Environmental Myopia: The Case For Bifocals

2011 ◽  
Vol 27 (2) ◽  
pp. 229-237 ◽  
Author(s):  
Chris North ◽  
Garrett Hutson
Keyword(s):  
New Zealand ◽  
Environmental Education ◽  
Environmental Impacts ◽  
Environmental Problems ◽  
Education Programs ◽  
Environmental Consequences ◽  
Leave No Trace ◽  
Aotearoa New Zealand ◽  
Environmental Educators

Domestic and international tourists have major impacts on Aotearoa/New Zealand, both positive and negative. In 2010, tourism was the biggest export earner and continues to grow. Environmental consequences of tourism are also growing. Ways of addressing the environmental impacts caused by a mobile society continue to be debated from a variety of practical and theoretical positions. Place-based approaches are a logical discussion focus in addressing these types of social and environmental problems but may be associated with environmental myopia. Tourism, mobility and the principles of environmental education programs such as Leave No Trace are all contested topics within the place-based discourse. This article discusses these tensions and proposes an expansion of place-based and cosmopolitan approaches, with the Leave No Trace Aotearoa/New Zealand campaign presented as an example. The article concludes with possible implications of a more bifocal approach for environmental educators.

Indigenous Teacher Education in Canada and Aotearoa New Zealand

2019 ◽  
Author(s):  
Celia Haig-Brown ◽  
Te Kawehau Hoskins
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Direct Result ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy Document ◽  
Aotearoa New Zealand ◽  
Treaty Of Waitangi

Indigenous teacher education has proven to be a powerful influence in the resurgence of Indigenous cultures and languages globally. In Canada and Aotearoa New Zealand, while there are numerous distinctions between the countries in size, linguistic and cultural diversity, and the histories of Indigenous peoples and colonization, an Indigenous commitment to schooling has shaped long-term and recent aspirations in both contexts. Within Canada, the proliferation of Indigenous teacher education programs is a direct result of a 1972 landmark national policy document Indian Control of Indian Education. This document written by Indigenous leaders in response to the Canadian government was the culmination of a decades-long, relentless commitment to creating the best possible schooling systems for Indigenous students within the provinces and territories. In 2015, despite some significant gains, the Truth and Reconciliation Commission of Canada completed its work articulating Calls to Action that reinforce the original recommendations, particularly the focus on Indigenous control of education. In the Aotearoa New Zealand context, the establishment of Māori language schooling pathways and Māori medium teacher education programs has been made possible by activism focused on the recognition of Indigenous-Māori rights to language and culture guaranteed by the 1840 Treaty of Waitangi. Forms of constitutional recognition of the Treaty of Waitangi mean that New Zealand endorses a social policy of biculturalism. From the 1970s and 1980s, responses to exclusionary and racist colonial policies and practices have led to the creation of teacher education programs in both Canada and Aotearoa New Zealand transforming universities and schools and establishing spaces of Indigenous authority, activism and expertise. While the pace of change varies radically from place to place and from institution to institution, and the specific contexts of the two countries differ in important ways, the innumerable Indigenous graduates of the programs make ongoing contributions to Indigenizing, decolonizing, and educating Indigenous and non-Indigenous communities alike. The growth and strengthening of an Indigenous education sector have led to significant policy and curriculum reforms across the education systems and to ongoing engagement in critique, advocacy, research, and practice. Throughout their development, Indigenous leadership and control of the programs remain the immediate and long-range goals.

The Place of Experience and the Experience of Place: Intersections Between Sustainability Education and Outdoor Learning

2013 ◽  
Vol 29 (1) ◽  
pp. 18-32 ◽  
Author(s):  
Allen Hill
Keyword(s):  
New Zealand ◽  
Outdoor Education ◽  
Social Economic ◽  
Sustainability Education ◽  
Environmental Issues ◽  
Outdoor Learning ◽  
Education Programs ◽  
Aotearoa New Zealand ◽  
Critical Scrutiny ◽  
Development Of Attitudes

