221
2002). Ecopedagogy, which is within the broader theory of ecology, offers a valuable pedagogical lens that help to establish epistemological elements of ecological
thinking in meaningful practice.
Through ecojustice education, students become familiar with ecologically sustainable practices of different cultures and prioritise pupils’ participation in ‘noncommodified aspects of community life’ (Bowers 2002, p. 21). Additional strategies
for implementing ecojustice pedagogy include: learning principles of ecological
design; regenerating non-commoditized skills, knowledge, and relationships of
self-reliance; and democratizing technology and science (Bowers 2002, pp. 30–32).
14.2.4 Action Competence
EE in authentic inquiry and action along with civic engagement is more appropriate
in non-formal conditions for facilitating the kind of Environmental Citizenship
required for sustainability (Berkowitz et al. 2005). In order to achieve a deep transformation of the community, an emerging trend is the development of ‘environmental action’ or ‘action competence’ in young people as a critical objective of
environmental learning (Schusler and Krasny 2010; Jensen and Schnack 1997).
Given that research on the EE explores the learning process for youth empowerment
to participate in environmental action in the public sector (Almers 2013; Arnold
et al. 2009), discussions are also taking place on the growing relationship between
environment, science and civics education. These interesting discussions direct the
emerging trend of environmental and scientific learning with the aim of active democratic citizenship (Wals and Jickling 2009; Gough and Scott 2007).
As an educational approach, environmental action does not aim to modify specific behaviours such as energy saving or recycling, but rather to bind youth to
develop action strategies for environmental issues they consider relevant. It involves
joint decision-making, which happens when adults and young people work together
to design, implement and evaluate a project, whether the project is started by young
people or adults (Schusler and Krasny 2010; Jensen and Schnack 1997).
Several examples of young people taking environmental action have been documented in educational practice:
• Natural environmental renovations (e.g.: tree planting to stabilise streambanks,
transformation of empty lots into community gardens).
• Community education (e.g.: organising community information fairs, producing
educational tools such as newsletters or videos).
• Inquiry (e.g.: community evaluations, surveys and mapping, scientific experiments designed to update or evaluate the action).
• Public problem analysis and support for policy change (e.g.: research and analysis of the environmental impacts of on-site waste water treatment regulations and
presentation of policy recommendations to a state legislative committee).
• Products or services that contribute to community progress (e.g.: sustainable
food for sale in a neighbouring rural market).
14 Educating for Environmental Citizenship in Non-formal Frameworks…
2002). Ecopedagogy, which is within the broader theory of ecology, offers a valuable pedagogical lens that help to establish epistemological elements of ecological
thinking in meaningful practice.
Through ecojustice education, students become familiar with ecologically sustainable practices of different cultures and prioritise pupils’ participation in ‘noncommodified aspects of community life’ (Bowers 2002, p. 21). Additional strategies
for implementing ecojustice pedagogy include: learning principles of ecological
design; regenerating non-commoditized skills, knowledge, and relationships of
self-reliance; and democratizing technology and science (Bowers 2002, pp. 30–32).
14.2.4 Action Competence
EE in authentic inquiry and action along with civic engagement is more appropriate
in non-formal conditions for facilitating the kind of Environmental Citizenship
required for sustainability (Berkowitz et al. 2005). In order to achieve a deep transformation of the community, an emerging trend is the development of ‘environmental action’ or ‘action competence’ in young people as a critical objective of
environmental learning (Schusler and Krasny 2010; Jensen and Schnack 1997).
Given that research on the EE explores the learning process for youth empowerment
to participate in environmental action in the public sector (Almers 2013; Arnold
et al. 2009), discussions are also taking place on the growing relationship between
environment, science and civics education. These interesting discussions direct the
emerging trend of environmental and scientific learning with the aim of active democratic citizenship (Wals and Jickling 2009; Gough and Scott 2007).
As an educational approach, environmental action does not aim to modify specific behaviours such as energy saving or recycling, but rather to bind youth to
develop action strategies for environmental issues they consider relevant. It involves
joint decision-making, which happens when adults and young people work together
to design, implement and evaluate a project, whether the project is started by young
people or adults (Schusler and Krasny 2010; Jensen and Schnack 1997).
Several examples of young people taking environmental action have been documented in educational practice:
• Natural environmental renovations (e.g.: tree planting to stabilise streambanks,
transformation of empty lots into community gardens).
• Community education (e.g.: organising community information fairs, producing
educational tools such as newsletters or videos).
• Inquiry (e.g.: community evaluations, surveys and mapping, scientific experiments designed to update or evaluate the action).
• Public problem analysis and support for policy change (e.g.: research and analysis of the environmental impacts of on-site waste water treatment regulations and
presentation of policy recommendations to a state legislative committee).
• Products or services that contribute to community progress (e.g.: sustainable
food for sale in a neighbouring rural market).
14 Educating for Environmental Citizenship in Non-formal Frameworks…