Toward critical environmental education: a standpoint analysis of race in the American environmental context

Stapleton, Sarah Riggs

doi:10.1080/13504622.2019.1648768

Cited by 39 publications

(28 citation statements)

References 34 publications

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“…The statement is a reminder that culture influences ways of knowing and learning that include perceptions of the natural world and the value of nature [21][22][23]. The prevailing paradigm of nature in an ecological sense, and one that informs the environmental movement, including conservation and the designation of National Parks, has been determined largely by white, middle-or upper-class, men such as John Muir, Henry David Thoreau, and John James Audubon [21,[23][24][25]. This paradigm reflects their values and positions on nature as remote and pristine with little influence from human activity.…”

Section: Cultural Biases In the Concept Of Naturementioning

confidence: 99%

“…"No one has unmitigated experiences in/of the environment; rather all experiences in nature and conceptions of the environment are always culturally mediated." ( [24], p.1)…”

Section: Cultural Humility and Educationmentioning

confidence: 99%

“…The pedagogical significance of culture is gaining traction in EE. A number of environmental education scholars promote the inclusion of environmental understanding and environmental contributions of non-dominant groups as part of the curriculum [24,57,63,66,67]. Jenkins [66] notes that because cultures are typically distributed discretely, curricula may consequently become more local than is customary in order to adapt to student-centered pedagogies.…”

Section: Cultural Humility and Educationmentioning

confidence: 99%

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Nature in the Eye of the Beholder: A Case Study for Cultural Humility as a Strategy to Broaden Participation in STEM

Miriti

2019

Education Sciences

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Science, technology, engineering, and math (STEM) disciplines suffer from chronically low participation of women and underrepresented minorities. Diversity enhancement initiatives frequently attempt to mitigate skill deficits such as math skills in an attempt to improve preparedness of these students. However, such interventions do not address cultural or social barriers that contribute to the isolation and marginalization that discourage continued participation in STEM. Science exists and is developed within social constructs.; because of this, cultural conflicts can occur pertaining to contrasting cultural belief systems between educators and students, or to socially-biased perspectives that are embedded in disciplinary values. These conflicts are implicated in the low recruitment and retention of underrepresented students in STEM. To address the relationship between culture and STEM diversity, I present a case study that examines the role of culturally-biased views of nature on the lack of diverse participation in ecology and environmental biology. I conclude by advocating the use of inclusive, culturally-sensitive teaching practices that can improve the climate for underrepresented students and increase diverse recruitment and retention in STEM.

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Section: Cultural Biases In the Concept Of Naturementioning

confidence: 99%

“…"No one has unmitigated experiences in/of the environment; rather all experiences in nature and conceptions of the environment are always culturally mediated." ( [24], p.1)…”

Section: Cultural Humility and Educationmentioning

confidence: 99%

Section: Cultural Humility and Educationmentioning

confidence: 99%

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Nature in the Eye of the Beholder: A Case Study for Cultural Humility as a Strategy to Broaden Participation in STEM

Miriti

2019

Education Sciences

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“…One manifestation of this growing emphasis on everyday environmental learning is an expansion of environmental learning boundaries to include organizations that focus on community development, food security, public health, transportation, urban planning, and/or youth development, among other related topics (Ardoin, Clark, and Kelsey 2013;Gould et al 2016;Krasny and Tidball 2015). In many cases, these organizations address issues that are relevant or central to the lives of people and populations often marginalized in various aspects of society (Aguilar, McCann, and Liddicoat 2017;McKenzie et al 2017;Stapleton 2020). Although they do not specifically emphasize environmental outcomes, such organizations often provide opportunities for environmental learning.…”

Section: Introductionmentioning

confidence: 99%

Using social network analysis to explore and expand our understanding of a robust environmental learning landscape

Wojcik

Ardoin

Gould

2021

Environmental Education Research

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Environmental learning occurs through an interconnected web of opportunities. Some arise via organizations with sustainability-or environmental learning-focused missions, while others are facilitated by organizations focused on impacts and outcomes in a range of areas, such as health, social justice, or the arts. To better understand the richness of the community environmental learning landscape, we pursued a social network analysis in one place, the greater San Francisco Bay Area, California, USA. We collected quantitative and qualitative data from 256 organizations, resulting in a network of 950 organizations connected to environmental learning opportunities within the region. Our findings demonstrate that, although self-identified environmental learning providers may comprise the network's core, the network also includes less-expected providers, primarily around the edges. Those providers often connect with related fields, such as youth development, public safety, or the arts, among others, forming a complex environmental learning landscape. We suggest opportunities to daylight and enhance the efficacy of collaborations among organizations to advance diverse and reinforcing interests. Moreover, we suggest that a network analysis approach is useful for understanding how organizations relate to each other through their connections and collaborations, providing community members with a robust ecosystem of lifelong learning supports.

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“…Recently, researchers in EE have begun advocating that educators take a situated knowledge approach to teach EE whereby the environment is understood to be a product of culturally and historically constituted practices and ways of knowing that results in a socially constructed view of the environment (Stapleton, 2020). This position suggests that what the environment is and how it is defined and understood by individuals and groups of people is varying and dependent upon individual and collective experiences with and in the natural world.…”

Section: Introductionmentioning

confidence: 99%

Exploring Indian Middle School Students’ Conceptions of the Environment Using the Draw-an-Environment Test

Sprong

Martin

2020

Asia-Pac. Sci. Educ.

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Abstract Quality environmental education (EE) is key for supporting sustainable development and use of resources. Educators in rural India face considerable challenges to teach EE in K-12 school settings. This study took place in Assam in Northeast India where non-governmental organization (NGO) educators are working to develop an EE program for students in rural areas. To reveal students’ perceptions of the environment, researchers administered the Draw-an-Environment Test (DAET) to 277 middle school students in government schools. Analysis of students’ drawings of the environment revealed that while students recognized humans have an impact on the environment, they did not fully understand the impact could often be negative and drawings did not necessarily reflect the reality of the local environment. Implications for how these findings can be used to develop responsive EE curriculum that challenges and extends students’ conceptions of the environment and the need for future research are discussed.

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Toward critical environmental education: a standpoint analysis of race in the American environmental context

Cited by 39 publications

References 34 publications

Nature in the Eye of the Beholder: A Case Study for Cultural Humility as a Strategy to Broaden Participation in STEM

Nature in the Eye of the Beholder: A Case Study for Cultural Humility as a Strategy to Broaden Participation in STEM

Using social network analysis to explore and expand our understanding of a robust environmental learning landscape

Exploring Indian Middle School Students’ Conceptions of the Environment Using the Draw-an-Environment Test

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