Pub Date : 2024-03-02DOI: 10.1101/2023.07.26.550575
Julio C Sanchez, Timothy M Pierpont, Dariana Argueta-Zamora, Kristin Wilson, Avery August, Richard A Cerione
Phosphatase and Tensin Homologue (PTEN) is one of the most frequently lost tumor suppressors in cancer and the predominant negative regulator of the PI3K/AKT signaling axis. A growing body of evidence has highlighted the loss of PTEN with immuno-modulatory functions including the upregulation of the programmed death ligand-1 (PD-L1), an altered tumor derived secretome that drives an immunosuppressive tumor immune microenvironment (TIME), and resistance to certain immunotherapies. Given their roles in immunosuppression and tumor growth, we examined whether the loss of PTEN would impact the biogenesis, cargo, and function of extracellular vesicles (EVs) in the context of the anti-tumor associated cytokine interferon-γ (IFN-γ). Through genetic and pharmacological approaches, we show that PD-L1 expression is regulated by JAK/STAT signaling, not PI3K signaling. Instead, we observe that PTEN loss positively upregulates cell surface levels of PD-L1 and enhances the biogenesis of EVs enriched with PD-L1 in a PI3K-dependent manner. We demonstrate that because of these changes, EVs derived from glioma cells lacking PTEN have a greater ability to suppress T cell receptor (TCR) signaling. Taken together, these findings provide important new insights into how the loss of PTEN can contribute to an immunosuppressive TIME, facilitate immune evasion, and highlight a novel role for PI3K signaling in the regulation of EV biogenesis and the cargo they contain.
{"title":"PTEN loss in glioma cell lines leads to increased extracellular vesicles biogenesis and PD-L1 cargo in a PI3K-dependent manner.","authors":"Julio C Sanchez, Timothy M Pierpont, Dariana Argueta-Zamora, Kristin Wilson, Avery August, Richard A Cerione","doi":"10.1101/2023.07.26.550575","DOIUrl":"10.1101/2023.07.26.550575","url":null,"abstract":"<p><p>Phosphatase and Tensin Homologue (PTEN) is one of the most frequently lost tumor suppressors in cancer and the predominant negative regulator of the PI3K/AKT signaling axis. A growing body of evidence has highlighted the loss of PTEN with immuno-modulatory functions including the upregulation of the programmed death ligand-1 (PD-L1), an altered tumor derived secretome that drives an immunosuppressive tumor immune microenvironment (TIME), and resistance to certain immunotherapies. Given their roles in immunosuppression and tumor growth, we examined whether the loss of PTEN would impact the biogenesis, cargo, and function of extracellular vesicles (EVs) in the context of the anti-tumor associated cytokine interferon-γ (IFN-γ). Through genetic and pharmacological approaches, we show that PD-L1 expression is regulated by JAK/STAT signaling, not PI3K signaling. Instead, we observe that PTEN loss positively upregulates cell surface levels of PD-L1 and enhances the biogenesis of EVs enriched with PD-L1 in a PI3K-dependent manner. We demonstrate that because of these changes, EVs derived from glioma cells lacking PTEN have a greater ability to suppress T cell receptor (TCR) signaling. Taken together, these findings provide important new insights into how the loss of PTEN can contribute to an immunosuppressive TIME, facilitate immune evasion, and highlight a novel role for PI3K signaling in the regulation of EV biogenesis and the cargo they contain.</p>","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"2 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10925116/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80757787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1080/00958964.2023.2261389
Jwalin Patel, Carlotta Ehrenzeller
AbstractToday the hope for education goes well beyond a reductionist and modernist approach of knowledge transfer. This research suggests that the experience of being immersed in natural environments can lead to embodied ways of learning and being beyond the Anthropocene and can shape children’s innate relationship with nature. We bring together two ethnographic case studies – in India and Germany - in alternative schools, which actively incorporate nature in their learning processes for children aged 6–13 years old. We find that, across both contexts, nature is considered as a peace educator: teaching key concepts and skills, promoting ecological ways of living and being, enabling conditions for wellbeing and inner-peace, and a reciprocal student-nature relationship of care. We call for an ontological and epistemological shift where nature is not just instrumentalized, but rather to recognize the intrinsic value for children being in nature, learning with and from nature rather than about it.Keywords: Peace educationnature educationinner peaceecocentric pedagogiescross-cultural ethnographies AcknowledgmentsWe are grateful to all the participants for their openness and willingness to share their insights, stories and time with us. Additionally, we appreciate Professor Hilary Cremin’s guidance, support, and dedication towards rewilding education . Furthermore, the support of the Cambridge Trust, the Economic Social Research Council (ESRC) UK, and the Stiftung der Deutschen Wirtschaft (sdw) are gratefully acknowledged.