Archive: Non-Traditional and Informal

Editorial Overview: Ecomedia Literacy Special Issue

By Antonio Lopez, Jeff Share, Theresa Redmond and Clare Hintz

Link to the Ecomedia Literacy Table of Contents Lopez et al. Editorial Overview JSE April 2020 Ecomedia Literacy PDF Forward from JSE Editor-in-Chief, Clare Hintz: The Journal of Sustainability Education marks its tenth anniversary year with an issue on Water Literacy (published in March) and this issue, Ecomedia Literacy.  From a dream of several Ph.D. […]

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Media Education and Ecological Modernism: Embodiment, Technology and Citizenship

By Carl Bybee and Shelby Stanovsek

Abstract: The field of media education, emerging within the instrumental vision of modernity, has largely ignored its unspoken modernist assumptions. In this article, we argue the time has come to fully engage an embodied view of media from an evolutionary, ecological perspective—what we might call ecological modernism. This is a perspective that views media as evolving mediations through various material/technical practices, where body knowledge, rather than some idea of objective reality, is understood as the empirical ground for how we come to make sense of ourselves and the world. The focus is then shifted from the problem of subject versus object relationships to how subjects and objects are mutually constitutive. By extension, the juxtaposition of the concept of citizen with the body clarifies yet another crucial dimension of the embodied perspective. Two examples of “citizen”-based media education projects are briefly reviewed from this ecological modernist perspective in order to consider the implications of resituating grounded citizen-oriented media education.

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Connecting Youth, Eco-Media and Resilience in Appalachia

By Derek Douglas, Emmanuel Garcia and Mary Grueser

Abstract: In the summer of 2019, the We are All Connected urban-rural youth media program launched Something in Our Water, an eco-media documentary project that investigates the shared problem of water sustainability, public health, and climate change in their communities. This article discusses the transformative experience that the youth from New York City and the Clearfork Valley in the East Tennessee Appalachian mountains had as they learned about the history of multinational coal mine companies’ economic and environmental exploitation of the community, and the fierce and unequal power relations that continue to challenge environmental advocates today. With a focus on the perspectives of one of the Tennessee youth producers, the article reflects on the impact intergenerational learning and multicultural collaboration can have in nurturing future youth and community eco-media activists in Appalachia in the face of deeply rooted local and structural constraints. Through the process of documenting struggles in urban and rural communities, the youth team developed a deeper understanding of how the environmental justice movement cuts across differences to show how everyone is connected and can be empowered to take action.

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Training community-based journalists for climate change reporting: lessons from South Africa

By Brett Cohen and Leonie Joubert

Abstract: Reporting to the public on climate change impacts, adaptation, and mitigation requires journalists to be equipped to engage with a wide range of technical content in order to communicate it in an accessible and engaging way. Recognizing the need for journalists from a wide range of backgrounds, including those from community newspapers and radio stations in South Africa, to be able to undertake this task, the South African Department of Environment Affairs in partnership with GIZ commissioned the authors to develop and deliver a four-day climate change reporting training programme. This paper presents an overview of the structure and content of the course, and details the reflections after undertaking such an endeavor.
Based on the lessons learned, and an awareness that this kind of training may take place in the context where working community-level journalists may have a low knowledge base (of both the journalistic craft, as well as the content of climate science) the following recommendations emerge: scientific training may need to be combined with basic journalistic training (depending on the participants); learning-by-doing is central to journalists building their capacity in climate reporting training; and mother-tongue delivery of material is critical to the success of such technical training courses.

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Coal’s Last Gasp, Its Resuscitation by Media, and the Habitus of NIMBY

By Carolyn Fortuna

Abstract: The shift away from coal to renewable energy for electricity generation is producing environmental benefits during the climate crisis but also poses uncertainty for coal producers and others along the coal supply chain. Media representations of the coal debate shape how citizens understand and respond to it. This commentary exposes how audiences – even of pro-environmental media – reproduce dominant discourses promoted by fossil fuel corporations and reconceptualize those discourses into a Not in my Backyard (NIMBY) worldview. Critical discourse analysis helps to reveal how tensions between coal companies and renewable energy proponents are exacerbated by controlled coal messaging. Coal propaganda evokes images of a noble and reasonable energy source and places coal within a positive framework that enhances local knowledge, protection, and economic security. Conclusions point to the importance of media literacy instruction as a means for consumers to gain critical distancing strategies and broader perspectives about the climate crisis.

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“Solarpunk” & the Pedagogical Value of Utopia

By Isaijah Johnson

Abstract: This paper examines the ecologically oriented speculative fiction genre known as “solarpunk” and its value for the cause of environmental justice. This article argues that the status quo is characterized by relative inaction on the issue of fighting climate change and that this inaction is the result of an inability to imagine a “green” future. As a form of speculative fiction which explicitly depicts such green futures, solarpunk may be a valuable tool in promoting action by overcoming widespread cynicism about the future. Solarpunk fiction is thus a useful tool for sustainability educators because it encourages critical examination of one’s environmental impact. This article details the ways in which solarpunk stories function as counter-hegemonic media by intertwining issues of race, gender, sexuality, class, and colonialism with an ecological ethic.

