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European Environment Agency. (2015). The European environment – State and outlook 2015:
Synthesis report. Copenhagen: European Environment Agency.
Foster, K. R., Vecchia, P., & Repacholi, M. H. (2000). Science and the precautionary principle.
Science, 288(5468), 979–981.
Freire, P. (1987). Pedagogia do oprimido (pedagogy of the oppressed). Rio de Janeiro: Paz e Terra.
Gerbaudo, P. (2018). Tweets and the streets: Social media and contemporary activism. London:
Pluto Press.
Green, C., Medina-Jerez, W., & Bryant, C. (2016). Cultivating environmental citizenship in teacher
education. Teaching Education, 27(2), 117–135.
Gregory, M., & Holloway, M. (2005). The debate as a pedagogic tool in social policy for social
work students. Social Work Education, 24(6), 617–637.
Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational
Researcher, 32, 3–12.
Gruenewald, D. A. (2014). Place-based education: Grounding culturally responsive teaching in
geographical diversity. In Place-based education in the global age (pp. 161–178). New York:
Routledge.
Hadjichambis, A., & Reis, P. (2018). European Network for Environmental Citizenship (ENEC).
Impact, 2018(8), 52–54.
Hadjichambis, A. C., Georgiou, Y., Paraskeva-Hadjichambi, D. P., Ioannou, H., & Manoli, C. C.
(2015). Integrating sustainable consumption into environmental education: A case study on
environmental representations, decision making and intention to act. International Journal of
Environmental and Science Education, 10(1), 67–86.
Hadjichambis, A. C., Georgiou, Y., Paraskeva Hadjichambi, D., Kyza, E. A., Agesilaou, A., &
Mappouras, D. (2018). Promoting RRI and active citizenship in an inquiry-based controversial
socio-scientific issue: The case of cholesterol regulation with statins. Journal of Biological
Education, 1–13.
Hayes, E. (2006). Community service-learning in Canada: A scan of the field. Guelph: Canadian
Association for Community Service-Learning.
Hayward, T. (2000). Constitutional environmental rights: A case for political analysis. Political
Studies, 48(3), 558–572.
Hayward, B. (2012). Children, citizenship and environment: Nurturing a democratic imagination
in a changing world. London: Routledge.
Hoy, W., & Miskel, C. (2008). Educational administration: Theory. In Research and practice (8th
ed.). New York: McGraw-Hill.
Hungerford, H. (2010). Environmental education for the 21st century: Where have we been?
Where are we now? Where are we headed? Journal of Environmental Education, 41(1), 1–6.
Johnson, L., & Morris, P. (2010). Towards a framework for critical citizenship education. The
Curriculum Journal, 21(1), 77–96.
Krasny, M. E., & Tidball, K. G. (2010). Civic ecology: Linking social and ecological approaches
in extension. Journal of Extension, 48(1), 1IAW1.
Kyza, E. A., & Georgiou, Y. (2014). Developing in-service science teachers’ ownership of the
PROFILES pedagogical framework through a technology-supported participatory design
approach to professional development. Science Education International, 25(2), 55–77.
Kyza, E. A., & Nicolaidou, I. (2016). Co-designing reform-based online inquiry learning environments as a situated approach to teachers’ professional development. CoDesign, 1–26. https://
doi.org/10.1080/15710882.2016.1209528.
Kyza, E. A., Georgiou, Y., Hadjichambis, A. C., & Agesilaou, A. (2018). Antibiotics in livestock:
Introducing in-service teachers to the nature of contemporary socio-scientific controversies.
The School Science Review, 100(371), 53–58.
Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford:
Oxford University Press.
Levinson, R. and PARRISE consortium. (2017). Socio-scientific based learning: Taking off from
STEPWISE. In J. L. Bencze (Ed.), Science & technology education promoting wellbeing for
individuals, societies environments (pp. 477–502). Dordrecht: Springer.
