252
environmentalists etc.)? Finally, outdoor place-based activities could be included
giving students a sense of efficacy as stewards of the nature and the environment
and increasing their engagement and feeling of relevance.
Planning actions is another essential stage of the Education for Environmental
Citizenship Pedagogical Approach. In this stage students are asked to plan individual and collective actions in private and in public spheres. Identification of the relevant stakeholders with the specific environmental problem is core. For example,
for a local environmental problem the relevant stakeholders could be developers,
ecologists, students, government, neighbours. Mapping controversy is another step
in this stage. Mapping stakeholders’ positive and negative arguments and the interrelationships of the stakeholders and their arguments are crucial for students to
understand the complexity of the environmental problem studied (e.g., Latour
2005). Recording and examining possible alternative solutions for the environmental problem studied is another step in this stage. The examination of the positives
and negatives of each alternative solution could be undertaken in the frames of
sustainability (environmental, social, economic sustainability). In a next step, students could investigate the structural resistance that could face a proposal and
(Paraskeva-Hadjichambi et al. 2012). Some examples of possible structural resistance that could be identified include the resistance from the system, the non-elastic
laws, conflicting interests and interference, and the economic conditions conducive
to growth at the expense of the environment. Finally, at this stage a risk assessment
could be very important for the students. Risks should be identified in advance so
students can be ready to handle them. Some examples of risks could be upset and
confrontation in the community or blaming on personal and collective level.
Civic participation is a vital stage for Education for Environmental Citizenship
Pedagogical Approach. Decision making is, according to Schulz et al. (2016), the
first and important component of civic participation. In this step, students need to
make decisions keeping in mind alternative solutions (Paraskeva-Hadjichambi et al.
2015). In this step students can also decide to contact scientists, environmental
organisations, politicians and other stakeholders to present their views, suggestions
and decisions for the specific environmental problem. Another step in this stage is
the practice of environmental rights and duties. Examples of such rights and duties
can include access to environmental data and information, the right for public participation and consultation, the public access to justice, the need for environmental
impact assessment, and strategic environmental assessment documentation. The
next step is the application of actions in community including individual and collective actions in private and public spheres. Students could proceed to organise a
campaign-lobby or donate towards a campaign and the protection of the environment, become volunteers, publish an article in a local newspaper or participate in
radio and TV broadcasts regarding the environmental problem and the possible
solution. These are only some examples of the possible actions in the community.
Organising or participating in a public debate could be another possible step. Public
debates have proven to be very beneficial both in students’ education but more
importantly in helping students to practising citizenship (Hadjichambis et al. 2018;
Owens et al. 2017; Gregory and Holloway 2005). Finally, organising and
A. Ch. Hadjichambis and D. Paraskeva-Hadjichambi
environmentalists etc.)? Finally, outdoor place-based activities could be included
giving students a sense of efficacy as stewards of the nature and the environment
and increasing their engagement and feeling of relevance.
Planning actions is another essential stage of the Education for Environmental
Citizenship Pedagogical Approach. In this stage students are asked to plan individual and collective actions in private and in public spheres. Identification of the relevant stakeholders with the specific environmental problem is core. For example,
for a local environmental problem the relevant stakeholders could be developers,
ecologists, students, government, neighbours. Mapping controversy is another step
in this stage. Mapping stakeholders’ positive and negative arguments and the interrelationships of the stakeholders and their arguments are crucial for students to
understand the complexity of the environmental problem studied (e.g., Latour
2005). Recording and examining possible alternative solutions for the environmental problem studied is another step in this stage. The examination of the positives
and negatives of each alternative solution could be undertaken in the frames of
sustainability (environmental, social, economic sustainability). In a next step, students could investigate the structural resistance that could face a proposal and
(Paraskeva-Hadjichambi et al. 2012). Some examples of possible structural resistance that could be identified include the resistance from the system, the non-elastic
laws, conflicting interests and interference, and the economic conditions conducive
to growth at the expense of the environment. Finally, at this stage a risk assessment
could be very important for the students. Risks should be identified in advance so
students can be ready to handle them. Some examples of risks could be upset and
confrontation in the community or blaming on personal and collective level.
Civic participation is a vital stage for Education for Environmental Citizenship
Pedagogical Approach. Decision making is, according to Schulz et al. (2016), the
first and important component of civic participation. In this step, students need to
make decisions keeping in mind alternative solutions (Paraskeva-Hadjichambi et al.
2015). In this step students can also decide to contact scientists, environmental
organisations, politicians and other stakeholders to present their views, suggestions
and decisions for the specific environmental problem. Another step in this stage is
the practice of environmental rights and duties. Examples of such rights and duties
can include access to environmental data and information, the right for public participation and consultation, the public access to justice, the need for environmental
impact assessment, and strategic environmental assessment documentation. The
next step is the application of actions in community including individual and collective actions in private and public spheres. Students could proceed to organise a
campaign-lobby or donate towards a campaign and the protection of the environment, become volunteers, publish an article in a local newspaper or participate in
radio and TV broadcasts regarding the environmental problem and the possible
solution. These are only some examples of the possible actions in the community.
Organising or participating in a public debate could be another possible step. Public
debates have proven to be very beneficial both in students’ education but more
importantly in helping students to practising citizenship (Hadjichambis et al. 2018;
Owens et al. 2017; Gregory and Holloway 2005). Finally, organising and
A. Ch. Hadjichambis and D. Paraskeva-Hadjichambi