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Green Guerrillas Youth Media Tech Collective: Sustainable Storytellers Challenging The Status Quo

By Jason Corwin

Abstract: The Green Guerrillas Youth Media Tech Collective, a community organization based in Ithaca, New York, set out to define sustainability in their own terms by giving a diverse group of local adolescents the opportunity to engage subjects of environmental and social justice through digital media production within the auspices of a unique afterschool job-training program. Interviews with youth participants and adult mentors illustrate key concepts for environmental and sustainability educators desiring to facilitate engaging learning environments utilizing multimedia. Excerpts of their interviews provide a lens into the workings of a non-formal educational environment that explicitly embraced media literacy, media arts production, and community engagement to advocate for issues of justice and sustainability while facilitating opportunities for ecological learning. This case study highlights the potential of digital storytelling to foster students’ knowledge retention, connection to nature, sense of empowerment, and ability to create positive change in their communities.

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Blooming in the Doom and Gloom: Bringing Regenerative Pedagogy to the Rebellion

By Tema Milstein

Transformative sustainable pedagogy and public intellectual work share the same aims and guideposts, including upholding higher education’s foundational intentions of fostering moral character in tomorrow’s leaders. Radical modes of sustainable education, including regenerative pedagogy, which tends to the global shift to restore, respect, and regenerate ecological and societal balance, and inside-out pedagogy, which helps learners take their inner seeds, sprouts, and blossoms of good ecocultural intentions to stages of external fruition, speak both to educating learners and engaging the public. If pedagogues aim to encourage students to put beliefs into action and be leading voices in ethically addressing today’s pressing environment and society problems, this may require role modeling by having the courage to do so themselves. In these contexts, the author relates her own experiences speaking for Extinction Rebellion as an illustration of expanding notions of what it means to be a sustainability educator today.

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“Educating for Water Resilience in the Context of Climate Crisis”—Journal of Sustainability Education Special Issue Released for United Nations World Water Day 2020

By Amanda Bielawski

This editorial overview provides an introduction to this special Journal of Sustainability (JSE) issue devoted to water and climate change, which is being released during United Nations World Water Day 2020. The article contextualizes some of the water security risks that are exacerbated by climate change, such as increasing floods and droughts. This piece further provides a brief overview of the articles in the special water and climate issue of the JSE.

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Words for Water

By Mary Dougherty

This photo essay is an excerpt of a longer work, Words for Water.

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Seeing Water Through the Trees: Maasai Activists in Kenya Among Indigenous Leaders Worldwide Calling for Upstream Forest Conservation as Nature-Based Solution for Downstream Water Security Amidst Climate Crisis

By Amanda Bielawski

Abstract: This article posits that Maasai Indigenous activists’ call to save Kenya’s Mau Forest Water Tower for its ability to protect downstream water security has emerged as an environmental-policy microcosm illustrative of globally surging interest in such Nature-Based Solutions (NBS).  Through an analysis of the Mau Forest issue, a series of United Nations Development Programme case studies, and increasing inclusion of NBS for water at recent global policy events such as the United Nations General Assembly and World Economic Forum, this article suggests that a new water infrastructure policy paradigm appears poised to increase implementation of NBS-informed by Indigenous and Traditional Ecological Knowledge (ITEK). The potential of this paradigm shift is illustrated by the North American Indigenous Mi’kmaq concept of Two-Eyed Seeing, which encourages the synthesis of solutions from both western-emanating Scientific Ecological Knowledge (SEK) and ITEK on a path toward positive social-ecological outcomes.

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Dissecting the Average Shower and Its Impact on the Planet: An Invitation to Collaborate — Part Two: The Recirculating-Shower Design Elements

By Linda Pope

Abstract: Part Two of a two-article series describes water conservation through graywater use and rainwater harvesting. Sustainable methods of heating water for a recirculating shower, and potential methods for water filtration and purification are presented. Also addressed is the feasibility of sustainable showering alternatives. An opportunity for educators and students to collaborate in the development of an off-grid recirculating shower is provided as well.

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Dissecting the Average Shower and Its Impact on the Planet: An Invitation to Collaborate — Part One: Human Water Usage and Global Impact

By Linda Pope

Abstract: Part One of a two-part article outlines a brief history of showering and questions current showering practices. Current global levels of water use and availability are discussed, plus water use in the United States, relative to Americans’ frequency of showering. The energy requirements for cities to provide clean water is outlined as well as the carbon dioxide emissions that are subsequently released during water delivery and wastewater disposal. In Part Two, water conservation through graywater use and rainwater harvesting is described, and sustainable methods of heating water are offered. Possible methods for water filtration and purification are presented. The feasibility of alternatives for a more sustainable shower is addressed. Both articles conclude with an invitation to students and instructors to collaborate with the author to construct a prototype of an off-grid recirculating shower.

