Conceptualizing Environmental Citizenship For 21st Century Education

Description

This Open Access book is about the development of a common understanding of environmental citizenship. It conceptualizes and frames environmental citizenship taking an educational perspective. Organized in four complementary parts, the book first explains the political, economic and societal dimensions of the concept. Next, it examines environmental citizenship as a psychological concept with a specific focus on knowledge, values, beliefs and attitudes. It then explores environmental citizenship within the context of environmental education and education for sustainability. It elaborates responsible environmental behaviour, youth activism and education for sustainability through the lens of environmental citizenship. Finally, it discusses the concept within the context of different educational levels, such as primary and secondary education in formal and non-formal settings. Environmental citizenship is a key factor in sustainability, green and cycle economy, and low-carbon society, and an important aspect in addressing global environmental problems. It has been an influential concept in many different arenas such as economy, policy, philosophy, and organizational marketing. In the field of education, the concept could be better exploited and established, however. Education and, especially, environmental discourses in science education have a great deal to contribute to the adoption and promotion of environmental citizenship. Acknowledgements......Page 6 Contents......Page 7 Abbreviations......Page 9 List of Figures......Page 10 List of Tables......Page 12 1.1 Introducing Environmental Citizenship......Page 13 1.1.2 The Roots of Environmental Citizenship......Page 14 1.2 The Need for Conceptualisation of Environmental Citizenship......Page 15 1.3 Environmental Citizenship and Education......Page 16 1.4 The European Network for Environmental Citizenship as a Community of Practice......Page 18 1.5 ENEC Definitions: EC, EEC and ECn......Page 20 1.6 The Structure of the Book......Page 21 References......Page 24 Part I: Political, Economic and Societal Dimensions of Environmental Citizenship......Page 27 2.1 Introduction......Page 28 2.2 Philosophical Views of the Environment......Page 30 2.3 Citizenship......Page 31 2.4 Role of the State......Page 34 2.5 Implications for Education......Page 35 2.6 Empirical Research......Page 36 References......Page 38 3.1 Introduction......Page 40 3.2 Conceptual Approaches......Page 41 3.2.1 The Ethics and Values......Page 42 3.2.2 Environment and Mainstream Economics......Page 44 3.2.3 Market Externalities, Tragedy of the Commons and Neoliberal Environmentalism......Page 46 3.3.1 Global Level......Page 48 3.3.2 National Level......Page 50 3.3.3 Local Level......Page 53 References......Page 56 4.1 Introduction......Page 60 4.2 Cities, Landscapes, and Cultural Diversity......Page 61 4.3 Vital Issues of Transportation......Page 63 4.4 Forms and Approaches of Tourism......Page 67 4.5 Tangible and Intangible Cultural Heritage......Page 71 4.6 Conclusion......Page 73 References......Page 74 Part II: Environmental Citizenship as Psychological Construct......Page 78 5.1 Environmental Citizens Need Knowledge......Page 79 5.2 Which Knowledge and How to Acquire It?......Page 81 5.3 Topical Knowledge......Page 85 5.4 Types of Knowledge......Page 86 5.5 Knowledge Use and Production......Page 87 5.6 Conclusion......Page 89 References......Page 90 6.1 Introduction......Page 93 6.2 Relating Values and Environmental Citizenship......Page 95 6.2.1 The Value Basis of Environmental Citizenship......Page 96 6.3 Relevance of Belief Formation on Environmental Citizenship......Page 99 6.3.1 Predicting and Explaining Environmental Citizenship Through Beliefs......Page 100 6.4 Using Values and Beliefs to Understand and Promote Environmental Citizenship......Page 101 6.4.1 Future Directions and Practical Recommendations......Page 102 References......Page 103 7.1 Discourses on Environmental Citizenship......Page 107 7.2 Environmental Attitudes......Page 108 7.3.1 Values......Page 109 7.3.2 Basic Environmental Value Orientations......Page 110 7.5 Research on Link Between Environmental Values, Attitudes and Behaviour......Page 111 7.6 Measuring Environmental Attitudes......Page 113 7.7.1 Studies Focusing on Children......Page 114 7.8 How Can Attitudes Be Changed?......Page 115 7.9 Concluding Remarks......Page 117 References......Page 118 Part III: Environmental Citizenship in the Context of Environmental Education and Education for Sustainability......Page 122 8.1 Introduction......Page 123 8.2 Pro-environmental Behaviour in the Context of Environmental Citizenship......Page 124 8.3 Behaviour Models......Page 129 8.3.1 Knowledge-Based Models......Page 130 8.3.2 Attitude-, Value- and Norm-Oriented