AbstractAs social, economic and environmental issues have become more prominent in the 21st century, there has been increased critical scrutiny into the ways that outdoor learning interacts with sustainability issues and concepts. As a result, a number of discourses have emerged which interrogate human/nature relationships in traditional outdoor education and propose greater engagement with place-responsive or sustainable approaches. Drawing on research with teachers in Aotearoa New Zealand, this article explores possible intersections between sustainability education outdoor learning. Accordingly, this article focuses on two key ideas: First, the nexus of experience and place offers significant promise for educational endeavours that seek to educate for a sustainable future. Second, traditional conceptions of wilderness as a pedagogical site, can be problematic for outdoor education programs which seek to claim the ground of sustainability. While there is much that can be gained from journeys in remote pristine environments, not all of these experiences necessarily lead to the development of attitudes, understandings, skills, and motivation to live more sustainably. Furthermore, approaches to outdoor learning that seek to develop connection to and care for remote, pristine places, at the same time ignoring more local or impacted places, could present a dichotomous view of ‘nature’ to students, thereby disrupting efforts to educate for sustainability.

scholarly journals Educação ambiental, formação de professores de ciências e biólogos: vertentes reveladas no currículo de um curso de ciências biológicas em uma universidade pública do estado do Paraná

2020 ◽  
Vol 4 (2) ◽  
pp. 296-322
Author(s):  
Neimar Afonso Sornberger ◽  
Álvaro Lorencini Júnior
Keyword(s):  
Biological Sciences ◽  
Environmental Education ◽  
Environmental Problems ◽  
Public University ◽  
Bachelor's Degree ◽  
Environmental Crisis ◽  
Social Changes ◽  
Education Training ◽  
Environmental Educators ◽  
Education Field

Resumo: Este artigo questiona quais conhecimentos têm sido reivindicados pelos currículos dos cursos de Ciências Biológicas para compreender a crise ambiental. Neste sentido, foram identificadas na literatura quatro principais vertentes do campo da Educação Ambiental: tradicional conservacionista, tradicional pragmática, crítica e pós-crítica; apresentamos suas bases epistemológicas, formas de atuação e possíveis limitações teórico-práticas. Elencamos as vertentes mais predominantes no currículo dos cursos presenciais de Ciências Biológicas Licenciatura e Ciências Biológicas Bacharelado, ofertados por uma universidade pública do estado do Paraná, no ano de 2018. A análise dos currículos revelou uma proposição crítica de ambos os cursos, contudo, os conteúdos biológicos são priorizados para promover mudanças sociais. Apresentamos as possibilidades de atuação destes profissionais como educadores ambientais, assim como possíveis limitações na compreensão dos problemas ambientais contemporâneos e sua complexidade.Palavras-chave: Ciências Biológicas; Educação Ambiental; Educadores Ambientais; Currículo de Ciências Biológicas. Environmental education, training of sciences and biologists teachers: issues disclosed in the curriculum of a biological sciences course at a Paraná state public universitAbstract: This study demands about which knowledge has been required by the curricula of the Biological Sciences courses to understand the environmental crisis. Thus, based on the literature, four main aspects were identified that concerns about the Environmental Education field: traditional conservationist, traditional pragmatic, critical and post-critical, presented their epistemological bases, ways of acting and possible theoretical-practical restrictions. We listed the most prevalent aspects in the curriculum of classroom courses in Biological Sciences Graduation and Biological Sciences Bachelor's Degree, offered by a Paraná state public university, in 2018. The curricula analyses revealed a critical proposition of both courses; however, the biological content is prioritized for social changes improvement. Lastly, we show the possibilities for these professionals to act as environmental educators, as well as possible limitations in understanding contemporary environmental problems and their complexity.Keywords: Biological Sciences; Environmental Education; Environmental Educators; Biological Sciences Curriculum. 