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In search of “We the People” in Light of Plato’s “Allegory of the Cave”

By Helen I. Lepp Friesen

Abstract: In this article, I view Alvarez Armando’s “We the People” sculpture in Gallup, New Mexico, through the lens of Plato’s “Allegory of the Cave” and argue that although the message of the “We the People” art installation is to illustrate democracy and freedom, its staticity may contradict its intent and adds an additional layer to its interpretation. The “We the People” art sculpture invites interaction, but interaction, like in Plato’s “Allegory of the Cave,” is limited in scope and perception. My exploration comes with questions about the meaning of cave dwelling and enlightenment. What is the meaning of “We the People” when equality is not something every citizen can take for granted? Are we then an enlightened society that think we have gained exit from cave dwelling when freedom and a particular interpretation of democracy is not designed for everyone?

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The Teaching Bioshelter: A Missing Resource for Sustainability Education

By Scott Stokoe

Abstract:  The new educational revolution of Educating for Sustainability needs to be taught in a new, revolutionary teaching space; a teaching bioshelter. Drawing on the five ecological principles of the Center for Ecoliteracy, this new teaching space should reflect ecocentric design principles, rather than the previous anthropocentric industrial designs of our current school and college classrooms and campuses. A solar-powered, living classroom, a system of systems, such as a teaching bioshelter, opens new educational horizons by providing continuously available and hands-on learning environments not currently available to the Educating for Sustainability (EfS) curriculum. Fortunately, the architectural and technical design work for these kinds of spaces was pioneered nearly 50 years ago by numerous cutting-edge research groups, such as the New Alchemy Institute. It is suggested that these two ecological flows, of design and education, be joined to enhance and expand the mission of Educating for Sustainability.

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O Grows, Community-Based Food Systems, and the Sustainability Compass

By Sean A. Forbes and Carey E. Andrzejewski

Abstract: This program feature documents our reflections on how the work of O Grows, is, or more accurately has become, increasingly sustainability-oriented. O Grows is a non-profit, community-university partnership with the mission to leverage the local capacity in service of community food needs. Specifically, we focus here on how engagement with an increasing number of sectors of the local food system, as we work toward this mission, has demonstrated a commensurate increase in alignment with the cardinal directions of the sustainability compass—attention to Nature, Society, Economy, and Wellbeing. We have realized, as O Grows has evolved, that keeping the program going and attending to sustainability are one and the same. As such, we argue the sustainability compass is a useful heuristic not only for reflection after-the-fact but also for partnership planning.

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Developing, Piloting, and Factor Analysis of a Brief Survey Tool for Evaluating Food and Composting Behaviors: The Short Composting Survey

By Jennie Norton, Becky Pearson, David Gee and Nicole Stendell-Hollis

Abstract: Household composting is a practical sustainable behavior which should be further investigated. The Short Composting Survey was developed for use during the Compost Project pilot study to measure the knowledge, values, barriers, and social norms surrounding composting (n=25). The purpose of this research was to describe the testing and refining of the survey tool for the pilot study. Statistical analyses included calculating the Index of Item-Objective Congruence (IIOC) values and conducting a confirmatory factor analysis following administration of the survey. Nine respondents assisted with survey tool development by completing the IIOC, and values ranged from 0.29 to 0.66 which indicated that all of the survey questions matched more than one construct. The factor analysis resulted in a three-factor solution with a cumulative loading of 71.2%, meaning that these identified factors contributed 71.2% of the variance in responses. Factor 1 (“Values”) proved to be the strongest factor, explaining 36.6% of the variance, whereas Factor 2 (“Social Norms”) explained 20.04%, and Factor 3 (“Barriers”) had 14.6%. This survey may be useful for future food composting and sustainability-related research efforts.

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Creative Social Stewardship, Artistic Engagement, and the Environment

By Cara Hagan and Theresa Redmond

Abstract: This article describes an innovative, grant-funded symposium for creative social stewardship that sought to blend the triad of art, education, and the natural environment through a focus on socio-cultural sustainability and community engagement. The purpose of this article is to share foundational information related to the origins of the symposium, describe the tenants of community arts initiatives, feature a session snapshot, and discuss the value of creative social stewardship as a part of daily practice. We conclude by making recommendations for future endeavors in cultivating creative social stewardship conferences or initiatives, ultimately promoting the idea that collaborative, community-based and arts-focused events might inspire reflection on connection, nature, and creativity in ways that nurture sustainability.

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The Community Food Forest Handbook: A Review

By Clare Hintz

“The Community Food Forest Handbook: How to Plan, Organize, and Nurture Edible Gathering Places” by Catherine Bukowski and John Munsell is a rare edition to the literatures of permaculture and agroecology: it foregrounds sociocultural dimensions in the context of ecological design. 