Models......Page 131 8.3.3 Skills, Self-Efficacy and Situational Factors......Page 134 8.3.4 New Approaches to Environmental Behaviour Models......Page 136 8.4 Implications for Educating for Environmental Citizenship......Page 140 References......Page 142 9.1 Introduction......Page 146 9.2 The Concept of Activism......Page 147 9.3 Supporting Youth Activism......Page 148 9.4 Conclusion......Page 151 References......Page 152 10.1 Similarities and Differences Between Education for Environmental Citizenship and Education for Sustainability......Page 156 10.2 Why Education for Environmental Citizenship Is Crucial......Page 159 10.3 The Duty to Act and Spheres of Environmental Citizenship Action......Page 161 10.4 Competencies That Need to Be Promoted by Education for Environmental Citizenship......Page 162 10.5 Fostering the Idea of Sustainability Through Education for Environmental Citizenship......Page 164 References......Page 165 Part IV: Environmental Citizenship in Educational Levels......Page 168 11.1 Characteristics of Primary Formal Education......Page 169 11.2 Education for Environmental Citizenship: Relevant Approaches......Page 170 11.3 Education for Environmental Citizenship in Curricular Materials......Page 173 11.4.1 Shaping Environmental Attitudes and Values......Page 174 11.4.2 Skills and Attitudes in Dealing with Environmental Problems......Page 175 11.4.3 Ecological Knowledge and Inquiry Competence......Page 176 11.4.4 Development of Action Competence......Page 177 11.5 Conclusion......Page 178 References......Page 179 12.1 Features of the Primary Educational Sector......Page 184 12.2.1 Defining Non-formal Education......Page 185 12.2.2 Non-formal Primary Education and Environmental Citizenship......Page 186 12.3.1 Children Are Not Adults......Page 188 12.3.2 Social Practice Theory and the Formation of an Environmental Identity......Page 189 12.3.3 Significant Life Experiences That Contribute to the Formation of an Environmental Identity......Page 191 12.3.4 From Experiencing Nature to Agency for the Environment......Page 193 References......Page 194 13.1 Curriculum Principles and Environmental Citizenship......Page 197 13.2 Environmental Citizenship in Policy and Curriculum......Page 199 13.2.1 The Case of England......Page 202 13.2.2 The Case of Croatia......Page 204 13.2.3 The Case of the Netherlands......Page 205 13.3 Teaching Approaches for Environmental Citizenship......Page 207 13.4 Moving Towards Education for Environmental Citizenship in Secondary Schooling......Page 210 References......Page 213 14.1 Characteristics of Non-formal Education Promoting the Attributes of an Environmental Citizen......Page 217 14.2 Pedagogies, Teaching Tools and Learning Schemes of Secondary Non-formal Education for Promoting Environmental Citizenship......Page 221 14.2.1 Place-Based Education......Page 222 14.2.2 Civic Ecology Education......Page 223 14.2.3 Ecojustice Pedagogy......Page 224 14.2.4 Action Competence......Page 225 14.3 Examples of Secondary Non-formal Settings and Programmes Suitable for Promoting Education for Environmental Citizenship......Page 226 14.3.1 Environmental Education Centres as Non-formal Settings Promoting Education for Environmental Citizenship: “Environmental Crime on the Coast”, Cyprus......Page 227 14.3.2 Youth Clubs as a Youth Engagement Framework: Case Study of Israeli Youth Movements......Page 228 14.3.3 Learning from Forests: Certification Course Programme for Forest Pedagogy, Austria......Page 230 14.3.5 The Program for the Recovery and Educational Use of Abandoned Villages. CENEAM. Centro Nacional de Educación Ambiental, Spain......Page 231 14.3.6 Environmental Citizenship through Applied Community Service Learning, Afghanistan, Asia......Page 232 14.4 Challenges Regarding the Secondary Age Level and the Non-formal Focus and Suggestions for Overcoming Them......Page 233 References......Page 236 15.1 The Need for Education for Environmental Citizenship......Page 240 15.2 The EEC Model: Goals and Objectives......Page 241 15.2.3 Solving Environmental Problems......Page 244 15.2.5 Achieving Sustainability......Page 245 15.2.6 Healthy Relationship with Nature......Page 246 15.2.7 Environmental Rights and Duties......Page 247 15.2.9 Civic Participation......Page 248 15.2.10 Inter- and Intra-Generational Justice......Page 249 15.3.1 The Pedagogical Landscape of Education for Environmental Citizenship......Page 250 15.3.2 Description of the Education for Environmental Citizenship Pedagogical Approach......Page 253 15.4 Curriculum and Learning Materials for Education for Environmental Citizenship......Page 257 15.5 Teachers and Teacher Professional Development for Education for Environmental Citizenship......Page 258 15.6 Educational Institutions and Education for Environmental Citizenship......Page 259 15.7 Conclusion......Page 260 References......Page 261