Community-as-pedagogy: environmental leadership for youth in rural Costa Rica

Selby, Samantha T.; Cruz, Austin R.; Ardoin, Nicole M.; Durham, William H.

doi:10.1080/13504622.2020.1792415

Cited by 15 publications

(13 citation statements)

References 72 publications

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“…The study contributes to the environmental leadership literature (Block & Paredis, 2013) by elaborating how project champions act as environmental leaders in a sustainability project in a public sector organization. Earlier micro-level studies have examined the environmental leadership of top-level managers, students, and individuals and how environmental leadership affects employees’ pro-environmental behaviour (e.g., Blythe & Harré, 2020; Curtin & Jia, 2020; Jiang et al, 2020; Omarova & Jo, 2022; Roberts et al, 2020; Selby et al, 2020). However, those studies failed to explain how environmental leaders who do not have hierarchical power engage organizational actors in collective action to facilitate sustainability transitions.…”

Section: Discussionmentioning

confidence: 99%

“…The macrolevel studies have examined countries (Klock, 2005;Maddock, 2013;Moni, 2009;Taylor, 2006), organizations (Chen, 2011;Flannery & May, 1994;Morison & Brown, 2010), and companies (Bailey, 1997;Davidson, 1994;Rice, 2003) as environmental leaders. Meanwhile, the micro-level research has examined the environmental leadership of top-level managers (e.g., Cong et al, 2014;Graves et al, 2019;Jiang et al, 2020;Roberts et al, 2020), students (e.g., Blythe & Harré, 2020;Selby et al, 2020), and individuals (Curtin & Jia, 2020) and how environmental leadership affects employees' proenvironmental behaviour (Omarova & Jo, 2022;Xu et al, 2022). However, these studies have failed to explore how environmental leaders who do not have hierarchical authoritative power to give orders or delegate change-related activities to engage with different actors in collective action.…”

Section: Project Champions As Environmental Leadersmentioning

confidence: 99%

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Sustainability Project Champions as Environmental Leaders in a City Organization: Driving the Urban Circular Economy

Pitkänen

Lehtimäki

Jokinen

2023

South Asian Journal of Business and Management Cases

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While the role of projects in sustainability change is widely recognized, the understanding of project managers’ behaviour in sustainability projects is limited. We examine project champions who act without hierarchical and authoritative power as environmental leaders and drive sustainability-related changes in the mindsets of actors and in city administration. Based on longitudinal action research, we elaborate on the practices and characteristics of project champions in initiating and advancing the circular economy in a city organization. Our study contributes to the intersection of research on project champions and environmental leaders by increasing the understanding of the ways through which champions develop their potency to promote sustainability in the course of the project.

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Section: Discussionmentioning

confidence: 99%

Section: Project Champions As Environmental Leadersmentioning

confidence: 99%

Sustainability Project Champions as Environmental Leaders in a City Organization: Driving the Urban Circular Economy

Pitkänen

Lehtimäki

Jokinen

2023

South Asian Journal of Business and Management Cases

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“…Summer camps and week-long student workshops or trips utilized a diverse range of learning activities. These included informal learning and hands-on science workshops in conjunction with outdoor recreational activities including hiking, bird watching or kayaking, and participation in reflection activities linking environmental education and experience in nature [20,22,[31][32][33]38,39,43,45,46,52,59]. Some programs also included alumni communities for youth to stay in touch and be encouraged to continue engaging in pro-environmental behavior or volunteering activities [32,45].…”

Section: Program Content and Activitiesmentioning

confidence: 99%

“…Nineteen articles included an intervention or program that explicitly linked climate change to the program as a primary focus [18,[20][21][22]26,28,[32][33][34][35][36]39,43,44,[52][53][54][55]58,59].…”

Section: Program Content and Activitiesmentioning

confidence: 99%

Engaging Young People in Climate Change Action: A Scoping Review of Sustainability Programs

et al. 2023

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Young people are stepping forward and engaging in or leading programs promoting climate action and sustainability. To optimize program outcomes, it is important to understand the nature of these programs, as well as their successes and enablers. Consequently, a scoping review was conducted across six databases, Taylor and Francis, Medline, Web of Science, Scopus, Sage and Wiley, to examine existing programs that promote climate change action amongst young people aged 12 to 25 years. The review sought to determine what is known about these programs and their outcomes by documenting what elements contribute to successful behavior changes in young people. Forty-eight articles were included in the review, with almost half of the studies from the United States. Eight elements recurred throughout the reviewed journal articles including intersecting external and internal factors contributing to reported behavior change. External factors included the social environment, place, knowledge, leadership and goal setting development that fostered internal factors that included, self-efficacy, identity, agency and action competence, and systems thinking. Learning from these programs to improve design and ensure sustainable outcomes is key to improving the capabilities of young people to continue responding to the climate challenge.

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“…Using a community-as-pedagogy framework (Freire, 1970), a study of a community-based education programme in a Latin American rural high school context investigated how community connections strengthened students' perceptions of social relationships and environmental leadership (Selby et al, 2020). e results showed an increase in students' knowledge of the local environment and community environmental issues.…”

Section: Community and Place-based Learningmentioning

confidence: 99%

Learning spaces: built, natural and digital considerations for learning and learners

Kraftl¹,

McKenzie²,

Gulson³

et al. 2022

Reimagining Education: The International Science and Evidence Based Education Assessment

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T he goal of this chapter is to assess research that can inform understandings of places and spaces of learning. The chapter assesses evidence across three types of learning spaces: built spaces, digital spaces, and natural spaces. It looks at the role of these di erent kinds of spaces for learning, attainment, interpersonal relationships, skills development, wellbeing and behaviours -across four pillars of learning to know, to be, to do and to live together. The chapter also explores how learning spaces can be actively shaped, felt and understood through practices and policies that occur within and around them.

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Community-as-pedagogy: environmental leadership for youth in rural Costa Rica

Cited by 15 publications

References 72 publications

Sustainability Project Champions as Environmental Leaders in a City Organization: Driving the Urban Circular Economy

Sustainability Project Champions as Environmental Leaders in a City Organization: Driving the Urban Circular Economy

Engaging Young People in Climate Change Action: A Scoping Review of Sustainability Programs

Learning spaces: built, natural and digital considerations for learning and learners

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