Negotiating the constraints of schools: environmental education practices within a school district

Fazio, Xavier; Karrow, Douglas D.

doi:10.1080/13504622.2012.729812

Cited by 18 publications

(23 citation statements)

References 24 publications

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“…Also important in secondary EfS are the personal engagement (Breiting & Wickenberg, 2010) and passion of teachers to ‘empower their students as agents of change’ (Hill, 2013, p. 28). To be successful, EfS needs support from leaders and the opportunity to be flexible, utilizing outdoor learning areas and practical programmes (Fazio & Karrow, 2013).…”

Section: The Importance Of Efs In Secondary Educationmentioning

confidence: 99%

Education for Sustainability in the Secondary Sector—A Review

Taylor¹,

Quinn²,

Jenkins³

et al. 2019

Journal of Education for Sustainable Development

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This article reviews Education for Sustainability (EfS) in the secondary sector across a range of countries. Drawing on journal articles, book chapters and official reports, it identifies some of the more successful approaches to implementing EfS within the secondary sector. The authors first discuss the importance of educating for sustainability at the secondary level and then explore barriers to effective EfS in secondary schools. They go on to share their insights into contextual factors that influence EfS practices which are reported in the case studies. In particular, they discuss the influence of (a) politics and curriculum renewal, (b) alignment of curriculum, resources and teaching, (c) the perceived state of EfS and (d) teachers’ professional development as determinants of EfS implementation and success.

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Section: The Importance Of Efs In Secondary Educationmentioning

confidence: 99%

Education for Sustainability in the Secondary Sector—A Review

Taylor¹,

Quinn²,

Jenkins³

et al. 2019

Journal of Education for Sustainable Development

View full text Add to dashboard Cite

show abstract

“…Reasons for this included the limited emphasis on environmental education in the current curriculum documents, as well as a lack of time, resources and training. These results were echoed by Fazio and Karrow (2013) who conducted a mixed methods study and found many teachers faced significant challenges in teaching environmental education. In addition to insufficient funding for resources and limited professional learning opportunities, teachers shared their disappointment in the lack of a clear vision or support from the principal or their board of education.…”

Section: Introductionmentioning

confidence: 93%

A Discussion of Critical Issues in Environmental Education: An Interview with Dianne Saxe

Acton¹,

Saxe²

2020

Journal of Philosophy of Education

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Education plays a vital role in addressing the issues associated with the global climate crisis. This paper provides a brief background of the inception of environmental education and reveals that the literature shows that environmental curriculum is not being uniformly implemented in schools. In the interview that follows, Dr Dianne Saxe, former Environmental Commissioner of Ontario, outlines what needs to be done to help our youth understand the complexities of environmental issues. She urges education systems to provide young people with the facts, tempered with clear actions that can be taken to mitigate the effects of climate change. This includes a drastic reduction in the use of fossil fuels by changing the ways we use transportation, produce our food and manage our overconsumption of goods. Dr Saxe believes that students have more influence than they realise and taking action is a critical piece to lessening feelings of eco-anxiety. The climate crisis is most likely our most defining challenge. We do our youth an immense disservice if policymakers and educators do not make environmental education a priority and make sure students are equipped with the knowledge and tools to act.

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“…A large number of CAR-inspired experiences of innovation and curriculum change have helped to significantly improve EfS methodologies and programs from the middle of the last century. In some cases, these are linked to Eco-School Networks [107,108] under the guidelines and methodologies of the European Foundation for Environmental Education, while in others, they assume the label of School Agendas 21 [109,110] in coordination with municipal networks for collaborative endeavours. The ENSI Project (Environment and School Initiatives Project) deserves a special mention as a collaborative European network with a long tradition of innovative contributions that have transformed a large number of school programs and trained a large number of teachers from the following premises [111,112]:…”

Section: Early Years Research On Professional Development and Sustainable Action Competencies Acquisitionmentioning

confidence: 99%

Water, Waste Material, and Energy as Key Dimensions of Sustainable Management of Early Childhood Eco-Schools: An Environmental Literacy Model Based on Teachers Action-Competencies (ELTAC)

López-Alcarria¹,

Vilches²,

Pozo-Llorente³

et al. 2021

Water

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The main argument defended in this article is that the involvement of teachers in decision-making about environmental aspects related to the management of educational institutions constitutes a powerful tool for training, teacher professional development, and environmental literacies. A group of early childhood education teachers across various institutions work under a collaborative action-research model for an entire year that is focussed on the following: (1) the institution’s water, solid waste, and energy management; (2) the planning of innovative activities related to water, solid waste, and energy, and; (3) participation in transformative actions that involve families and impact their neighbourhoods. The experience enables the building of a theoretical model of teacher training aimed at acquiring action skills from a comprehensive perspective of triple helix environmental literacy (management, research/innovation, and teaching) that affects their commitments to the management of environmental resources, the eco-auditing of their eco-school, the curricular greening of activities, the renewal of educational programs, and the implementation of an action-research focussed on aspects related to sustainability.

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Negotiating the constraints of schools: environmental education practices within a school district

Cited by 18 publications

References 24 publications

Education for Sustainability in the Secondary Sector—A Review

Education for Sustainability in the Secondary Sector—A Review

A Discussion of Critical Issues in Environmental Education: An Interview with Dianne Saxe

Water, Waste Material, and Energy as Key Dimensions of Sustainable Management of Early Childhood Eco-Schools: An Environmental Literacy Model Based on Teachers Action-Competencies (ELTAC)

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