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 In line with Southern epistemology and ethics the research participants were given the option of being named or kept anonymous. Robinson-Pant (Citation2005) and Patel (Citation2023) provide cross-cultural perspectives, especially in the context of the global south, and recognize the contentious nature of using anonymization. In line with the schools and participants choice, data from Indian contexts has not been anonymized.2 The researcher, in discussion with school leaders and participants, decided to anonymize all data. Thus, Malaya school is a pseudonym and all participants’ names from the German context have been changed.
{"title":"Nature as a peace educator: Toward inner peace through learning and being in natural environments","authors":"Jwalin Patel, Carlotta Ehrenzeller","doi":"10.1080/00958964.2023.2261389","DOIUrl":"https://doi.org/10.1080/00958964.2023.2261389","url":null,"abstract":"AbstractToday the hope for education goes well beyond a reductionist and modernist approach of knowledge transfer. This research suggests that the experience of being immersed in natural environments can lead to embodied ways of learning and being beyond the Anthropocene and can shape children’s innate relationship with nature. We bring together two ethnographic case studies – in India and Germany - in alternative schools, which actively incorporate nature in their learning processes for children aged 6–13 years old. We find that, across both contexts, nature is considered as a peace educator: teaching key concepts and skills, promoting ecological ways of living and being, enabling conditions for wellbeing and inner-peace, and a reciprocal student-nature relationship of care. We call for an ontological and epistemological shift where nature is not just instrumentalized, but rather to recognize the intrinsic value for children being in nature, learning with and from nature rather than about it.Keywords: Peace educationnature educationinner peaceecocentric pedagogiescross-cultural ethnographies AcknowledgmentsWe are grateful to all the participants for their openness and willingness to share their insights, stories and time with us. Additionally, we appreciate Professor Hilary Cremin’s guidance, support, and dedication towards rewilding education . Furthermore, the support of the Cambridge Trust, the Economic Social Research Council (ESRC) UK, and the Stiftung der Deutschen Wirtschaft (sdw) are gratefully acknowledged.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 In line with Southern epistemology and ethics the research participants were given the option of being named or kept anonymous. Robinson-Pant (Citation2005) and Patel (Citation2023) provide cross-cultural perspectives, especially in the context of the global south, and recognize the contentious nature of using anonymization. In line with the schools and participants choice, data from Indian contexts has not been anonymized.2 The researcher, in discussion with school leaders and participants, decided to anonymize all data. Thus, Malaya school is a pseudonym and all participants’ names from the German context have been changed.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136143049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1080/00958964.2023.2257622
Balša Lubarda, Bernhard Forchtner
AbstractAs research on far-right climate change communication focuses on climate skepticisms, little is known about how the far-right justifies climate acceptance—and what this might mean for environmental education and counter-communication. To initiate a discussion of communicative strategies through which far-right actors might become more accepting of climate mitigation, we, first, reconstruct the narrative structure underlying far-right climate acceptance. Drawing on insights this reconstruction provides and assuming that such acceptance contains lessons for persuasive communication with far-right skeptics, we, second, discuss a number of axioms for counter-communication to be used in environmental education and teaching practice.Keywords: far rightclimate change communicationnarrativeskepticismcounter-communication Disclosure statementNo potential competing interest was reported by the author(s).Notes1 In this piece, we operationalize “far right” as the political ideology comprising, at its core, ethnonationalism (ethnicity is the key criteria of belonging to the nation) and authoritarianism (strong, order-like state and centralized leadership epitomized in a strongman).2 In line with contemporary conventions, we use narrative and story interchangeable (Riessman, Citation2008, p. 7).
