Urban ecojustice education: Transformative learning outcomes with high school service learners

IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Environmental Education Pub Date : 2022-04-18 DOI:10.1080/00958964.2022.2063784
A. Schneller, Griffin Lacy, S. Kellogg, S. Pettigrew, Cait Denny, Gabe Feldman-Schwartz, Isabel Beard, Andrew Rhodes, Brandon Wilson Radcliffe, Audrey Erickson, Isaac Bardin
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引用次数: 1

Abstract

Abstract This case study investigated the outcomes of an environmental service learning program that incorporated pedagogical components taught within the transformative learning and environmental justice frameworks at an urban ecoliteracy and environmental justice center in Albany, New York. Authors conducted participant observation and gathered data from surveys, semi-structured interviews, focus groups, and journaling with high school, college student, and community stakeholders in an Ecojustice Summer Youth Employment Program. In the short-term, service learners adopted enhanced pro-environmental behaviors, an heightened awareness of community environmental issues, and an increased interest in civic engagement, with multiple participants returning for consecutive service periods. Transformative learning outcomes were documented in relation to affirming/changes in longer-term academic, life, and career paths. This research contributes to the field of experiential environmental education that advocates for a better understanding of the outcomes of pedagogies that emphasize social justice youth development, issues of power and justice, and the enhancement of social action and critical consciousness.
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城市生态正义教育:高中服务学习者的变革性学习成果
本案例研究调查了纽约州奥尔巴尼市城市生态素养和环境正义中心的一项环境服务学习计划的结果,该计划结合了在变革学习和环境正义框架内教授的教学内容。作者进行了参与者观察,并从调查、半结构化访谈、焦点小组和日志中收集数据,这些数据来自生态正义暑期青年就业计划的高中生、大学生和社区利益相关者。在短期内,服务学习者采取了更强的亲环境行为,提高了对社区环境问题的认识,并对公民参与的兴趣增加,多个参与者在连续的服务期间返回。变革性学习成果与长期学术、生活和职业道路的肯定/变化有关。本研究有助于体验式环境教育领域,提倡更好地理解强调社会正义、青少年发展、权力和正义问题、社会行动和批判意识增强的教学法的结果。
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来源期刊
CiteScore
6.20
自引率
12.90%
发文量
26
期刊介绍: Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.
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