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An Urban Nature Center: Take 2. My Journey to Sustainability Education in Rebuilding a Nature Center

By Brenda Walkenhorst

An Urban Nature Center: Take 2. My Journey to Sustainability Education in Rebuilding a Nature Center

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A Research Coordination Network’s Impact on Sustainability Open Education

By Hong Xu

Abstract: The research coordination network (RCN) – Climate, Energy, Environment and Engagement in Semiarid Regions (CE3SAR) is a NSF funded five-year project (2012 to 2016, extend to 2017). One goal of the RCN CE3SAR project is to enhance sustainability education in South Texas. To achieve this goal, the RCN CE3SAR steering committee adopted two strategies: creating learning objects and supporting open education. This article reports the process and methods of creating and publishing RCN CE3SAR sustainability learning objects as open education resources.

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Socially Engaged Art and Agriculture: Experimenting with Extension

By Lucas Ihlein, Laura Fisher, Kim Williams and Simon Mattsson

Abstract: Solutions to environmentally damaging human practices require cooperation between many different communities. This article explores sustainability-focused education through the lens of a current work-in-progress, Sugar vs the Reef?, which involves collaboration between sugarcane farmers and artists in the arable catchment of the Great Barrier Reef in North Queensland. This is a socially engaged art project that is addressing the fraught relationship between the region’s agriculture and the fragile ecology of the Reef. We introduce some of the specific aspects of socially engaged art (SEA) which commend it as a cross-disciplinary method for bridging diverse individuals and organisations – in particular, the notion of a “holding environment” for complex socio-ecological situations. We consider how this approach might broaden the agricultural practice of “extension” which aims to transform farming through educational outreach. Ideas emerging from contemporary socially engaged art practice may contribute to a toolkit for researchers and practitioners within and beyond the academy who are searching for ways to overcome the limitations of current methodologies and movements for social change.

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Indigenous Sustainabilities: Decolonization, Education, and Collaboration at the Ojibwe Winter Games

By B. Marcus Cederström, Tim Frandy and Colin Gioia Connors

Abstract: In this article, we examine the collaborative efforts of university-employed folklorists with Waaswaaganing Anishinaabe (Lac du Flambeau Ojibwe) teachers and community leaders in what is currently known as northern Wisconsin. Focusing on the Ojibwe Winter Games—an annual weeklong event in February for middle school students that aims to revitalize traditional competitive games—we suggest that decolonizing sustainability education requires recognition that sustainability is pluralistic and culturally specific. Educators must facilitate a restorative systemic shift towards Indigenous sustainabilities through Indigenous-centered pedagogies and methods of knowledge production. In order to accomplish such a shift, our responsibility as academics and public folklorists must always be to the Indigenous communities with whom we work. We explore the role of non-Indigenous collaborators in Indigenous-led decolonization efforts, in developing educational systems that support and sustain Indigenous knowledge systems, and in the repatriation and rematriation of land, language, and culture.

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Gratitude as Ceremony: A Practical Guide to Decolonization

By Kahsto’sera’a Paulette Moore and Tehahenteh Frank Miller

Abstract: Throughout 2016 and 2017 more than 300 Indigenous nations from around the globe united on the plains of North Dakota, where Standing Rock affinity camps provided space for native prophecy and ceremony to play out in ways meaningful to our modern times. Standing Rock protection actions made clear to all what we’ve known for centuries: Indigenous peoples’ relationship to the natural world provides a powerful antidote to the prevailing madness that insists nature and people are expendable as long as money is being made. Within our own Rotinonhsyón:ni (Iroquois) nations the act of gratitude is at the heart of our key ceremony that connects us to our Earth as it dissipates this violent culture.

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The White Kid at the Native American Camp

By Ron Riekki

The White Kid at the Native American Camp

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Indigenizing Sustainabilities, Sustaining Indigeneities: Decolonization, Sustainability, and Education

By Tim Frandy

Abstract: Decolonization is a multifaceted and complex process, involving a wide range of concepts, including the restoration of Indigenous lands to Indigenous control, improved recognition of tribal sovereignty, strengthening of Indigenous worldviews and knowledge traditions, cultivating cultural responsiveness in education and health care, aligning research methods with Indigenous cultural priorities and values, and more.

This special issue of the Journal of Sustainability Education on the topic of Decolonization and Sustainability Education reflects many of these diverse projects. The issue is inclusive of Indigenous and allied voices, of academic and Indigenous discourses, of large-scale political actions and—what Jeff Corntassel calls—“everyday acts of resurgence.” The selections are arranged in ways that center Indigenous voices and the work on the ground that reinforces Indigenous sustainabilities and Indigenous-centered pedagogies.