Lookout for learning: Exploring the links between drama and environmental education pedagogies

2020 ◽  
Vol 36 (3) ◽  
pp. 234-245
Author(s):  
Susan J. Wake ◽  
Sally Birdsall
Keyword(s):  
Environmental Education ◽  
Focus Groups ◽  
Human Development ◽  
Environmental Quality ◽  
Vantage Point ◽  
Education Programs ◽  
Living Things ◽  
Point Analysis ◽  
Environmental Educators ◽  
The City

AbstractEnvironmental educators remain challenged by how to encourage people to make connections between environmental quality and human development in a way that is socially just and equitable for all living things. This article explores links between performance-based learning and environmental education pedagogy as one way to address this challenge. Sixteen children (8–10 years) from an Auckland primary school worked with a performance artist to present Lookout, an intimate performance by a child for an adult. Its intent was to juxtapose people’s different backgrounds, experiences and ages in a two-way communication of their view of Auckland City through an environmental lens encompassing past, present and future, while surveying the city from a vantage point. Analysis of data from focus groups with the children and interviews with their parents (also participants) showed that the Lookout process led to children developing a deeper understanding of Auckland City’s issues, a stronger sense of connection to their city, an understanding of the future, and feelings of empowerment. However, their parents’ learning was more tenuous. Three key elements to the success of Lookout for learning are identified, and it is proposed that these could be used when developing performance-based environmental education programs.

scholarly journals Τhe Impact of Training Environmental Educators: Environmental Perceptions and Attitudes of Pre-Primary and Primary School Teachers in Greece

2021 ◽  
Vol 11 (6) ◽  
pp. 274
Author(s):  
Dafni Petkou ◽  
Veronika Andrea ◽  
Katerina Anthrakopoulou
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
Environmental Issues ◽  
Simple Random Sampling ◽  
Environmental Perceptions ◽  
Education Programs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Perceptions And Attitudes ◽  
Environmental Educators

Environmental education is an important tool for managing environmental problems, with a view to protecting the environment. Several significant factors, however, impede its implementation. Educators’ lack of knowledge and appropriate training on environmental topics results in difficulties in implementing environmental education programs. Nevertheless, environmental literacy is expected to lead to the manifestation of pro-environmental behavior. The aim of the present study was to examine the impacts of environmental training on pre-primary and primary school educators, and its influence on the formation of their environmental perceptions and attitudes. We investigated whether training triggers the implementation of environmental education programs, and its possible metacognitive effects on educators. Simple random sampling was used as a sampling method. A structured questionnaire was administered to 154 pre-primary and primary school teachers, and the data collection took place through the use of face-to-face interviews. The research findings indicated that educators were interested in environmental issues, and mainly used the media to obtain information about environmental issues. Gender and age were important characteristics influencing the performance and attitudes of environmental educators. It also became apparent that there are significant deficiencies in the capacity building of educators, and in the organization of environmental education in pre-primary and primary education, that negatively affect the implementation of environmental programs in schools.

scholarly journals Educação Ambiental como instrumento de mitigação de impactos ambientais: experiências com Programas de Educação Ambiental (PEA’s) desenvolvidos para linhas de transmissão de energia elétricaEnvironmental education as an instrument to mitigate environmental impacts: experiences with Environmental Education Programs (EEP’s) developed for electric power transmission linesEducación Ambiental como instrumento de mitigación de impactos ambientales: experiencias con Programas de Educación Ambiental (PEA's) desarrollados para Líneas de Transmisión de energía eléctrica

2018 ◽  
Vol 35 (3) ◽  
pp. 152-169
Author(s):  
Frederico Tavares Amaro ◽  
Maria Beatriz Junqueira Bernardes
Keyword(s):  
Environmental Education ◽  
Electric Power ◽  
Environmental Impacts ◽  
Transmission Lines ◽  
Power Transmission ◽  
Power Transmission Lines ◽  
Education Programs ◽  
Power Sector ◽  
Electric Power Transmission Lines ◽  
Environmental Consulting

