185
Chawla 2016). One of these facets of identity development is what Kempton and
Holland (2003) term a ‘social environmental identity’: people’s self-definition
relative to an environmental reference group. This could be a general identity such
as ‘environmentalist’ or a membership to an environmental group. The goal of
Education for Environmental Citizenship is to ‘cultivate a coherent and adequate
body of knowledge as well as the necessary skills, values, attitudes and competences
that an Environmental Citizen should be equipped with in order to be able to act and
participate in society as an agent of change […] in the direction of solving
contemporary environmental problems, preventing the creation of new environmental
problems, in achieving sustainability as well as developing a healthy relationship
with nature’ (Hadjichambis & Reis 2018). People are not likely to take action for
the environment unless they incorporate improving their environment (and the
natural environment) into their identity (Tesch and Kempton 2004).
As identified above, non-formal education from the ages of 6–12 years old holds
great potential in supporting and building such an identity. According to social
practice theory, people build their identities in the course of action, i.e. while
performing and living actions, and from experiencing the impact of those actions on
their environment as well as on themselves. Therefore, researchers in social practice
theory look for pivotal moments in people’s identity formation across their entire
lifespan. As people’s sense of self as agents of change (Hadjichambis & Reis 2018)
grows, three specific changes occur which should be taken into account when
designing educational interventions that connect to EEC:
1. There is an increasing salience to the natural world by becoming more attentive
and knowledgeable, and being more aware of environmental problems.
2. There is growing identification with the world of environmental action, by
acquiring a sense of agency for taking responsibility for action, and caring about
the consequences of one’s own actions.
3. People would gain knowledge through action; people can learn about practical
activities associated with environmental action and become acquainted with a
strategic network of other actors.
Thomashow (1995) defines an ecological identity as ‘all the different ways people construe themselves in relationship to the earth as manifested in personality,
values, actions, and sense of self’. He notes that ‘The interpretation of life experience transcends social and cultural interactions. It also includes a person’s connection to the earth, perception of the ecosystem, and direct experience of nature’ (p. 3).
Similarly, Clayton (2003) defines an environmental identity as ‘one part of the way
in which people form their self-concept: a sense of connection to some part of the
nonhuman natural environment, based on history, emotional attachment, and/or
similarity, that affects the way in which we perceive and act toward the world’
(p. 45–46).
Clayton (2003) also states that environmental identity is a strong motivating force
for individuals to act in ways that protect the environment. In turn their identities
will guide social, political and personal behaviours such as those actions identified
in the definition of Environmental Citizenship (Hadjichambis & Reis 2018).
12 Environmental Citizenship in the Context of Primary Non-formal Education
Chawla 2016). One of these facets of identity development is what Kempton and
Holland (2003) term a ‘social environmental identity’: people’s self-definition
relative to an environmental reference group. This could be a general identity such
as ‘environmentalist’ or a membership to an environmental group. The goal of
Education for Environmental Citizenship is to ‘cultivate a coherent and adequate
body of knowledge as well as the necessary skills, values, attitudes and competences
that an Environmental Citizen should be equipped with in order to be able to act and
participate in society as an agent of change […] in the direction of solving
contemporary environmental problems, preventing the creation of new environmental
problems, in achieving sustainability as well as developing a healthy relationship
with nature’ (Hadjichambis & Reis 2018). People are not likely to take action for
the environment unless they incorporate improving their environment (and the
natural environment) into their identity (Tesch and Kempton 2004).
As identified above, non-formal education from the ages of 6–12 years old holds
great potential in supporting and building such an identity. According to social
practice theory, people build their identities in the course of action, i.e. while
performing and living actions, and from experiencing the impact of those actions on
their environment as well as on themselves. Therefore, researchers in social practice
theory look for pivotal moments in people’s identity formation across their entire
lifespan. As people’s sense of self as agents of change (Hadjichambis & Reis 2018)
grows, three specific changes occur which should be taken into account when
designing educational interventions that connect to EEC:
1. There is an increasing salience to the natural world by becoming more attentive
and knowledgeable, and being more aware of environmental problems.
2. There is growing identification with the world of environmental action, by
acquiring a sense of agency for taking responsibility for action, and caring about
the consequences of one’s own actions.
3. People would gain knowledge through action; people can learn about practical
activities associated with environmental action and become acquainted with a
strategic network of other actors.
Thomashow (1995) defines an ecological identity as ‘all the different ways people construe themselves in relationship to the earth as manifested in personality,
values, actions, and sense of self’. He notes that ‘The interpretation of life experience transcends social and cultural interactions. It also includes a person’s connection to the earth, perception of the ecosystem, and direct experience of nature’ (p. 3).
Similarly, Clayton (2003) defines an environmental identity as ‘one part of the way
in which people form their self-concept: a sense of connection to some part of the
nonhuman natural environment, based on history, emotional attachment, and/or
similarity, that affects the way in which we perceive and act toward the world’
(p. 45–46).
Clayton (2003) also states that environmental identity is a strong motivating force
for individuals to act in ways that protect the environment. In turn their identities
will guide social, political and personal behaviours such as those actions identified
in the definition of Environmental Citizenship (Hadjichambis & Reis 2018).
12 Environmental Citizenship in the Context of Primary Non-formal Education