219
formal sites that also have the potential to contribute positively to the community
(Paraskeva-Hadjichambi et al. 2012; Gruenewald 2003.) Some scholars prompt
teachers to introduce critical pedagogy into a place-based educational approach.
They argue that students should not only be involved in and interact with the local
context, but also be encouraged to critically examine local issues of power, ethnicity
and alternative ways of teaching (Tuck et al. 2014; Cole 2007, Gruenewald 2003).
Gruenewald (2003) argues that through place-based learning, students should be
guided through a ‘reinhabitation’ process where they criticise the historical and
contemporary contexts of their places, while also working to restore social and environmental practices (Smith 2007, p. 192).
EE practices that aim to connect students to their local environment and community and provide the opportunity to participate in the social dimension of a place,
have the potential to promote the form of Environmental Citizenship supported in
this chapter. The power of place-based learning lies in its ability to offer students
genuine opportunities to participate in making positive changes in their local communities, leaving students with a higher “sense of their own agency and collective
capacity” (Smith 2007, p. 192). “Place-based educational experiences in non- formal
settings are connecting secondary school students with their communities and
regions in ways that would probably not otherwise occur. Such learning lays the
groundwork for civic participation” (Smith 2007, p. 203).
Place-based education can also help connect with the places where people live
and the natural environment, creating a healthy relationship with nature (ENEC
2018). Scholars begin to recognise the important role played by the ‘sense of place’
in contributing to environmental concern and the motivation of people to act in
environmental ways (e.g., Scannell and Gifford 2010; Stedman 2002; Vorkinn and
Riese 2001). While place-based pedagogy does not explicitly define the concept of
place, researchers have given recent attention to this relationship (Kudryavtsev et al.
2012; Semken and Freeman 2008, Vaske and Kobrin 2001). Of course, this is an
area that is worth more empirical work, but it highlights the effectiveness of placebased education by linking people with their local community so that they consider
themselves as citizens of their community. It encourages people to “to think and act
as members of the public – not as consumers or producers or private persons, but as
citizens who have a stake in maintaining a vital public realm” Dagger (2003, p. 41).
This is very important for the empowerment of Environmental Citizens as described
by ENEC (2018).
14.2.2 Civic Ecology Education
Civic ecology pedagogy (Tidball and Krasny 2010) can provide another example of
how Environmental Citizenship could be promoted in non-formal settings. Civic
ecology is defined as “stewardship practices that integrate social and environmental
values within a social – ecological systems framework … where participants act as
stewards of their environment through practices such as community gardening,
14 Educating for Environmental Citizenship in Non-formal Frameworks…
formal sites that also have the potential to contribute positively to the community
(Paraskeva-Hadjichambi et al. 2012; Gruenewald 2003.) Some scholars prompt
teachers to introduce critical pedagogy into a place-based educational approach.
They argue that students should not only be involved in and interact with the local
context, but also be encouraged to critically examine local issues of power, ethnicity
and alternative ways of teaching (Tuck et al. 2014; Cole 2007, Gruenewald 2003).
Gruenewald (2003) argues that through place-based learning, students should be
guided through a ‘reinhabitation’ process where they criticise the historical and
contemporary contexts of their places, while also working to restore social and environmental practices (Smith 2007, p. 192).
EE practices that aim to connect students to their local environment and community and provide the opportunity to participate in the social dimension of a place,
have the potential to promote the form of Environmental Citizenship supported in
this chapter. The power of place-based learning lies in its ability to offer students
genuine opportunities to participate in making positive changes in their local communities, leaving students with a higher “sense of their own agency and collective
capacity” (Smith 2007, p. 192). “Place-based educational experiences in non- formal
settings are connecting secondary school students with their communities and
regions in ways that would probably not otherwise occur. Such learning lays the
groundwork for civic participation” (Smith 2007, p. 203).
Place-based education can also help connect with the places where people live
and the natural environment, creating a healthy relationship with nature (ENEC
2018). Scholars begin to recognise the important role played by the ‘sense of place’
in contributing to environmental concern and the motivation of people to act in
environmental ways (e.g., Scannell and Gifford 2010; Stedman 2002; Vorkinn and
Riese 2001). While place-based pedagogy does not explicitly define the concept of
place, researchers have given recent attention to this relationship (Kudryavtsev et al.
2012; Semken and Freeman 2008, Vaske and Kobrin 2001). Of course, this is an
area that is worth more empirical work, but it highlights the effectiveness of placebased education by linking people with their local community so that they consider
themselves as citizens of their community. It encourages people to “to think and act
as members of the public – not as consumers or producers or private persons, but as
citizens who have a stake in maintaining a vital public realm” Dagger (2003, p. 41).
This is very important for the empowerment of Environmental Citizens as described
by ENEC (2018).
14.2.2 Civic Ecology Education
Civic ecology pedagogy (Tidball and Krasny 2010) can provide another example of
how Environmental Citizenship could be promoted in non-formal settings. Civic
ecology is defined as “stewardship practices that integrate social and environmental
values within a social – ecological systems framework … where participants act as
stewards of their environment through practices such as community gardening,
14 Educating for Environmental Citizenship in Non-formal Frameworks…