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Our Ways: Culture as the Heart of the Indian Community School

By Carol Ann Amour, Anthony Brazouski, Jason Dropik, Jacob Jones and Mark Powless

Abstract: Since the 1990s research has been telling us that indigenous students do better in school when they are connected to their cultures. Our experience affirms studies concluding that students who have strong connections to their culture are more resilient and have a stronger sense of efficacy.

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Community-based learning: An Amazing tool used by college students to build tiny houses for the homeless

By Linda Pope

Abstract: Two tiny houses were constructed for the homeless at Dignity Village, Portland, Oregon, by Portland Community College students in two sustainability courses over 6 terms, using different approaches. By engaging the business community at large, various non-profits, parents of the students, and residents of the homeless village, the idea of community-based learning (CBL) was embraced by the instructor. CBL created an environment in which lack of experience and wide cultural variation were transformed into a cooperative community of inspiration.

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Ancient Wisdom, Modern Times: Decolonizing Education Paradigms in a Southwestern Tribal Community

By Carrie Calisay Cannon

Abstract: For millennia, education for the Hualapai Tribal people was learned through intergenerational lessons taught with the family. This provided younger generations with the skills and knowledge needed to thrive in harsh desert environments. Over the past centuries tribal education has undergone numerous transitions. For the past twelve years the Hualapai Ethnobotany Youth Project has implemented an intergenerational learning program with the elders and youth of the tribal community to instill the centuries old knowledge that could only have been obtained through generations of experience. The program looks to new ways in modern times to teach the old ways in maintaining the continuity of knowledge that only the grandparents can remember.

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Building an Indigenous Traditional Ecological Knowledge Initiative at a Research University: Decolonization Notes from the Field

By Michelle Jacob and Hobie Blackhorn

Abstract: In this article, we discuss the importance of Indigenous traditional ecological knowledge as the foundation of sustainability education, and we describe the need for, and successful efforts to, begin building an Indigenous Traditional Ecological Knowledge initiative at a research university. We share the guiding theoretical framework of our work, and the three goals of the initiative. We note the tensions involved in crafting a vision statement that a diverse group of faculty, staff, and students can all uphold in our collective work. We conclude with a description of our next planned steps for the initiative, and our hopes that this work will help decolonize sustainability education.

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Upstream

By Anna Metcalfe

Upstream is an art project that builds connections and circulates stories among people who are linked to teach other through a common watershed. Experiences and memories about water are collected and shared through conversations over tea. Over time, these stories will help build common ground in communities where water can be a divisive issue.

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Children of Change: An Experiment in Producing Visual Climate Messaging for Parents and Caregivers

By Erica Ramsey Pulley

For my culminating master’s project, I attempted to apply carefully selected theories and research to guide the production of a five-minute video trailer for a potential future documentary titled Children of Change. The video project endeavors to illustrate the myriad ways families and children in the United States are impacted by climate change, including proximity to the processes that contribute to climate change such as fossil fuel extraction, transport, and consumption; how the climate issue is inextricably tied to and will continue to exacerbate existing systems of oppression at home and around the world; and how our children’s health and future well-being are most at risk. Children of Change also documents how parents, youth, and families are engaged in the fight for their lives.
Video can be viewed at: https://vimeo.com/226170224

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Conceptions of Sustainability within the Redesigned K-12 Curriculum in British Columbia, Canada: Mapping a disputed terrain

By Gerald Fallon, Robert VanWynsberghe and Patrick Robertson

The purpose of this policy study is to provide to educators and curriculum writers a critical account of the diversity and contestability of the conceptions of sustainability embedded into the policies and processes related to the transformation of K-12 curriculum in British Columbia (B.C.), Canada. First, we examine the different conceptions of sustainability within the context of distinctive socio-cultural paradigms: the industrial, the existentialist, and the symbio-synergetic. Second, we address the following key questions: in what socio-cultural paradigm is the dominant conception of sustainability grounded in new K-12 curriculum policy in B.C. and in which ways does that paradigm question the dominant industrial notion of modernity and development?

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Environmental education in teacher education programs: Incorporation and use of professional guidelines

By Rebecca L. Franzen

Faced with everything from climate change to resource depletion, citizens must be environmentally literate. One path to literacy is through teacher education. Participants in this U.S.-based study completed a survey, indicating teaching methods and assessment strategies used to address the Guidelines for the Preparation and Professional Development of Environmental Educators themes. Although many indicated unfamiliarity with the Preparation Guidelines, the majority address them in their teaching. Fostering Learning, Environmental Literacy, and Planning and Implementing Environmental Education were commonly addressed, while Foundations of Environmental Education was not frequently addressed. Discussion, inquiry-based learning, and assigned readings were often used teaching methods, while lesson plans and reflections were common assessments. The results suggest that faculty members are implicitly including EE and that there are gaps in meeting the competencies in EE.

