The Intergroup Context of Environmental Education and Approaches to Facilitate Collaboration

Gupta, Rupanwita; Ardalan, Nezam; Fraser, John

doi:10.1177/1046496417706416

Cited by 6 publications

(5 citation statements)

References 23 publications

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“…Collaboration systems that are established with small communities, medium communities, and then large communities will form various changes from small to large scopes that are different from environmental education assistance because the process of representing this sub-group will create change with a better partnership approach without growing social jealousy (Gupta et al, 2017).…”

Section: Figure 4 Al Fajar School Social Service Activitiesmentioning

confidence: 99%

The Important Role of Environmental Justice in Supporting Green Schools

Zuhriyah

2023

ijss

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The world's awareness of the importance of protecting the earth's environment is proof that nature is seen as an inseparable part of humankind. For this reason, the application of green schools is increasingly being carried out as evidence of the achievement of Education for Sustainable Development (ESD). This research is related to the success of Al-Fajar Bekasi Islamic High School in implementing environmental justice in supporting green schools. This research method uses a qualitative phenomenological approach. The research findings show that the environmental justice approach plays a full role in supporting the creation of green schools for the long term. Student behavior that is in accordance with environmental justice, namely equality between humans will support that nature is an important component. Thus, the urgency of a pro-environmental attitude combined with adaptation to environmental justice for sustainable development must be instilled from an early age in public and private schools, so that later the younger generation will become the group that determines the success of environmental development in Indonesia with optimal and credible knowledge, attitudes and skills.

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Section: Figure 4 Al Fajar School Social Service Activitiesmentioning

confidence: 99%

The Important Role of Environmental Justice in Supporting Green Schools

Zuhriyah

2023

ijss

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“…This refers to partnerships that intentionally include individuals and groups who may have historically been excluded or marginalised. These partnerships seek to ensure that all voices are heard and valued and that all parties involved have an equal opportunity to contribute to and benefit from the collaboration (Gupta et al, 2017). This type of partnership is critical in contexts where power dynamics may be unequal, such as between institutions and community groups, or between individuals from different socio-economic backgrounds.…”

Section: Inclusive Collaborative Partnershipsmentioning

confidence: 99%

Advancing Sustainable-Smart Innovations Through a Transdisciplinary Learning Intervention: Insights From The Quintuple Helix Model

Van den Berg,

Verster

2023

ECIE

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The urgent need to shape the future of societies necessitates complex collaborative partnerships that co-create sustainable solutions. This whilst maintaining a balance between ecological, economic, and sociocultural concerns. The aforementioned creates complexity, calling for a transdisciplinary focus to circumvent the narrow lenses of disciplinary boundaries to develop new systems for educating young professionals. Within this context, we explore how a transdisciplinary learning intervention can result in sustainable-smart innovations that address real-world community challenges. To engage this question, we draw on findings from a longitudinal Design-Based Research (DBR) study that commenced in February 2020. Two iterations of this study have been completed and the third iteration commenced in 2023. Data is drawn from student project artefacts and reflections. This study utilises the potential of transdisciplinary student projects, between urban planning and information system students, and other stakeholders, to develop sustainable-smart innovations. It focuses on community challenges related to SDG 11 as experienced by marginalised township communities in Cape Town, South Africa. The study is founded on key concepts: Education for Sustainable Development, Transdisciplinary, Digital Social Innovations, Society 5.0, and Inclusive collaborative partnerships. These concepts allow the interrogation of the complexities that reside in wicked problems related to the localisation of SDGs. The introduction of the quintuple helix model during the project's third iteration to analyse the wider contribution from different stakeholders and the shift to Mode 3 knowledge application in innovation is of special value. This model lends itself to transdisciplinary methodologies specifically to merge many voices toward sustainable-smart innovations. The co-creation of sustainable-smart innovations involves unifying various stakeholders from academia, industry, government and the community, to jointly develop and implement sustainable and technology-enabled solutions. The contribution of this paper lies in the expansion of discourse on innovations for sustainability through our engagement with the quintuple helix model in a transdisciplinary learning intervention.

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“…Small groups of programs pursuing EE have been successful when they viewed differences of approach as complementary and beneficial [17,18]. Gupta and colleagues [19] examined two types of collaborations in the USA for incorporating EE in K-12 education: between community groups and between established EE groups. Although both types of collaboration had differences in power balances and EE perspectives, the authors found that awareness among collaborators in both groups about these differences supported more integrated and sustainable group dynamics.…”

Section: Research On Collaboration For Pbeementioning

confidence: 99%

Regional Collaboration for Sustainability via Place-Based Ecology Education: A Mixed-Methods Case Study of the Upper Valley Teaching Place Collaborative

Duffin

Perry

2018

Education Sciences

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Place-based Ecology Education (PBEE) has emerged as a compelling approach to achieving the sustainability goals of Environmental Education (EE), including helping children understand, care about, and take action to protect the environment. Collaboration for teacher training can amplify and expand the reach and effectiveness of PBEE within a given geographic region. This case study of a collaborative of five PBEE professional development organizations provided a noteworthy example of collective evaluation. The primary data source was quantitative and qualitative analysis of 156 survey responses from K-12 classroom teachers, administered from 2016 to 2018 in the Upper Valley region of New Hampshire and Vermont. On average, teachers reported medium-sized (Cohen’s d 0.4 to 0.6), statistically significant changes over the prior year for all six PBEE core practices measured. Teacher responses to open-ended survey items suggested that PBEE often involves coordination between and contribution from multiple players with different roles but similar goals. Cross tabulation with quantitative results suggested that collaboration within schools was a central factor associated with high levels of PBEE practice.

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The Intergroup Context of Environmental Education and Approaches to Facilitate Collaboration

Cited by 6 publications

References 23 publications

The Important Role of Environmental Justice in Supporting Green Schools

The Important Role of Environmental Justice in Supporting Green Schools

Advancing Sustainable-Smart Innovations Through a Transdisciplinary Learning Intervention: Insights From The Quintuple Helix Model

Regional Collaboration for Sustainability via Place-Based Ecology Education: A Mixed-Methods Case Study of the Upper Valley Teaching Place Collaborative

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