Exploring youth development through an environmental education program for rural indigenous women

Briggs, Lilly; Krasny, Marianne E.; Stedman, Richard C.

doi:10.1080/00958964.2018.1502137

Cited by 15 publications

(4 citation statements)

References 39 publications

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“…Emergent research from other environmental arenas, such as Indigenous-led biodiversity conservation and climate change adaptation projects, demonstrates that Indigenous people of different genders experience differing abilities to access environmental goods (and exposure to environmental threats) as well as inequitable capacities to participate in decision-making [231][232][233][234]. In particular, Indigenous women and gender minorities report being unable to (and/or fearful to) speak in governance and management forums (including public consultation and tribal meetings) due to patriarchal gender structures, which means that Indigenous male voices are privileged over Indigenous females and gender minorities [235][236][237][238][239][240]. Accordingly, in some instances, Indigenous women-only climate change adaptation, land and water management committees and practitioner teams are in operation (such as Indigenous women rangers in Australia as part of the Caring for Country programme) [241][242][243][244].…”

Section: What Are the Knowledge Gaps And Directions For Future Research?mentioning

confidence: 99%

Indigenous Environmental Justice within Marine Ecosystems: A Systematic Review of the Literature on Indigenous Peoples’ Involvement in Marine Governance and Management

2021

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We develop and apply a systematic review methodology to identify and understand how the peer-reviewed literature characterises Indigenous peoples’ involvement in marine governance and management approaches in terms of equity and justice worldwide. We reviewed the peer-reviewed English-language research articles between January 2015 and September 2020 for examples of Indigenous peoples’ involvement in marine governance and management using the analytical lens of environmental justice. The majority of research studies highlighted that Indigenous peoples experienced some form of environmental injustice linked to existing marine governance and management, most notably in the context of inequitable decision-making procedures surrounding the establishment and operation of marine protected areas. However, there are significant gaps in the current literature, including a notable absence of studies exploring Indigenous women and other gender minorities’ involvement in marine planning and management and the limited number of studies about Indigenous peoples living throughout Asia, the Arctic, Russia, and Africa. More studies are needed to explore collaborative and intersectional approaches, including co-governance and co-management and ecosystem-based management, and critically evaluate what constitutes inclusive, equitable, and just marine governance and management processes, practices, and outcomes for different Indigenous peoples occupying diverse social–ecological systems.

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Section: What Are the Knowledge Gaps And Directions For Future Research?mentioning

confidence: 99%

Indigenous Environmental Justice within Marine Ecosystems: A Systematic Review of the Literature on Indigenous Peoples’ Involvement in Marine Governance and Management

2021

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“…Education can play a significant role in achieving a long-term change in positive attitudes, knowledge and behaviours around water resource concerns [24][25][26][27]. Most studies evidenced that people who have received little or no education have a lower concern for the environment and natural resources [28,29].…”

Section: Introductionmentioning

confidence: 99%

Identifying Gaps within the Education System in Uganda to Prepare Students for More Sustainable Water Management in the Future

Nalumenya,

Rubinato,

Kennedy

et al. 2023

Education Sciences

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Due to climate change and increased urbanisation, the current level of freshwater withdrawals and corresponding water usage in Uganda has increased, affecting the availability of these resources and becoming a concern. Education can play a crucial role in providing support to and training students on sustainable water use, both at home and in relation to school activities. Therefore, it is imperative that the education system develops actions, approaches and materials to achieve this goal. The paper assesses the current state of existing Ugandan education on this subject, by identifying the water-related topics currently featured in the curriculum at different class levels, with the aid of questionnaires conducted in three schools in Uganda. Three questionnaires (one for primary school pupils, one for secondary school pupils and one for teachers) were designed for collecting targeted data, and thematic analysis was adopted to analyse the data collected. The results revealed important insights regarding students’ behaviours towards water usage at home. They also revealed that water sustainability topics are delivered in the science curriculum at the primary level, as opposed to geography at the secondary level, confirming that overall, there is a lack of integrated practical teaching incorporated within the courses currently taught in Ugandan schools.

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“…Therefore, there is a growing interest in the educative approach uses to face major environmental and sustainability issues and challenges, including water management and security (Bhat, 2017;Dolnicar, Hurlimann, & Grün, 2012;Hussein, 2017;Jorgenson, Stephens, & White, 2019;Payne, 2020;Sund, 2016;Sund & Pashby, 2020). Through education, it may be possible to provide knowledge and skills, increase awareness, develop positive attitudes and change behaviours (Alkaher & Gan, 2020;Briggs, Krasny, & Stedman, 2018;Jurdi-Hage, Hage, & Chow, 2019;Meganck, 2010;Sammel, 2014;Surata & Vipriyanti, 2018).…”

Section: Introductionmentioning

confidence: 99%

Water education and water culture in curricula for Primary, Middle and upper Secondary school levels

Khiri

Benbrahim

Rassou³

et al. 2022

Aust. J. environ. educ.

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With water shortage and increasing demand for water, education may have an important role in promoting the sustainable management of water resources. Educational curricula are the key resources used by teachers for studentsʼ teaching and training purposes. This study assessed water culture and water education-related criteria and standards in programmes and school curricula for Primary, Middle and upper Secondary school education in Morocco. It also investigated teachers for suggestions and views regarding methods for water-related topics and concepts implementation. The main tools used consisted of a content analysis grid for programmes and educational guidelines. A questionnaire and interviews were administered to 95 teachers of different subject areas, belonging to the three investigated school levels. Findings showed that the occurrence of water education criteria and standards is weak in school curricula of the investigated school levels. They were explicitly or implicitly addressed depending on the subject areas. The main topics consisted of water cycle definition, water as a vital source, water pollution sources, water economy interest. However, no reference has been made to water law, its accessibility, aesthetics and water-related professions.

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Exploring youth development through an environmental education program for rural indigenous women

Cited by 15 publications

References 39 publications

Indigenous Environmental Justice within Marine Ecosystems: A Systematic Review of the Literature on Indigenous Peoples’ Involvement in Marine Governance and Management

Indigenous Environmental Justice within Marine Ecosystems: A Systematic Review of the Literature on Indigenous Peoples’ Involvement in Marine Governance and Management

Identifying Gaps within the Education System in Uganda to Prepare Students for More Sustainable Water Management in the Future

Water education and water culture in curricula for Primary, Middle and upper Secondary school levels

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