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University Students and Sustainability. Part 1: Attitudes, Perceptions, and Habits

By Kurt Rosentrater and Brianna R. Burke

Increased understanding amongst scientists and the general public about anthropogenic impacts in general, and climate change in particular, behooves us as educators to adjust our courses and curricula. “Sustainability” and “green” topics are increasingly being discussed and incorporated, but this should be done with deliberation. We undertook this study to understand attitudes, perceptions, and habits of the student body at Iowa State University, with a focus on environmental knowledge and behaviors. Overall, we found that, regardless of demographic, students appear to be interested in environmental topics, reducing their footprint, and improving the environment overall. But, they did not necessarily want to pay more, nor did they fully embrace personal responsibility.

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Bridging the boundaries of science and art for business students: Integrating botany and artistic perspectives to teach environmental literacy

By Vikki L. Rodgers and Danielle Krcmar

Engaging students not majoring in science, sustainability or environmental studies in learning environmental literacy and shifting their attitudes and behavior toward nature often requires a multi-perspective approach and presents unique challenges. We sought to: (1) pair artistic perspectives with botanical concepts to educate and interest our students in learning environmental literacy, (2) engage our students in careful observation and visualization of nature, and (3) increase the environmental sensitivity of our students by connecting botany with nature based art. To do this we designed a pre-class assignment, an in-class botanical art workshop, and a written reflection assignment that asked students to view, conceptualize, and create works of botanical art as a multi-perspectival process of engaging with relevant scientific processes and environmental concerns connected to botany. Here we provide a justification for the value of bridging science with art, detail our approach, describe student survey responses and thoughtful written reflections, and illustrate lessons learned and future plans.

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Essential learning for sustainability: Gifford Pinchot’s lessons for educating leaders today

By Lizzie Summerfield and Sam Wells

Some scholars of leadership for sustainability argue that more research needs to be done on the ‘who’ of leaders, the core drivers of the ‘what’ and ‘how’ of their decisions and actions. This paper looks at a leading US figure in sustainability, Gifford Pinchot, who led the establishment of the US Forest Service, and who devoted much of his career to conserving the natural world for the good of his fellow citizens. It describes the formation of the ‘who’ of Pinchot as an adult leader through a focus on his early learning environment in order to point to some essential and timeless principles for the education of leaders of sustainability.

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The re-indigenization of humanity to Mother Earth: A learning platform to cultivate social-ecological resilience and challenge the Anthropocene

By Iain MacKinnon, Lewis Williams and Arianna Waller

Human beings today are living in times of unprecedented social and ecological crisis, a crisis that is to a significant degree of human making. The impending arrival of the Anthropocene geological epoch gives this crisis a name. As academics with a sense of responsibility for our relationships with planetary kin, the awareness of unfolding crisis calls on us to reach a deeper understanding of assumptions about the world, and of modes of living that these assumptions permit, which have been a human contribution to crisis. Furthermore, the Anthropocene calls us to act upon our new understanding. Taking modern European imperialism as a key generative force in the development of Anthropocene, we provocatively develop the idea in this article that the life-ways and worldviews of Indigenous Peoples colonized by European imperialism – including, potentially, marginalized and suppressed life-ways and worldviews of Indigenous Europeans – may hold critical insights by which to negotiate the Anthropocene and to challenge and change habits of thought and action that have led us to its threshold.

In doing so we outline the rationale behind the Alliance for Intergenerational Resilience (AIR) whose objective is to build social-ecological resilience by connecting and supporting locally based projects for the innovative and renovative co-evolution of social and ecological systems. AIR aims to generate inter-cultural relationships between Indigenous communities and communities no longer considered indigenous to place in order to support more meaningful, life-giving social and ecological relationships for all people. In order to further describe AIR’s objectives and its aspirations, the article draws on the Alliance’s inaugural event, the Elders’ Voices Summit, four days of Indigenous-led sustainability education with more than 100 international participants, representing community, university, government, philanthropy and not-for-profit sectors. We conclude by casting our hopes forward to envisage future re-indigenization work that supports the connection and reconnection of human beings with the Earth and the places of the Earth to which we belong.

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Hope and a hike: Cultivating nature connection and hope and setting the stage for action through a women’s walking group

By Catherine Dyer

This article focuses on ‘Hope and a Hike’ a women’s walking group in Ann Arbor, Michigan. The group uses an online Meetup to bring women together for weekly one-hour hikes which include information about a local positive conservation initiative (the hope component). It combines exercise, health gains, and social opportunity, with knowledge, positive local conservation success stories and experience in forested areas. The goal is to awaken a connection to the natural environment with hope and a desire to care and take action for the environment. Participants are women, mostly ages 35-70. This case example includes how the group relates to research on: benefits of walking in nature, awe, women, hope, connection to nature, pro-environmental actions and relational activism. Details about hope topics and ideas for expanding the hikes could be used in informal education as well as in course development.

