Reflecting on Environmental Education: Where Is Our Place in the Green Movement?

Strife, Susan

doi:10.1080/00958960903295233

Cited by 66 publications

(31 citation statements)

References 11 publications

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“…Further, these and other propositions suggest that EE has multiple potentially competing goals and priorities -e.g. supporting school success (Lieberman and Hoody 1998;Ernst and Monroe 2004;Norman, Jennings, and Wahl 2006;Strife 2010;Crawford and Jordan, 2013), social emancipation (Stables and Bishop 2001;Bowers 2002;Cole 2007), a means to youth development (Jensen and Schnack 1997;Reid et al 2008;Schusler and Krasny 2010), standards-based practice (Simmons 2004), or personal reflective processes (Hart, Jickling, and Kool 1999).…”

Section: Different Perspectives In Eementioning

confidence: 99%

“…For example, Strife (2010) suggests a 'humanizing' EE discourse that highlights how EE benefits humans and others describing how urban community-based organizations are increasingly using local environmental learning and stewardship to advance youth and community development (Krasny and Tidball 2009b;Schusler et al 2009;Krasny and Roth 2010;Kudryavtsev and Krasny under review). Price, Simmons, and Krasny (2014) suggest the new subfield of 'community EE', encompassing EE for health and well-being in stressed communities.…”

Section: Different Perspectives In Eementioning

confidence: 99%

“…EE then provides the means for a community to grow intellectually and positively impact its well-being (cf. Strife 2010).…”

mentioning

confidence: 99%

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Practitioners’ perspectives on the purpose of environmental education

Fraser

Gupta

Krasny

2014

Environmental Education Research

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Since the 1980s, scholars have suggested that environmental education (EE) has a 'definitional problem' represented by a multiplicity of perspectives that have critically impacted its discourse, practices, and outcomes. This study sought to investigate how North American EE practitioners from backgrounds ranging from formal and non-formal institutions think about their work. We focused on folk narratives and emerging urban environmental concerns of community education rather than reliance on academic opinion alone. Using Q methodology, the study identified five distinct perspectives that appear to represent different ways of prioritizing EE outcomes. All five perspectives were concerned with promoting sustainable living and improved human well-being, but the nuances suggest that an individual who adheres strongly to one may feel someone holding a contrasting perspective is working at cross-purposes. The authors suggest that understanding these perspectives can help reduce misunderstanding within the EE field.

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Section: Different Perspectives In Eementioning

confidence: 99%

Section: Different Perspectives In Eementioning

confidence: 99%

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Practitioners’ perspectives on the purpose of environmental education

Fraser

Gupta

Krasny

2014

Environmental Education Research

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“…As a method in teacher education, ethics activates students morally and encourages even unpredictable transformations; but if regarded as a narrow aim, educators can only transmit a particular ethical view [12]. Without any determined aim, the outcome becomes undecided and makes room for future teachers to formulate visions and jointly shape temporal aims and even to disbelieve the entire "sustainable development" aspiration [12,116] and shape new projects and visions.…”

Section: Sustainability Education Is Complicated Because Of Its Valuementioning

confidence: 99%

Teaching Methods in Science Subjects Promoting Sustainability

Jeronen¹

2017

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“…The development of problem-solving skills, especially in the preschool period, helps children to adapt to the real world by experiencing the behaviors they encounter in real life and creating desired behaviors (Zembat and Unutkan, 2005). Environmental education can be supported not only at school but also outside school as well (Strife, 2010). In teaching the problemsolving skills, the aim is to help children to cope with problems outside school (Kalaycı, 2001).…”

Section: Introductionmentioning

confidence: 99%