7
Together, the members from different areas of knowledge are developing new
research paradigms and metrics for assessing Environmental Citizenship. At the
same time, ENEC fosters the growth of a specific research and social practice
through the initiation and support of those entering the practice by those considered ‘experts’ in that practice, in a process grounded in mutual respect and the
desire to contribute to the practice (Lave and Wenger 1991). The CoP shares a
common interest and passion and creates its own knowledge and resources.
• A rapid flow of information and innovation – The development of an interactive
platform for communication and exchange of information regarding research
and evidence-based interventions targeting Environmental Citizenship, combined with the use of digital collaboration and communication tools and the frequent meetings (working meetings, scientific training schools and short-term
scientific missions), assures the constant and fast contact between the network’s
members. The interactive platform intends to overcome what is considered as
one of the major threads to the implementation of ENEC’s approach: the availability of resources. In spite of existing several learning materials and programmes on Education for Environmental Citizenship proposed by different
organisations, these resources are dispersed through a multitude of places.
Therefore, the interactive platform ‘GAIA Repository Database’ concentrates
relevant information in one specific and dedicated space, aiming to become a
major forum of discussion and dissemination regarding Education for
Environmental Citizenship.
• A shared knowledge of each member competences – The members’ different
competences are being mobilised towards the network’s goals, providing a richness of knowledge and perspectives. The promotion of Environmental Citizenship
requires an interdisciplinary, collaborative and systemic approach difficult to
materialise in schools strongly organised or divided around subjects. ENEC is
providing the common spaces and times needed to develop synergies among different knowledge, perspectives and specific cultures.
• The development of an identity – all the interactions and collaborative work
inside the network are allowing the development of an identity through the accumulation of experiences, stories, classroom materials and ways of addressing
recurring problems, knowledge and competences connected with fostering
Environmental Citizenship.
• A shared discourse reflecting a certain world view about the importance of citizens’ pro-environmental behaviour change – through Environmental
Citizenship – in order to aim for a more sustainable world.
ENEC is being fostered as a CoP through three key elements highlighted by the
literature (Sherer et al. 2003; Wenger et al. 2002): (1) domain, the shared repertoire
of knowledge and competences; (2) community, the interaction and the collective
learning through joint activities and discussions; and (3) practice, the shared repertoire of resources developed by the community.
1 Introduction to the Conceptualisation of Environmental Citizenship…
Together, the members from different areas of knowledge are developing new
research paradigms and metrics for assessing Environmental Citizenship. At the
same time, ENEC fosters the growth of a specific research and social practice
through the initiation and support of those entering the practice by those considered ‘experts’ in that practice, in a process grounded in mutual respect and the
desire to contribute to the practice (Lave and Wenger 1991). The CoP shares a
common interest and passion and creates its own knowledge and resources.
• A rapid flow of information and innovation – The development of an interactive
platform for communication and exchange of information regarding research
and evidence-based interventions targeting Environmental Citizenship, combined with the use of digital collaboration and communication tools and the frequent meetings (working meetings, scientific training schools and short-term
scientific missions), assures the constant and fast contact between the network’s
members. The interactive platform intends to overcome what is considered as
one of the major threads to the implementation of ENEC’s approach: the availability of resources. In spite of existing several learning materials and programmes on Education for Environmental Citizenship proposed by different
organisations, these resources are dispersed through a multitude of places.
Therefore, the interactive platform ‘GAIA Repository Database’ concentrates
relevant information in one specific and dedicated space, aiming to become a
major forum of discussion and dissemination regarding Education for
Environmental Citizenship.
• A shared knowledge of each member competences – The members’ different
competences are being mobilised towards the network’s goals, providing a richness of knowledge and perspectives. The promotion of Environmental Citizenship
requires an interdisciplinary, collaborative and systemic approach difficult to
materialise in schools strongly organised or divided around subjects. ENEC is
providing the common spaces and times needed to develop synergies among different knowledge, perspectives and specific cultures.
• The development of an identity – all the interactions and collaborative work
inside the network are allowing the development of an identity through the accumulation of experiences, stories, classroom materials and ways of addressing
recurring problems, knowledge and competences connected with fostering
Environmental Citizenship.
• A shared discourse reflecting a certain world view about the importance of citizens’ pro-environmental behaviour change – through Environmental
Citizenship – in order to aim for a more sustainable world.
ENEC is being fostered as a CoP through three key elements highlighted by the
literature (Sherer et al. 2003; Wenger et al. 2002): (1) domain, the shared repertoire
of knowledge and competences; (2) community, the interaction and the collective
learning through joint activities and discussions; and (3) practice, the shared repertoire of resources developed by the community.
1 Introduction to the Conceptualisation of Environmental Citizenship…