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Changing the climate of beliefs: A conceptual model of learning design elements to promote climate change literacy

By Katrina Leona Marzetta

Climate change is a difficult subject to teach because it requires complex scientific understandings and is connected to personal beliefs (Spence, Poortinga & Pidgeon, 2012). It is important to teach students the science of climate change and impact their personal beliefs to produce behavior that will mitigate climate change. In this study pre and post surveys focusing on climate change understanding, belief, and behavior were administered. Interviews were also conducted. The quantitative and qualitative data were conflicting, but through triangulated data analysis learning design elements promoting Climate Change Literacy in higher education were identified. A conceptual model was developed with the learning design elements to improve the teaching of Climate Change Literacy. Findings depicted three design elements that increase students’ Climate Change Literacy: 1) Decreasing students’ psychological distance from climate change, 2) Utilizing students’ sense of place, and 3) Student investigation of their own research questions. Increasing students’ Climate Change Literacy is the critical first step in making sustainable societal transformations required for mitigating climate change, our most pressing environmental issue that impacts all people and the natural environment (Spence, Poortinga, & Pidgeon, 2012).

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Breaking down barriers to university-community engagement: a Master’s student-led sustainable agriculture workshop for children in Costa Rica

By Olivia Sylvester, Monika Bianco, Janaya Greenwood and Tiyamike Mkanthama

This article describes a sustainable agriculture workshop designed and led by Master’s students to support university-community engagement in Costa Rica. Our project had three transformative goals: 1) to empower Master’s students as educators, 2) to share food security knowledge with community youth, and 3) to strengthen our university-community relationships for knowledge dissemination. For other scholars who wish to apply principles from our Master’s student-led workshop within their local context, we describe our recommendations as well as areas for improvement regarding our three goals. Despite our workshop successes, it was a volunteer project that competed with the academic workloads of the students and the professor. We suggest that community engagement form part of regular academic obligations and courses to increase its accessibility and to provide more opportunities for Master’s students to transition into educators and practitioners before entering their fields of work.

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Technical Education Resources for Sustainable Agriculture: The Greenhouse and Hoophouse Grower’s Handbook and The Lean Farm Guide to Growing Vegetables: A Review

By Clare Hintz

Two books dealing with sustainable agriculture are reviewed as resources for teaching: The Greenhouse and Hoophouse Grower’s Handbook and The Lean Farm Guide to Growing Vegetables. Both fill important gaps in the field.

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City of Aspen Single Use Bag Study

By Laura Armstrong and Elizabeth O’Connell Chapman

Abstract: Five years after the City of Aspen Waste Ordinance went into effect, this study examines its effectiveness and current shopper behavior. The ordinance banned single use plastic bags from supermarkets and placed a $0.20 fee on single use paper bags. The policy was supported by outreach measures such as distributing reusable bags and education. Results show that single use paper bag sales per $100 of supermarket revenue ranged from a low of 0.59 bags/$100 revenue in 2012 to high of 0.78 bags/$100 revenue in 2014. This rate remained relatively constant between 2014-2016. These low values, combined with the observation that only 15% of shoppers leaving supermarkets were observed using single use bags, indicates that a substantial number of customers choose reusable bags or no bags at all. In contrast, observations made at a nearby supermarket with no bag policy in place indicated that 77% of shoppers left with single use bags. Surveys and interviews indicated that while some people initially opposed Aspen’s bag policy, the community has now generally adapted to and accepted it. These results suggest a level of success in using a policy lever, such as Aspen’s Waste Reduction Ordinance, to advance sustainable behavior.

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Connecting through the lens: Cross-cultural perspectives on urban design and water infrastructure using participatory photography as an observational learning tool

By Molly Gail Mehling, Gregory Galford, William Biss, Darlene Motley, Yandi Andri Yatmo and Paramita Atmodiwirjo

This case study shares a unique educational experience that combined sustainability and design education with international partnerships that sought to investigate and visually analyze relationships between housing design and water infrastructure in both Pittsburgh, PA (USA) and urban centers of Indonesia. This project built upon an existing foundation of international relationships between faculty and institutions within a consortium framework. The project used a pre-course and a faculty-led student trip to establish relationships among faculty and students based in the United States (US) and Indonesia and to determine preliminary shared research goals to be built upon for future research collaborations that can attain a deeper and longer-term relationship. Students who participated in these courses refined their visual communication skills, gained a valuable global perspective on urban water management, were exposed to participatory photography as a research tool, and were strongly affected by their cultural experiences in Indonesia. Peer work between US and Indonesian students provided opportunities for students to exchange ideas and perceptions about the observed environment, which are influenced by their familiarity and unfamiliarity with the setting. The experience of this project can serve as a primer for the sustainability educator who is interested in interdisciplinary and international educational endeavors.

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An innovator for our times: George Goyder and Australian forestry

By Lizzie Summerfield

Abstract Innovation for sustainable environments is typically thought of as synonymous with the scientific and the future. This paper argues that historical stories about innovation to create sustainable communities in the past has a contribution to make to research and teaching in the field. It outlines the innovation of forestry in Australia in the nineteenth century, and the thought leadership of the prominent public servant who realized it. It argues that, together with science, students of sustainable environments need to learn to think holistically, framed first by an ethical vision of what a sustainable civil society looks like.