Este estudo visa apresentar como a educação ambiental tem sido utilizada como um recurso de grande importância na área de consultoria e assessoria ambiental, voltado a mitigação de impactos ambientais gerados por empreendimentos do setor energético. Primeiramente, neste estudo foi realizada uma contextualização acerca do processo de licenciamento ambiental vigente no Brasil, bem como das primeiras legislações ambientais responsáveis por regularizar a utilização dos recursos naturais disponíveis no país. O artigo também apresenta um relato de um dos trabalhos de campo desenvolvidos, junto a uma empresa de consultoria ambiental, para um grupo concessor de energia elétrica por linhas de transmissão de alta tensão, trazendo as metodologias utilizadas e atividades realizadas, em uma das campanhas dos Programa de Educação Ambiental (PEA) desenvolvidos. This study aims to present how the environmental education is been used as a resource of great importance in the area of environmental consulting and assessment, aimed to mitigate environmental impacts generated by enterprises of power sector. Firstly, in this study, was made a contextualization about the environmental licensing process in Brazil, as well as the first environmental legislations responsible for regulating the use of natural resources available in the country. The article also presents a report of one of the fieldwork developed with an environmental consulting company for a group of electric power concession for high voltage transmission lines, bringing the methodologies used and performed activities, in one campaign of the Environmental Education Programs (EEP) developed. Este estudio pretende presentar cómo la educación ambiental ha sido utilizada como un recurso de gran importancia en el área de consultoría y asesoría ambiental, orientado a la mitigación de los impactos ambientales generados por emprendimientos del sector energético. En primer lugar, en este estudio se realizó una contextualización acerca del proceso de licenciamiento ambiental vigente en Brasil, así como de las primeras legislaciones ambientales responsables por la regularización de la utilización de los recursos naturales disponibles en lo país. El artículo también presenta un relato de uno de los trabajos de campo desarrollados junto a una empresa de consultoría ambiental, para un grupo conceso de energía eléctrica por líneas de transmisión de alta tensión, trayendo las metodologías utilizadas y actividades realizadas, en una de las campañas de los Programas de Educación Ambiental desarrollados.

Tenuous Affair: Environmental and Outdoor Education in Aotearoa New Zealand

2014 ◽  
Vol 30 (2) ◽  
pp. 151-166 ◽  
Author(s):  
David Irwin ◽  
Jo Straker
Keyword(s):  
New Zealand ◽  
Environmental Education ◽  
Outdoor Education ◽  
Formal Education ◽  
Positive Outcome ◽  
Education For Sustainability ◽  
Doctoral Research ◽  
Aotearoa New Zealand ◽  
Nature Studies ◽  
Outdoor Experiences

AbstractThe relationship between outdoor education and environmental education in Aotearoa New Zealand has undergone many changes since formal education began in early colonial times. Discussion draws from qualitative doctoral research undertaken by the authors that investigated education for sustainability in outdoor education and how meaning is ascribed to outdoor experiences. The article describes how environmental education and outdoor education had common historical roots in nature studies that eventually were teased apart by the development of separate agendas for learning and assessment, coupled with the political context of the 1970s and 1980s. The article finds that contemporary forces relating to the economy, society and the environment are now driving a re-engagement of the two discourses in Aotearoa New Zealand at a variety of levels, from schools to national bodies, and that this re-engagement signals a positive outcome for addressing key environmental issues and engaging students in the outdoors.

Environmental Education in New Zealand

1993 ◽  
Vol 9 ◽  
pp. 21-32 ◽  
Author(s):  
Ross Dowling
Keyword(s):  
New Zealand ◽  
Environmental Education ◽  
Outdoor Education ◽  
School Context ◽  
Environmental Movement ◽  
Environmental Problems ◽  
Common Misconception ◽  
1960S And 1970S ◽  
The 1960S

Environmental education in New Zealand (NZ) was born out of the environmental movement during the 1960s and 1970s. During that time it became increasingly apparent that we needed to know more about ourselves, our surroundings and the interactions between these two. The central impulse of environmental education is to help develop people who are knowledgeable of, concerned about, and motivated to do something for, the environment. This involves being:1. Knowledgeable about the physical, social and economic environment of which people are a part;2. Concerned about environmental problems; and3. Motivated to act responsibly in enhancing the quality of our environment as well as our life.In NZ a common misconception held was that environmental education is the same as outdoor education. It is not. Environmental education is concerned with those aims listed above, whereas outdoor education is now taken to mean, and is officially called, ‘Education Outside the Classroom’. Obviously the two are neither synonymous nor mutually exclusive (Dowling 1986). In the school context, environmental education has traditionally been considered as any teaching about ‘the environment’. Today, however, it is being understood as a process which is multi-disciplinary in approach and for the environment at heart.

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