited By ~ 7

Author(s):

William Scott ◽

Alan Reid

Keyword(s):

Environmental Education ◽

Critical Analysis ◽

England And Wales ◽

Policy Shifts ◽

Recent Policy

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Implementing ecopedagogy in highly centralised curricula contexts: a critical analysis of an environmental education course taught at one Tanzanian university

International Studies in Sociology of Education ◽

10.1080/09620214.2020.1854824 ◽

2020 ◽

pp. 1-20

Author(s):

Mjege Kinyota

Keyword(s):

Environmental Education ◽

Critical Analysis

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Validação de instrumento de recolhimento de dados para uma aproximação desde a educação ambiental ao movimento social agroecológico na Galiza e sua dimensão socioeducativa

AMBIENTE & EDUCAÇÃO - Revista de Educação Ambiental ◽

10.14295/ambeduc.v24i2.9731 ◽

2019 ◽

Vol 24 (2) ◽

pp. 236-266

Author(s):

Kylyan M. Bisquert i Pérez ◽

Pablo Á Meira Cartea

Keyword(s):

Environmental Education ◽

Social Movement ◽

Critical Analysis ◽

Food Systems ◽

Food System ◽

Methodological Approach ◽

Environmental Crisis ◽

Validation Process ◽

Environmentally Sustainable ◽

Data Collection Instrument

RESUMO O sistema agroalimentar hegemônico contribui significativamente com a atual crise socioambiental. Assim como as origens da Educação Ambiental estão intimamente ligadas ao ecologismo, é novamente necessário buscar referências de análise sócio-crítica e ação socioeducativa em movimentos sociais emergentes. A agroecologia disponibiliza alternativas integrais e transformadoras para a (re)construção de sistemas agroalimentares social e ambientalmente sustentáveis. Neste artigo apresentam-se as linhas metodológicas duma pesquisa sobre a dimensão socioeducativa do movimento social agroecológico na Galiza, com especial atenção ao processo de validação de conteúdo ao que foi submetido o instrumento de recolhimento de dados aplicado às iniciativas coletivas sujeito de estudo. Palavras chave: Agroecologia, Movimento Social Agroecológico, Educação Ambiental Sócio-crítica, Validação. ABSTRACT The hegemonic agri-food system contributes significantly to the current socio-environmental crisis. Just as the origins of Environmental Education are closely linked to ecologism, it is again necessary to look for references of socio-critical analysis and socio-educational action in emerging social movements. Agroecology provides integral and transformative alternatives for the (re)construction of socially and environmentally sustainable agri-food systems. This article presents the methodological approach of a research on the socio-educational dimension of the agroecological social movement in Galicia, with special attention to the content validation process to which the data collection instrument applied to the collective initiatives under study was submitted. Keywords: Agroecology, Agroecological Social Movement, Socio-critical Environmental Education, Validation.

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Ignorance, Environmental Education Research and Design Education

Australian Journal of Environmental Education ◽

10.1017/s0814062600000938 ◽

2005 ◽

Vol 21 ◽

pp. 39-46 ◽

Cited By ~ 1

Author(s):

Deirdre Barron ◽

Simon Jackson ◽

Lyndon Anderson

Keyword(s):

Environmental Education ◽

Design Education ◽

Design Research ◽

Design Practice ◽

Sustainable Society ◽

Education Development ◽

Relative Lack ◽

The World ◽

Ecologically Sustainable ◽

Research And Design

AbstractIn the relatively new discipline of design education we have the opportunity to frame the way that design education is formulated. The relative lack of theorists in the field of design education studies leaves unquestioned the relevance of conventional practices of design education that are premised on only tangentially relevant Art, Science and Information Technology models. There is a gap in design education development regarding how to mediate ecological concerns with techno-scientific imperatives. Environmental education researchers can influence this new field by challenging existing approaches to design education with particular attention to the ways design either contributes to or hinders the development of a sustainable society. In order to enter this discussion with environmental education researchers we identify three ecological issues faced by designers and design educators, here we pay particular attention to Industrial Design. The question for this paper is, can environmental education researchers offer advice to the design education area that may help us develop ecologically sustainable design-based programs. The newness of ecological concerns in the design research and design education areas means that we have a great deal to learn. If environmental education researchers are able to assist us with our reflections on designing curricula that in turn encourages a more ecologically aware design profession then this would be a worthwhile contribution to design practice in Australia, and indeed the world.

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