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Bridges of Collaboration and Exchange

By Kim Kita and Aines Castro Prieto

Imagine a world where people hold the highest standards for collaboration, understanding, and mutual respect. Imagine a world where people are engaged and hold a deep commitment to creating genuine, just, and mutually-empowering beneficial relationships. Imagine a world where people have the ability to connect across cultures, appreciate, and deeply listen to different perspectives, understand complex systems – and how we all fit into them – and together co-create solutions to the most daunting of global challenges. Imagine a community of people bringing forward energy and a sense of possibility, and stepping up to create the world we want to live in.

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Worldviews, A Mental Construct Hiding the Potential of Human Behaviour: A New Learning Framework to Guide Education for Sustainable Development

By Emilia de la Sienra, Tanzi Smith and Cynthia Mitchell

Abstract: Latest results in Education for Sustainable Development (ESD) research and practice show a tendency towards more holistic approaches aiming at deep transformation of the self and the meanings of human existence. Aligned with this, we present the Transdisciplinary Framework of Worldviews and Behaviours (TFWB) to describe the possible formation and expression of a worldview, a complex constellation of meaning and identity from which all human conduct emerges. Four key principles arising from the TFWB are: 1) The whole embodied nervous system is greater than the sum of its separated parts, especially when it comes to intelligence (information processing) and learning (meaning making); 2) The mind is a highly emotion-dependent and mostly unconscious entity; 3) A worldview is a unique arrangement of meaning each person builds, and lives through; and 4) Increasing self-awareness about how a personal worldview is formed and expressed generates increasing opportunities for that individual to explore and build a different meaning for their experience, or to explore and choose different forms to express it (behave). The TFWB informs a new perspective on learning that could be useful for the achievement of ESD’s transformative goals, guiding the innovative design of educational initiatives encouraging new conceptualizations about the meanings of being human; thus, facilitating potential behavioural transformations toward a more sustainable existence.

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Critical sustainability studies: A holistic and visionary conception of socio-ecological conscientization

By Felipe Ferreira

Abstract: Sustainability has the potential to provide a holistic framework that can bridge the gap that is often found between socio-economic justice and environmental discourses. However, sustainability and sustainability education have typically accepted the prevailing socio-economic and cultural paradigm. It is my aim in this paper to demonstrate that a truly holistic and visionary sustainability (education) framework ought to demand radical and critical theories and solutions- based approaches to politicize and interrogate the premises, assumptions, and biases linked to the dominant notion of sustainability. If we are to envision and construe actual sustainable futures, we must first understand what brought us here, where the roots of the problems lie, and how the sustainability discourse and framework tackle—or fail to tackle—them. To do this is to politicize sustainability, to build a critical perspective of and about sustainability. It is an act of conscientização (or conscientization), to borrow Paulo Freire’s seminal term, of cultivating critical consciousness and conscience. In lieu of the standard articulation of politics as centralized state administration, ‘critical sustainability studies’ is based on a framing that gives prominence to a more organic, decentralized engagement of conscientious subjects in the creation of just, regenerative eco-social relations. It illuminates the ideological and material links between society, culture, and ecology by devoting particular attention to how knowledge and discourse around and across those realms are generated and articulated. I believe that future scholarship and activism in sustainability and sustainability- related fields would benefit immensely from dialoguing with this framework.

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Do Malaysian Journalists Really Understand What Sustainability Is?

By Mohamad Saifudin Mohamad Saleh and Nik Norma Nik Hasan

Abstract: Is it important to educate the media on sustainability? This paper debates the need for sustainability education to be nurtured among media practitioners in Malaysia. Media play a vital role in educating society in three main areas of sustainability including environment, economy, and social justice. In this paper, six media practitioners from two local Malaysian printed media organizations, The Star and Utusan Malaysia, were interviewed to gauge their understanding on sustainability education, perceptions on their pivotal role in sustainability education, and the challenges they face in the process of educating society about sustainability issues. The findings of this study show that most Malaysian media practitioners displayed a clear understanding about sustainability education and they also realized their responsibility for not only informing but also educating society about sustainability issues and the importance of sustainable lifestyles. The ultimate challenge the media faces in terms of sustainability education comes from the media organizations themselves, such as the existence of gatekeepers who control the news. Overall, this study demonstrates that the Malaysian media’s involvement in sustainability education is no longer a myth. We hope that this study may provide direction in sustainability education not only among the Malaysian printed media, but also for developing and Southeast Asian countries, and the rest of the world.

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Future Casting: Back to the Future

By Zenobia Barlow and Michael K. Stone

Future casting for us begins with going back — to the real basics, to understanding our place and the people who sustained themselves here for hundreds of years, engaging in real-world problem solving in pursuit of “the right kind of change at the right time.”

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