Environmental education: critical concepts in the environment

Alan Reid and Justin Dillon, editor and associate editor respectively of the journal, Environmental Education Research, are delighted to announce that Environmental Education, a Major Works collection in the Critical Concepts in the Environment series, is now available (and just in time for Christmas!).

Addressing the need for an authoritative reference work to make sense of this rapidly growing subject and its multidisciplinary corpus of scholarly literature, ‘Environmental Education’ is a new title from the acclaimed Routledge series, Critical Concepts in the Environment. Edited by two of the field’s leading scholars, this Major Works collection embraces a wide variety of methodological traditions to bring together in four volumes the foundational and the very best cutting-edge scholarship. The collection enables users to access—and to make sense of—the most important findings and theories that have been developed by environmental education research. It provides a synoptic view of all the key issues, current debates, and controversies.

‘Environmental Education’ is fully indexed and includes comprehensive introductions, newly written by the editors, which place the collected materials in their historical and intellectual context. It is an essential reference collection and is destined to be valued by scholars and students—as well as policy-makers and practitioners—as a vital one-stop research and pedagogic resource.

1,931 pages – © 2017 – Routledge – 9780415520256, pub: 2016-12-16

Source: Environmental Education (Hardback) – Routledge

Nicole Ardoin recognized for contributions to environmental education research

Congrats to one of the journal’s associate editors, Nicole Ardoin!

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The North American Association for Environmental Education (NAAEE)—a network of more than 20,000 educators, researchers and organizational members in more than 30 countries—has recognized NICOLE ARDOIN, associate professor at the Graduate School of Education [Stanford University], with one of its highest honors for her outstanding contributions to research.

Ardoin, who is also a senior fellow at the Stanford Woods Institute for the Environment, has worked for more than two decades to explore the role of education in informal settings as it relates to attitudes, values, knowledge and longer-term practices of sustainability and natural resource conservation. In this work, she has collaborated with parks, museums, aquariums, nature-based tourism programs and philanthropic foundations, among other community-based organizations.

Ardoin’s research emphasizes the importance of learning experiences that are social, place-based, immersive, connected to the natural world and relevant to everyday life for facilitating conservation and sustainability-related outcomes. Among her current projects, Ardoin is collaborating with NatureBridge, a provider of residential environmental learning in national parks, to explore socio-emotional learning in outdoor education programs. This work builds on a six-year partnership during which Ardoin and her team have pursued new approaches to research and evaluation in NatureBridge’s Yosemite and Golden Gate Park settings. Additionally, Ardoin is the social science lead on a National Science Foundation-supported interdisciplinary research study that considers the social and ecological effects of declining fog cover on California’s coastal redwoods.

Visit Stanford’s Graduate School of Education website to read more.

Perspectives, Challenges and Innovation in Research – WEEC2017

Dear Colleagues

On behalf of the Socio-Scientific Committee of the World Environmental Education Congress, we invite you to submit an Abstract that addresses the Congress Theme: Perspectives, Challenges and Innovation in Research | Perspectives, Défis et Innovation en Recherche | Perspectivas, Retos e Innovación en las Investigations.

This innovative, interactive and international event is scheduled for September 9-15, 2017, in Vancouver, BC, Canada. Sessions can be offered in any of the three working languages of the Congress: English, French or Spanish –

Perspectives, Challenges and Innovation in Research 

Presenters and participants are encouraged to share, reflect on and discuss the(ir) researching of environmental and sustainability education (ESE). A critical review of the focus, design and outcomes of research – what has worked and what not, on what grounds, and with what implications for the field of ESE research – is strongly encouraged.

Perspectives, Défis et Innovation en Recherche

Présentateurs et participants seront incités à partager, analyser et échanger leurs idées sur leur recherche respective dans le domaine du l’éducation à l’environnement et à la durabilité. Une revue critique de l’approche, élaboration de la problématique et résultats de la recherche (ce qui a marché ou pas, sur quels critères,  et quelles implications pour le domaine de la recherche en l’éducation à l’environnement et à la durabilité) sera grandement encouragée.

Perspectivas, Retos e Innovación en las Investigaciones 

Los ponentes y participantes estarán invitados a compartir, reflexionar y charlar sobre la/su investigación de la educación en el medio ambiente y en la sostenibilidad. Un análisis crítico del enfoque, del diseño y de los resultados de las investigaciones (cuál ha funcionado y cuál no, el porqué, y cuales son las implicaciones para el campo de la educación en el medio ambiente y en la sostenibilidad) será altamente valorado.  

Please note that the wider list of congress themes, listed below, separates what is inseparable, and the congress themes need to be considered as interconnected. Wherever possible, abstracts (300 words or less) should aim to create links among strands. Proposals can also be directed towards a teacher/educator or researcher audience (or both). 

The submission site is now ready to receive your proposals. To begin, go to weec2017.org and click on “submit abstract” under the program menu, or use the link button or address below. You will be prompted to register for the site and submit your abstracts. 

The deadline for submitting abstracts is March 31st, 2017.

We welcome your support in both circulating and responding to the call for this theme, and the general call more broadly,

Kind regards,

Alan Reid, Nicole Ardoin, David Zandvliet

Research theme coordinators and congress chair

PS For further information about the congress, session formats, contact information for questions, and responses to FAQs about submitting and Abstract or the Congress, please visit the Congress website via weec2017.orgor contact the organising team, http://weec2017.eco-learning.org/contact-us/

An initial sense of the schedule can be gleaned from: http://weec2017.eco-learning.org/program-at-a-glance.

Please note that we anticipate the congress pivot day, Monday 11th September, will include a special event related to this theme. 

