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community forestry, and watershed restoration” (Tidball and Krasny 2010, p. 466).
These practices create place-based learning in real-life resource management environments, allowing for an experiential and participatory learning process, while
enhancing ecosystem and social health, which they call the ‘ecology of environmental education’ (Tidball and Krasny 2010). Civic ecology includes “urban environmental education programs that engage youth in community-based stewardship
to restore” urban habitats, which incorporate both ‘nature contact’ and “democratic
deliberation” (Tidball and Krasny 2010, p. 5). In this way, civic ecology education
is inherently politically oriented, linking participants with developing movements
such as civic environmentalism (Light 2003; Shutkin 2001) and the renewal of citizens (Sirianni and Friedland 2001).
Civic ecology education is an approach that combines traditional EE with civic
engagement or service learning. Such a model provides a more exciting framework
for promoting Environmental Citizenship, which goes beyond individual knowledge, attitudes and behaviours, in order to empower individuals to engage in the
democratic processes required to meet the urgent need for sustainability. In addition, in civic ecology education, citizenship is treated as a collective enterprise, both
in terms of strengthening the civic commons (Light 2003), and by challenging the
existing institutional structures for the resumption of a democracy that favours sustainability (Maniates 2001). In this way, Education for Environmental Citizenship is
more than just the promotion of individual virtues or changes in behaviour towards
better environmental goals. It is a collective action based on practices where local
communities can ‘do something together’ (Light 2002, p. 167).
14.2.3 Ecojustice Pedagogy
Ecojustice pedagogy could promote Environmental Citizenship of secondary school
students in non-formal settings, since it calls for time spent in “out-of- classroom
spaces and places; experiencing the knowledges of different cultures and cultural
relationships to place; gaining a diversity of natural history knowledge; and developing community relationships and actions” (McKenzie 2008, p. 366).
Ecojustice pedagogy, which bridges western scientific knowledge with traditional ecological knowledge, combined with a multidisciplinary approach to learning, helps us move beyond the binary and disconnect. As a result, science and
environmental learning – which is often abstract and extremely complex when
taught in a classroom and from a textbook – becomes much more accessible, visible
and relevant to students. Students can take this ‘personal knowledge’ and transfer
and apply it to their daily lives in their homes, despite of geographic, socio-cultural
and socio-economic diversity.
Ecojustice pedagogy incorporates a relationship-oriented, ecological conceptual
framework that supports a wider global worldview. It adds an ecological lens to
social justice. In other words, it extends the values of justice to include the environment and ‘environmental racism’ (Paraskeva-Hadjihcambi et al. 2015; Bowers
D. Paraskeva-Hadjichambi et al.
community forestry, and watershed restoration” (Tidball and Krasny 2010, p. 466).
These practices create place-based learning in real-life resource management environments, allowing for an experiential and participatory learning process, while
enhancing ecosystem and social health, which they call the ‘ecology of environmental education’ (Tidball and Krasny 2010). Civic ecology includes “urban environmental education programs that engage youth in community-based stewardship
to restore” urban habitats, which incorporate both ‘nature contact’ and “democratic
deliberation” (Tidball and Krasny 2010, p. 5). In this way, civic ecology education
is inherently politically oriented, linking participants with developing movements
such as civic environmentalism (Light 2003; Shutkin 2001) and the renewal of citizens (Sirianni and Friedland 2001).
Civic ecology education is an approach that combines traditional EE with civic
engagement or service learning. Such a model provides a more exciting framework
for promoting Environmental Citizenship, which goes beyond individual knowledge, attitudes and behaviours, in order to empower individuals to engage in the
democratic processes required to meet the urgent need for sustainability. In addition, in civic ecology education, citizenship is treated as a collective enterprise, both
in terms of strengthening the civic commons (Light 2003), and by challenging the
existing institutional structures for the resumption of a democracy that favours sustainability (Maniates 2001). In this way, Education for Environmental Citizenship is
more than just the promotion of individual virtues or changes in behaviour towards
better environmental goals. It is a collective action based on practices where local
communities can ‘do something together’ (Light 2002, p. 167).
14.2.3 Ecojustice Pedagogy
Ecojustice pedagogy could promote Environmental Citizenship of secondary school
students in non-formal settings, since it calls for time spent in “out-of- classroom
spaces and places; experiencing the knowledges of different cultures and cultural
relationships to place; gaining a diversity of natural history knowledge; and developing community relationships and actions” (McKenzie 2008, p. 366).
Ecojustice pedagogy, which bridges western scientific knowledge with traditional ecological knowledge, combined with a multidisciplinary approach to learning, helps us move beyond the binary and disconnect. As a result, science and
environmental learning – which is often abstract and extremely complex when
taught in a classroom and from a textbook – becomes much more accessible, visible
and relevant to students. Students can take this ‘personal knowledge’ and transfer
and apply it to their daily lives in their homes, despite of geographic, socio-cultural
and socio-economic diversity.
Ecojustice pedagogy incorporates a relationship-oriented, ecological conceptual
framework that supports a wider global worldview. It adds an ecological lens to
social justice. In other words, it extends the values of justice to include the environment and ‘environmental racism’ (Paraskeva-Hadjihcambi et al. 2015; Bowers
D. Paraskeva-Hadjichambi et al.