11
Environmental Citizenship competences and how education and teachers can promote these competences are also important points in this chapter.
Part IV starts with Chap. 11 where Environmental Citizenship is examined in
primary formal education. Jan Činčera and his co-authors start from the point that
primary formal education can provide opportunities to achieve Environmental
Citizenship goals. They present how the specifics of age and formal settings could
be approached and which educational strategies could be used, recommended or
avoided based on the existing research. This chapter also provides an overview of
the most important educational aims regarding the development of Environmental
Citizenship in primary formal education, namely, environmental sensitivity, a sense
of justice, a basic understanding of ecological systems, skills for basic investigation
of ecological and social phenomena and action skills relating to active participation
in community issues.
The aim of Chap. 12 is to explore how non-formal education can take place for
young children (primary education) as a space to experiment with and to learn the
competences needed as Environmental Citizens. Boeve-de Pauw explores the potential of non-formal education to facilitate the development of children’s environmental identity and their identity as agents of change. An overview of significant life
experiences that can contribute to this development is presented. The chapter identifies key aspects in implementing the concept of Environmental Citizenship, which
should focus on the experiences encountered by children in their ‘reality’ and should
be based on participatory principle and negotiated in a very flexible framework.
In Chap. 13, Niklas Gericke and his colleagues focus on the demands and challenges that need to be overcome and are related to context differences as well as to
formal education requirements in order to enact Environmental Citizenship teaching approaches in secondary education. In secondary education, students are taught
by several subject specialists from different disciplines. To enact Education for
Environmental Citizenship, these different teachers need to collaborate. Moreover,
secondary schooling might have different aims compared to other school forms, and
it is often regulated with specific subject syllabi. How Education for Environmental
Citizenship can be enacted considering these challenges is also discussed in this
chapter.
Education for Environmental Citizenship in non-formal frameworks for secondary level youth is another important dimension covered by this book. In Chap. 14,
Paraskeva-Hadjichambi and her co-authors deduce that non-formal settings for secondary education level could contribute to Education for Environmental Citizenship
by providing the opportunities and conditions that enable young people to be
empowered and motivated to act and participate in society as agents of change in the
direction of solving contemporary environmental problems, preventing the creation
of new environmental problems, achieving sustainability and restoring human relationships with nature. They present how different pedagogies including place-based
education, civic ecology education, ecojustice pedagogy, action competence and
socio-scientific inquiry-based learning can all contribute to achieve environmental
and social change. They conclude the chapter by emphasising the need for a complete pedagogical framework fostering Education for Environmental Citizenship.
1 Introduction to the Conceptualisation of Environmental Citizenship…
Environmental Citizenship competences and how education and teachers can promote these competences are also important points in this chapter.
Part IV starts with Chap. 11 where Environmental Citizenship is examined in
primary formal education. Jan Činčera and his co-authors start from the point that
primary formal education can provide opportunities to achieve Environmental
Citizenship goals. They present how the specifics of age and formal settings could
be approached and which educational strategies could be used, recommended or
avoided based on the existing research. This chapter also provides an overview of
the most important educational aims regarding the development of Environmental
Citizenship in primary formal education, namely, environmental sensitivity, a sense
of justice, a basic understanding of ecological systems, skills for basic investigation
of ecological and social phenomena and action skills relating to active participation
in community issues.
The aim of Chap. 12 is to explore how non-formal education can take place for
young children (primary education) as a space to experiment with and to learn the
competences needed as Environmental Citizens. Boeve-de Pauw explores the potential of non-formal education to facilitate the development of children’s environmental identity and their identity as agents of change. An overview of significant life
experiences that can contribute to this development is presented. The chapter identifies key aspects in implementing the concept of Environmental Citizenship, which
should focus on the experiences encountered by children in their ‘reality’ and should
be based on participatory principle and negotiated in a very flexible framework.
In Chap. 13, Niklas Gericke and his colleagues focus on the demands and challenges that need to be overcome and are related to context differences as well as to
formal education requirements in order to enact Environmental Citizenship teaching approaches in secondary education. In secondary education, students are taught
by several subject specialists from different disciplines. To enact Education for
Environmental Citizenship, these different teachers need to collaborate. Moreover,
secondary schooling might have different aims compared to other school forms, and
it is often regulated with specific subject syllabi. How Education for Environmental
Citizenship can be enacted considering these challenges is also discussed in this
chapter.
Education for Environmental Citizenship in non-formal frameworks for secondary level youth is another important dimension covered by this book. In Chap. 14,
Paraskeva-Hadjichambi and her co-authors deduce that non-formal settings for secondary education level could contribute to Education for Environmental Citizenship
by providing the opportunities and conditions that enable young people to be
empowered and motivated to act and participate in society as agents of change in the
direction of solving contemporary environmental problems, preventing the creation
of new environmental problems, achieving sustainability and restoring human relationships with nature. They present how different pedagogies including place-based
education, civic ecology education, ecojustice pedagogy, action competence and
socio-scientific inquiry-based learning can all contribute to achieve environmental
and social change. They conclude the chapter by emphasising the need for a complete pedagogical framework fostering Education for Environmental Citizenship.
1 Introduction to the Conceptualisation of Environmental Citizenship…