{"title":"Far-right narratives of climate change acceptance and their role in addressing climate skepticism","authors":"Balša Lubarda, Bernhard Forchtner","doi":"10.1080/00958964.2023.2257622","DOIUrl":"https://doi.org/10.1080/00958964.2023.2257622","url":null,"abstract":"AbstractAs research on far-right climate change communication focuses on climate skepticisms, little is known about how the far-right justifies climate acceptance—and what this might mean for environmental education and counter-communication. To initiate a discussion of communicative strategies through which far-right actors might become more accepting of climate mitigation, we, first, reconstruct the narrative structure underlying far-right climate acceptance. Drawing on insights this reconstruction provides and assuming that such acceptance contains lessons for persuasive communication with far-right skeptics, we, second, discuss a number of axioms for counter-communication to be used in environmental education and teaching practice.Keywords: far rightclimate change communicationnarrativeskepticismcounter-communication Disclosure statementNo potential competing interest was reported by the author(s).Notes1 In this piece, we operationalize “far right” as the political ideology comprising, at its core, ethnonationalism (ethnicity is the key criteria of belonging to the nation) and authoritarianism (strong, order-like state and centralized leadership epitomized in a strongman).2 In line with contemporary conventions, we use narrative and story interchangeable (Riessman, Citation2008, p. 7).","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1080/00958964.2023.2257884
Caitlin Reilly, Kathryn T. Stevenson, Bethany B. Cutts, Sara Brune, Whitney Knollenberg, Carla Barbieri
AbstractAgricultural and environmental literacy are essential public goods, but associated education efforts struggle to reach broad audiences. Understanding learner backgrounds and lived experiences can help address this challenge. We assessed the relative importance of demographics, parent views of agriculture, interactions with farmers and parents, and learning setting in predicting agricultural literacy among 525 elementary school children in North Carolina, USA. We used classification and regression trees and random forest models, which account for non-linear and interacting relationships. Knowing a farmer and engagement with parents were more predictive of children agricultural literacy than demographics, countering historically held deficit-based assumptions around agricultural and environmental literacy.Keywords: agricultural literacyenvironmental literacyclassification and regression tree analysisculturally responsive programming AcknowledgementsWe would like to thank the participating families who took time out of their farm visits or busy days to share their thoughts and feelings on local foods. We also thank the teachers who partnered with us on this project, particularly those who continued as COVID-19 posed a myriad of challenges.Disclosure statementNo potential competing interest was reported by the author(s).
{"title":"Family matters: intergenerational influences on children’s agricultural literacy","authors":"Caitlin Reilly, Kathryn T. Stevenson, Bethany B. Cutts, Sara Brune, Whitney Knollenberg, Carla Barbieri","doi":"10.1080/00958964.2023.2257884","DOIUrl":"https://doi.org/10.1080/00958964.2023.2257884","url":null,"abstract":"AbstractAgricultural and environmental literacy are essential public goods, but associated education efforts struggle to reach broad audiences. Understanding learner backgrounds and lived experiences can help address this challenge. We assessed the relative importance of demographics, parent views of agriculture, interactions with farmers and parents, and learning setting in predicting agricultural literacy among 525 elementary school children in North Carolina, USA. We used classification and regression trees and random forest models, which account for non-linear and interacting relationships. Knowing a farmer and engagement with parents were more predictive of children agricultural literacy than demographics, countering historically held deficit-based assumptions around agricultural and environmental literacy.Keywords: agricultural literacyenvironmental literacyclassification and regression tree analysisculturally responsive programming AcknowledgementsWe would like to thank the participating families who took time out of their farm visits or busy days to share their thoughts and feelings on local foods. We also thank the teachers who partnered with us on this project, particularly those who continued as COVID-19 posed a myriad of challenges.Disclosure statementNo potential competing interest was reported by the author(s).","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135420776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1080/00958964.2023.2254722
