Doing to being: farming actions in a community coalesce into pro-environment motivations and values

Dutta, Deborah; Chandrasekharan, Shailesh

doi:10.1080/13504622.2017.1392485

Cited by 18 publications

(19 citation statements)

References 77 publications

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“…Interdisciplinary teaching would enable students to develop EC competences, whereas focusing on individual topics is counterproductive to reach EC [14]. Teaching about sustainability in a holistic manner, thus showing interconnectedness of topics, makes EfS difficult [24]. Next to holism, pluralism is important when teaching about sustainability issues.…”

Section: Challenges Of Teaching Ecmentioning

confidence: 99%

“…A few teachers give a definition of sustainability that fits closely to the Brundtland definition (7/41). Most teachers focus on sustainable processes and recycling when defining sustainability instead (24). About half of the teacher definitions of sustainability included references to the environment (22/41) and prolonged use of products and materials (18/41).…”

Section: (Teacher 11)mentioning

confidence: 99%

“…Common with sustainability thinking is a general feeling of hopelessness on the one hand, caused by the idea that it already is too late to turn the tide [22]. On the other hand, people might underestimate sustainability issues because effects of sustainability issues are often not felt close to home, which results in feelings of apathy and resignation [24]. Dealing with this emotional duality is difficult for teachers [22].…”

Section: Confidence and Challengesmentioning

confidence: 99%

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Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands

2021

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Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability and citizenship entail? What are their experiences (both positive and negative) with education for EC? A total of 41 Dutch science teachers were interviewed in an individual, face-to-face setting. Analysis of the coded transcripts shows that most teachers see the added value of EC but struggle to fully implement it in their teaching. They think the curriculum is unsuitable to reach EC, and they see activities such as guiding discussions and opinion forming as challenging. Furthermore, science teachers’ interpretation of citizenship education remains narrow, thus making it unlikely that their lessons are successful in fostering EC. Improving EC education therefore may be supported by explicit representation in the curriculum and teacher professional development directed at its implementation.

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Section: Challenges Of Teaching Ecmentioning

confidence: 99%

Section: (Teacher 11)mentioning

confidence: 99%

Section: Confidence and Challengesmentioning

confidence: 99%

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Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands

2021

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“…The narratives and examples indicate that the group's sustained participation in urban farming initiatives can help them empathise with and appreciate the efforts put in by farmers in grounded ways [46]. They were willing to accept discrepancies in amount or quality, with the understanding of how local climate can affect the produce.…”

Section: Evolving Network Of Trust and Active Self-organisation Capacitymentioning

confidence: 99%

Managing Sustainable Transitions: Institutional Innovations from India

Chebrolu

Dutta

2021

Sustainability

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Despite the widespread disruptions of lives and livelihoods due to the COVID-19 pandemic, it could also be seen as a gamechanger. The post-pandemic recovery should address fundamental questions concerning our food systems. Is it possible to reset existing ecologically unsustainable production systems towards healthier and more connected systems of conscious consumers and ecologically oriented farmers? Based on three illustrative cases from different parts of India, we show how managing transitions towards sustainability require institutional innovations and new intermediaries that build agency, change relations, and transform structures in food systems. Lessons from three diverse geographies and commodities in India are presented: urban farming initiatives in Mumbai, conscious consumer initiatives in semi-urban Gujarat for pesticide-free mangoes, and resource-poor arid regions of Andhra Pradesh. Through these examples, we show that, beyond the technological solutions, institutional innovations such as urban community-supported farming models, Participatory Guarantee Schemes, and Farmer Producer Organisations (FPOs) can enable sustainable transitions. Sustainable lifestyles in a post COVID-19 world, as the cases show, require collective experimentation with producers that go beyond changed consumer behaviour to transform structures in food systems.

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“…do exist in India. Though some exploratory studies (Dutta & Chandrasekharan, 2018) suggest that these activities lead to the development of pro-environmental values in some of the participants, there needs to be a rigorous evaluation of whether the compassion and connection with "nature" extend beyond these built environments (gardens, farms etc.). After all, interventions that use built environments package and present "nature" to participants in a certain way, as thriving, flourishing, enchanting, and clean.…”

Section: Students' Values and Aspirationsmentioning

confidence: 99%

Science and Environment Education in the Times of the Anthropocene: Some Reflections from India

Raveendran

Srivastava

2021

Palgrave Studies in Education and the Environment

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In this article, we critically discuss the notion of Anthropocene and its sociopolitical implications for science and environmental education. We do so by laying out how the Anthropocene discourse has shaped the debates around development, environment, and technoscience in postcolonial India. Subsequently, we shift to a conversational format wherein each of us deliberate on our engagements as critical science educators, discussing how, in our respective work, we find the official curriculum promoting the Anthropocene discourse. We then discuss ways by which the Anthropocene discourse constitutes student subjectivities in terms of the nature of their values and aspirations. While engaging in this dialogue, we find ourselves reimagining alternatives.

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Doing to being: farming actions in a community coalesce into pro-environment motivations and values

Cited by 18 publications

References 77 publications

Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands

Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands

Managing Sustainable Transitions: Institutional Innovations from India

Science and Environment Education in the Times of the Anthropocene: Some Reflections from India

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