145
social relevance of a science education with socially responsible curricula, strongly
committed with the health of the communities and the environment.
The study of recent young activist movements can shed some light on the factors
that are important in mobilising young people into political participation and, consequently, on how schools can counteract the low levels of civic engagement among
young people, namely, through the promotion of democratic activism.
The youth activism approach assumes education as a democratising force and a
catalyst for individual development and social transformation (Freire 1970/1987;
Dewey 1916). Through this approach, school becomes a live forum for liberating
dialogue and a real context for the exercise of Environmental Citizenship. There is
a global urgency for pedagogical approaches that include youth activism as a core
and fundamental step for the promotion of Environmental Citizenship.
Acknowledgments This chapter is based on work from Cost Action ENEC – European Network
for Environmental Citizenship (CA16229) supported by COST (European Cooperation in Science
and Technology).
References
Alsop, S., & Bencze, L. (2009). Editorial: Beyond the confines of matters of fact. Journal for
Activist Science and Technology Education, 1(1), i–v.
Alsop, S., & Bencze, L. (2014). Activism! Toward a more radical science and technology education. In L. Bencze & S. Alsop (Eds.), Activist science and technology education (pp. 1–19).
Dordrecht: Springer.
Bachen, C., Raphael, C., Lynn, K., McKee, K., & Philippi, J. (2008). Civic engagement, pedagogy,
and information technology on web sites for youth. Political Communication, 25(3), 290–310.
Bader, B., & Laberge, Y. (2014). Activism in science and environmental education: Renewing conceptions about science among students when considering socioscientific issues. In L. Bencze &
S. Alsop (Eds.), Activist science and technology education (pp. 419–433). Dordrecht: Springer.
Baptista, M., Reis, P., & de Andrade, V. (2018). Let’s save the bees! An environmental activism
initiative in elementary school. Visions for Sustainability, 9, 41–48.
Bencze, J. L. (2008). Private profit, science and science education: Critical problems and possibilities for action. Canadian Journal of Science, Mathematics & Technology Education, 8(4),
297–312.
Bencze, L. (2013). STEPWISE: Science and technology education promoting wellbeing for individuals, societies and environments. Accessed at http://stepwiser.ca
Bencze, L. (Ed.). (2017). Science and technology education promoting wellbeing for individuals,
societies and environments. Dordrecht: Springer.
Bencze, L., & Carter, L. (2011). Globalizing students acting for the common good. Journal of
Research in Science Teaching, 48(6), 648–669.
Bencze, J. L., & Sperling, E. R. (2012). Student-teachers as advocates for student-led researchinformed socioscientific activism. Canadian Journal of Science, Mathematics & Technology
Education, 12(1), 62–85.
Braund, M., & Reiss, M. (Eds.). (2004). Learning science outside the classroom. London:
Routledge Falmer.
Britton, S. A., & Tippins, D. J. (2015). Living history—Challenging citizen science and youth
activism through historical re-enacting. In M. P. Mueller & D. J. Tippins (Eds.), EcoJustice,
9 Environmental Citizenship and Youth Activism
social relevance of a science education with socially responsible curricula, strongly
committed with the health of the communities and the environment.
The study of recent young activist movements can shed some light on the factors
that are important in mobilising young people into political participation and, consequently, on how schools can counteract the low levels of civic engagement among
young people, namely, through the promotion of democratic activism.
The youth activism approach assumes education as a democratising force and a
catalyst for individual development and social transformation (Freire 1970/1987;
Dewey 1916). Through this approach, school becomes a live forum for liberating
dialogue and a real context for the exercise of Environmental Citizenship. There is
a global urgency for pedagogical approaches that include youth activism as a core
and fundamental step for the promotion of Environmental Citizenship.
Acknowledgments This chapter is based on work from Cost Action ENEC – European Network
for Environmental Citizenship (CA16229) supported by COST (European Cooperation in Science
and Technology).
References
Alsop, S., & Bencze, L. (2009). Editorial: Beyond the confines of matters of fact. Journal for
Activist Science and Technology Education, 1(1), i–v.
Alsop, S., & Bencze, L. (2014). Activism! Toward a more radical science and technology education. In L. Bencze & S. Alsop (Eds.), Activist science and technology education (pp. 1–19).
Dordrecht: Springer.
Bachen, C., Raphael, C., Lynn, K., McKee, K., & Philippi, J. (2008). Civic engagement, pedagogy,
and information technology on web sites for youth. Political Communication, 25(3), 290–310.
Bader, B., & Laberge, Y. (2014). Activism in science and environmental education: Renewing conceptions about science among students when considering socioscientific issues. In L. Bencze &
S. Alsop (Eds.), Activist science and technology education (pp. 419–433). Dordrecht: Springer.
Baptista, M., Reis, P., & de Andrade, V. (2018). Let’s save the bees! An environmental activism
initiative in elementary school. Visions for Sustainability, 9, 41–48.
Bencze, J. L. (2008). Private profit, science and science education: Critical problems and possibilities for action. Canadian Journal of Science, Mathematics & Technology Education, 8(4),
297–312.
Bencze, L. (2013). STEPWISE: Science and technology education promoting wellbeing for individuals, societies and environments. Accessed at http://stepwiser.ca
Bencze, L. (Ed.). (2017). Science and technology education promoting wellbeing for individuals,
societies and environments. Dordrecht: Springer.
Bencze, L., & Carter, L. (2011). Globalizing students acting for the common good. Journal of
Research in Science Teaching, 48(6), 648–669.
Bencze, J. L., & Sperling, E. R. (2012). Student-teachers as advocates for student-led researchinformed socioscientific activism. Canadian Journal of Science, Mathematics & Technology
Education, 12(1), 62–85.
Braund, M., & Reiss, M. (Eds.). (2004). Learning science outside the classroom. London:
Routledge Falmer.
Britton, S. A., & Tippins, D. J. (2015). Living history—Challenging citizen science and youth
activism through historical re-enacting. In M. P. Mueller & D. J. Tippins (Eds.), EcoJustice,
9 Environmental Citizenship and Youth Activism