Alexandra Palmer, Sally Birdsall
AbstractInvasive species pose a threat to biodiversity, and as such feature in some conservation education programs. However, there is debate about how to teach this difficult subject. We explored perspectives using a case study of education about introduced mammalian predators in Aotearoa New Zealand (NZ). We conducted semi-structured interviews with 18 NZ educators and animal welfare advocates and supplemented these data with material from a broader project on predator control in NZ. Our data indicated agreement that education should: 1) encourage respect for all animals, i.e., introduced predators should not be demonized and must be killed humanely; 2) enable children to develop their own opinions, e.g., whether to participate in trapping; and 3) designing programs to suit specific contexts, e.g., rural versus urban. However, there were disagreements, for example at what age children might begin trapping, and whether guiding students toward a particular conclusion is compatible with enabling their agency.Keywords: conservation educationenvironmental ethicshuman-animal relationsmoral educationinvasive speciespest controlwildlife management Data availability statementFor confidentiality reasons, data cannot be made publicly available.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingAP is funded by Predator Free 2050 Limited. Expenses for this research were funded by the University of Auckland Transdisciplinary Ideation Fund.
摘要入侵物种对生物多样性构成威胁，并成为一些保护教育项目的特征。然而，关于如何教授这门困难的学科存在争议。本文以新西兰奥特罗阿(Aotearoa New Zealand, NZ)引进性哺乳动物捕食者的教育为例，探讨了教育的视角。我们对18位新西兰教育工作者和动物福利倡导者进行了半结构化访谈，并以新西兰一个更广泛的食肉动物控制项目的材料补充了这些数据。我们的数据表明，教育应该:1)鼓励尊重所有动物，即引进的掠食者不应该被妖魔化，必须被人道地杀死;2)让孩子形成自己的观点，例如是否要参与诱捕;3)设计适合特定环境的项目，例如农村与城市。然而，也存在分歧，例如，儿童可能在什么年龄开始诱捕，以及引导学生得出特定的结论是否与使他们的代理能力相一致。关键词:保护教育环境伦理人兽关系教育入侵物种控制野生动物管理数据可用性声明出于保密原因，数据不能公开。披露声明作者未报告潜在的利益冲突。该项目由捕食者自由2050有限公司资助。这项研究的费用由奥克兰大学跨学科创新基金资助。
{"title":"Predator free 2050 and pedagogy: Teaching about introduced predators in Aotearoa New Zealand","authors":"Alexandra Palmer, Sally Birdsall","doi":"10.1080/00958964.2023.2254722","DOIUrl":"https://doi.org/10.1080/00958964.2023.2254722","url":null,"abstract":"AbstractInvasive species pose a threat to biodiversity, and as such feature in some conservation education programs. However, there is debate about how to teach this difficult subject. We explored perspectives using a case study of education about introduced mammalian predators in Aotearoa New Zealand (NZ). We conducted semi-structured interviews with 18 NZ educators and animal welfare advocates and supplemented these data with material from a broader project on predator control in NZ. Our data indicated agreement that education should: 1) encourage respect for all animals, i.e., introduced predators should not be demonized and must be killed humanely; 2) enable children to develop their own opinions, e.g., whether to participate in trapping; and 3) designing programs to suit specific contexts, e.g., rural versus urban. However, there were disagreements, for example at what age children might begin trapping, and whether guiding students toward a particular conclusion is compatible with enabling their agency.Keywords: conservation educationenvironmental ethicshuman-animal relationsmoral educationinvasive speciespest controlwildlife management Data availability statementFor confidentiality reasons, data cannot be made publicly available.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingAP is funded by Predator Free 2050 Limited. Expenses for this research were funded by the University of Auckland Transdisciplinary Ideation Fund.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-12DOI: 10.1080/00958964.2023.2255548
Neus (Snowy) Evans, Hilary J. Inwood, Beth Christie, Emiko Newman
Abstract This paper draws on interview data to explore Australian, Canadian and Scottish teacher educators’ conceptions of sustainability education (SE) within initial teacher education (ITE). Findings were generated across three themes: teacher educators’ (i) conceptions of SE and SE in ITE, (ii) curriculum and pedagogical practices, and (iii) barriers, challenges and opportunities to engaging with SE. Analysis revealed inconsistency amongst teacher educators’ conceptualizations of SE, and significant barriers and challenges when offering SE within ITE programs. Related opportunities highlighted destabilizing established norms within ITE programs and encouraging future thinking about the wider purposes and processes of education with preservice teachers.