Pre- and post-congress events (workshops, retreats, networking, capacity building, etc.) on research are welcome but must be arranged separately from this call and theme.

About the 9th WEEC

The 9th World Environmental Education Congress is in Vancouver, Canada, September 9-15, 2017. It is an international meeting point for everyone working with education for environment and sustainable development or which have an interest in the field. Thus WEEC 2017 is an opportunity to learn more about the latest in environmental and sustainability education, to discuss with people from all over the world, to share your own work and to learn from others. We are expecting participants from a wide range of countries. 

Examples of participants:

  • Researchers and educators at universities
  • Teachers teaching all ages
  • Students
  • Folk high-schools
  • Local, regional and national government agencies, municipalities
  • Officials from international organizations
  • NGOs
  • Managers of parks and protected areas
  • Private companies who are interested in environmental and sustainability issues and in education
  • Media/press

The title of the Congress is CulturEnvironment: Weaving new connections (see weec2017.org for more details).  The Organizing Committee for the congress is the Institute for Environmental Learning (IEL) in cooperation with the WEEC Permanent Secretariat.  Hosted by Simon Fraser University, the Institute for Environmental Learning is a collaborative of researchers and practitioners committed to high quality environmental and sustainability learning in British Columbia. Our members come from a variety of institutions including universities, colleges, school districts, community groups, non-profit organizations, and provincial and regional governments.

In consideration of themes and programming for the 2017 congress, the local organizing committee envisions a broad and inclusive view of topics on environmental and sustainability education that will highlight the impact of urban ecosystems and local, place based initiatives that can be translated into practices on a global scale. Of particular interest is the interplay among cultural and environmental factors which are at play in a region such as British Columbia.

The Congress will pursue the following themes:

  • Early Childhood Education and EE
  • Place-based Education and Local Outdoor Learning
  • Architecture and Green Design
  • Arts Based Approaches in EE
  • Agriculture and Garden-Based Learning
  • Global and Cultural Diversity in EE
  • Urban Eco-systems
  • Environmental Communication (and Uncertainty)
  • Indigenous Knowledge and EE
  • Ethics Lead Learning and Sustainability
  • Social Responsibility and Agency/Activism
  • Nature as Teacher / Nature as Researcher
  • Global Policy and Environmental Education
  • Perspectives, Challenges and Innovation in Research

The congress will discuss the role and importance of education for environment and sustainability at all levels; both in higher education and for lower ages.

Two main categories of abstracts can be submitted: academic abstracts and practitioner abstracts. Submission portal for abstracts – http://ocs.sfu.ca/weec2017/index.php/weec/WEEC_2017

Weekend reading – “Seven upgrade strategies for a problematic article”

Do one thing well.
Flatten the structure.
Say it once, say it right.
Try paragraph re-planning.
Make the motivation clearer.
Strengthen the argument tokens.
Improve the data and exhibits.

https://medium.com/advice-and-help-in-authoring-a-phd-or-non-fiction/seven-upgrade-strategies-for-a-problematic-article-or-chapter-3c6b81be9aa2#.yg8xmdrfe

Universities whose work has driven environmental awareness

A pingback to COP22 and the Paris Agreement, the THE’s summary of the universities that have, between 2011 and 2015, produced the environmental science research with the greatest impact (based on citations, that is) …

Source: Universities whose work has driven environmental awareness | THE News

The relationship of childhood upbringing and university degree program to environmental identity: experience in nature matters

The relationship of childhood upbringing and university degree program to environmental identity: experience in nature matters
– new EER Article Alert
Anne-Caroline Prévot, Susan Clayton & Raphael Mathevet
Pages: 1-17 | DOI: 10.1080/13504622.2016.1249456
Abstract
Education has been proposed as an important way to increase environmental concern. Beyond providing information, education could also encourage a stable sense of oneself as connected to the natural world, or environmental identity (EID), which is a predictor of environmental concern and behavior. This study explored the relative roles of environmental education at university and previous personal characteristics on the level of individual EID. Results from a questionnaire distributed to 919 French students in different academic curricula (ecology, other sciences and political sciences) showed significant difference in levels of EID for students in ecology compared to others, but also that EID was strongly influenced by personal experiences of nature and social context regarding conservation. These results suggest that academic curriculum is more a result than a cause for high environmental identity. We discuss the results in terms of education and access to nature for children and young people.
Keywords: University curriculum, environmental identity, conservation of biodiversity, environmental concern

http://www.tandfonline.com/doi/full/10.1080/13504622.2016.1249456
#newEERpaper

Development and validation of the anthropogenic climate change dissenter inventory

Development and validation of the anthropogenic climate change dissenter inventory
– New EER Article Alert
Andrew P. K. Bentley, Heather L. Petcovic & David P. Cassidy
Pages: 1-16 | DOI: 10.1080/13504622.2016.1250150

Abstract
Individuals are exposed to misleading or outright false anthropogenic climate change (ACC) information. The goals of this study are to identify ACC dissenter messages, and to develop an instrument that quantifies the extent to which individuals agree with these messages. The instrument was developed using a sequential mixed methods design. A qualitative analysis of YouTube videos produced a bank of dissenter messages. A Likert-type survey was derived from these statements and completed by adults who reside in the United States of America (N = 133) via Amazon’s Mechanical Turk. Parametric and non-parametric tests were used to explore the data, determine relations, and test the instrument’s validity and reliability. Dissenter statements factored into five unique categories. Confirmatory Factor Analysis (N = 151) was used to validate the instrument. Results suggest this instrument will be useful for understanding how different segments of the public, as measured by demographic variables, agree with misleading climate material.
Keywords: Climate change, survey, media, environmental education
http://www.tandfonline.com/doi/full/10.1080/13504622.2016.1250150
#newEERpaper