15 Education for Environmental Citizenship: The Pedagogical Approach
European Environment Agency. (2015). The European environment – State and outlook 2015:
Synthesis report. Copenhagen: European Environment Agency.
Foster, K. R., Vecchia, P., & Repacholi, M. H. (2000). Science and the precautionary principle.
Science, 288(5468), 979–981.
Freire, P. (1987). Pedagogia do oprimido (pedagogy of the oppressed). Rio de Janeiro: Paz e Terra.
Gerbaudo, P. (2018). Tweets and the streets: Social media and contemporary activism. London:
Pluto Press.
Green, C., Medina-Jerez, W., & Bryant, C. (2016). Cultivating environmental citizenship in teacher
education. Teaching Education, 27(2), 117–135.
Gregory, M., & Holloway, M. (2005). The debate as a pedagogic tool in social policy for social
work students. Social Work Education, 24(6), 617–637.
Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational
Researcher, 32, 3–12.
Gruenewald, D. A. (2014). Place-based education: Grounding culturally responsive teaching in
geographical diversity. In Place-based education in the global age (pp. 161–178). New York:
Routledge.
Hadjichambis, A., & Reis, P. (2018). European Network for Environmental Citizenship (ENEC).
Impact, 2018(8), 52–54.
Hadjichambis, A. C., Georgiou, Y., Paraskeva-Hadjichambi, D. P., Ioannou, H., & Manoli, C. C.
(2015). Integrating sustainable consumption into environmental education: A case study on
environmental representations, decision making and intention to act. International Journal of
Environmental and Science Education, 10(1), 67–86.
Hadjichambis, A. C., Georgiou, Y., Paraskeva Hadjichambi, D., Kyza, E. A., Agesilaou, A., &
Mappouras, D. (2018). Promoting RRI and active citizenship in an inquiry-based controversial
socio-scientific issue: The case of cholesterol regulation with statins. Journal of Biological
Education, 1–13.
Hayes, E. (2006). Community service-learning in Canada: A scan of the field. Guelph: Canadian
Association for Community Service-Learning.
Hayward, T. (2000). Constitutional environmental rights: A case for political analysis. Political
Studies, 48(3), 558–572.
Hayward, B. (2012). Children, citizenship and environment: Nurturing a democratic imagination
in a changing world. London: Routledge.
Hoy, W., & Miskel, C. (2008). Educational administration: Theory. In Research and practice (8th
ed.). New York: McGraw-Hill.
Hungerford, H. (2010). Environmental education for the 21st century: Where have we been?
Where are we now? Where are we headed? Journal of Environmental Education, 41(1), 1–6.
Johnson, L., & Morris, P. (2010). Towards a framework for critical citizenship education. The
Curriculum Journal, 21(1), 77–96.
Krasny, M. E., & Tidball, K. G. (2010). Civic ecology: Linking social and ecological approaches
in extension. Journal of Extension, 48(1), 1IAW1.
Kyza, E. A., & Georgiou, Y. (2014). Developing in-service science teachers’ ownership of the
PROFILES pedagogical framework through a technology-supported participatory design
approach to professional development. Science Education International, 25(2), 55–77.
Kyza, E. A., & Nicolaidou, I. (2016). Co-designing reform-based online inquiry learning environments as a situated approach to teachers’ professional development. CoDesign, 1–26. https://
doi.org/10.1080/15710882.2016.1209528.
Kyza, E. A., Georgiou, Y., Hadjichambis, A. C., & Agesilaou, A. (2018). Antibiotics in livestock:
Introducing in-service teachers to the nature of contemporary socio-scientific controversies.
The School Science Review, 100(371), 53–58.
Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford:
Oxford University Press.
Levinson, R. and PARRISE consortium. (2017). Socio-scientific based learning: Taking off from
STEPWISE. In J. L. Bencze (Ed.), Science & technology education promoting wellbeing for
individuals, societies environments (pp. 477–502). Dordrecht: Springer.
15 Education for Environmental Citizenship: The Pedagogical Approach