{"title":"Exploring conceptions of sustainability education in initial teacher education: Perspectives from Australia, Canada and Scotland","authors":"Neus (Snowy) Evans, Hilary J. Inwood, Beth Christie, Emiko Newman","doi":"10.1080/00958964.2023.2255548","DOIUrl":"https://doi.org/10.1080/00958964.2023.2255548","url":null,"abstract":"Abstract This paper draws on interview data to explore Australian, Canadian and Scottish teacher educators’ conceptions of sustainability education (SE) within initial teacher education (ITE). Findings were generated across three themes: teacher educators’ (i) conceptions of SE and SE in ITE, (ii) curriculum and pedagogical practices, and (iii) barriers, challenges and opportunities to engaging with SE. Analysis revealed inconsistency amongst teacher educators’ conceptualizations of SE, and significant barriers and challenges when offering SE within ITE programs. Related opportunities highlighted destabilizing established norms within ITE programs and encouraging future thinking about the wider purposes and processes of education with preservice teachers.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135879703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/00958964.2023.2273527
Alberto Arenas,
{"title":"A statement clamoring for peace in Palestine and Israel","authors":"Alberto Arenas,","doi":"10.1080/00958964.2023.2273527","DOIUrl":"https://doi.org/10.1080/00958964.2023.2273527","url":null,"abstract":"","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-28DOI: 10.1080/00958964.2023.2241394
Abigail Decker, S. Morrison
Abstract In this exploratory study, we examined the ways gender is communicated, experienced, and constructed in nature-based education (NBE), which involved 30 h of fieldwork at one private outdoor preschool and two public elementary school garden clubs. In our analysis of the data, we found four sites where gender socialization happens in NBE: materials, spaces, conversations, and educators. While gender may be communicated, experienced, and constructed differently outside because there tends to be fewer gender-coded human-made objects, we argue that environmental educators must be intentional and explicit about curating and maintaining a gender decoded learning space. To decode gender, environmental educators must realize that gender is being constructed by and for children as well as the ways in which it is communicated and experienced. Moreover, they must be able to foster healthy understandings of gender beyond the binary. Ultimately, environmental educators must sustain a culture of gender inclusivity and affirmation long-term.
{"title":"“Are these girl ladybugs or boy ladybugs?”: an exploratory study on gender in nature-based education","authors":"Abigail Decker, S. Morrison","doi":"10.1080/00958964.2023.2241394","DOIUrl":"https://doi.org/10.1080/00958964.2023.2241394","url":null,"abstract":"Abstract In this exploratory study, we examined the ways gender is communicated, experienced, and constructed in nature-based education (NBE), which involved 30 h of fieldwork at one private outdoor preschool and two public elementary school garden clubs. In our analysis of the data, we found four sites where gender socialization happens in NBE: materials, spaces, conversations, and educators. While gender may be communicated, experienced, and constructed differently outside because there tends to be fewer gender-coded human-made objects, we argue that environmental educators must be intentional and explicit about curating and maintaining a gender decoded learning space. To decode gender, environmental educators must realize that gender is being constructed by and for children as well as the ways in which it is communicated and experienced. Moreover, they must be able to foster healthy understandings of gender beyond the binary. Ultimately, environmental educators must sustain a culture of gender inclusivity and affirmation long-term.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47359607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-28DOI: 10.1080/00958964.2023.2249419
A. Schneller, Griffin Lacy, Scott Kellogg, S. Pettigrew, Cait Denny, Isaac Bardin
Abstract This case study investigated the transformative learning outcomes for undergraduate students enrolled in two sociology courses taught by The State University of New York at Albany, at an urban ecoliteracy environmental justice center. Authors conducted participant observation and gathered data from surveys, semi-structured interviews, and focus groups with university student, high school, and community stakeholders. In the short-term, sociology students exhibited an increased interest in civic engagement, an heightened awareness of community and environmental issues, and committed to adopting pro-environmental behaviors. Transformative learning outcomes were documented in relation to affirming/changes in longer-term academic, life, and career paths. This research contributes to the fields of urban environmental education and environmental sociology that advocate for a better understanding of the outcomes of programs that facilitate youth mentoring and experiential ecojustice pedagogies that emphasize social justice development, issues of power and justice, and the enhancement of civic engagement, action competencies, and critical consciousness.
{"title":"Transformative ecojustice pedagogies: Outcomes of sociology students mentoring high school service learners","authors":"A. Schneller, Griffin Lacy, Scott Kellogg, S. Pettigrew, Cait Denny, Isaac Bardin","doi":"10.1080/00958964.2023.2249419","DOIUrl":"https://doi.org/10.1080/00958964.2023.2249419","url":null,"abstract":"Abstract This case study investigated the transformative learning outcomes for undergraduate students enrolled in two sociology courses taught by The State University of New York at Albany, at an urban ecoliteracy environmental justice center. Authors conducted participant observation and gathered data from surveys, semi-structured interviews, and focus groups with university student, high school, and community stakeholders. In the short-term, sociology students exhibited an increased interest in civic engagement, an heightened awareness of community and environmental issues, and committed to adopting pro-environmental behaviors. Transformative learning outcomes were documented in relation to affirming/changes in longer-term academic, life, and career paths. This research contributes to the fields of urban environmental education and environmental sociology that advocate for a better understanding of the outcomes of programs that facilitate youth mentoring and experiential ecojustice pedagogies that emphasize social justice development, issues of power and justice, and the enhancement of civic engagement, action competencies, and critical consciousness.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"1 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45465977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-28DOI: 10.1080/00958964.2023.2238649
Daniel Couceiro, Ivona Radoslavova Hristova, V. Tassone, A. Wals, Camila Gómez
Abstract Nature degradation is rooted in the disruption of the human-land connection. Its restoration requires the regeneration of environmental stewardship as a way to live within environmental limits, especially for younger generations. In this study we used the implementation of a year-round, non-formal environmental education program during COVID-19 times to explore environmental stewardship in adolescents between 14- and 18-years old from the Sierra Nevada de Santa Marta, Colombia. Using a qualitative methodology, we mapped expressions of environmental stewardship among local youth. We found several barriers that can be challenged and levers that can be nurtured through inclusive, place-based and collaborative environmental education strategies to foster youth’s environmental stewardship in Colombian’s high-biodiverse regions.
{"title":"Exploring environmental stewardship among youth from a high-biodiverse region in Colombia","authors":"Daniel Couceiro, Ivona Radoslavova Hristova, V. Tassone, A. Wals, Camila Gómez","doi":"10.1080/00958964.2023.2238649","DOIUrl":"https://doi.org/10.1080/00958964.2023.2238649","url":null,"abstract":"Abstract Nature degradation is rooted in the disruption of the human-land connection. Its restoration requires the regeneration of environmental stewardship as a way to live within environmental limits, especially for younger generations. In this study we used the implementation of a year-round, non-formal environmental education program during COVID-19 times to explore environmental stewardship in adolescents between 14- and 18-years old from the Sierra Nevada de Santa Marta, Colombia. Using a qualitative methodology, we mapped expressions of environmental stewardship among local youth. We found several barriers that can be challenged and levers that can be nurtured through inclusive, place-based and collaborative environmental education strategies to foster youth’s environmental stewardship in Colombian’s high-biodiverse regions.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49129507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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