Archive: Geography

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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The Tree of Life (2011), Eco-theology & Film: A Conversation with Prof. George Handley

By Benjamin Thevenin and George Handley

Movies as Mirrors is a conversation podcast in which guests discuss films that reflect a social issue that interests or affects them. On this episode, Professor of Humanities George Handley discusses the 2011 film “The Tree of Life” with podcast creator Benjamin Thevenin and guest-host Camlyn Giddins. The conversation explores the film’s representations of our relationship with the natural world, and in particular its use of eco-theology to introduce its audiences to ecological issues. We discuss the value of film as environmental education for the public and the need for more nuanced cinematic representations of issues like climate change.

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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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Engaging with Things: Speculative Realism and Ecomedia Literacy Education

By Benjamin Thevenin

Abstract: In recent years, media scholars and educators have made an effort to address ecological issues in their work. Ecomedia literacy adapts the principles and practices of the media literacy movement in order to prepare the public to critically engage with the relationship between media and the environment. However, this article argues that the philosophical frameworks, on which existing approaches to media literacy education are founded, are limited. The field’s reliance on traditions of constructivism and cultural studies allows learners to engage with ideas, but not things. The article argues that an ecomedia literacy that draws from speculative realism—in particular, in recognizing the reality of non-human things, emphasizing materiality, and challenging the nature/culture divide—will more effectively prepare the public to critically engage and practically respond to pressing ecological issues such as climate change.

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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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“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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The Body that is a River

By Eileen Delehanty Pearkes

An Indigenous salmon re-joining ceremony on the dammed Columbia River inspires a broader understanding of the potential for human participation in healthy natural systems.

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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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Using sustainability education to enhance a sense of belonging and community among first-year college students

By Robin A. Lewis, Brandon B. Barile, Thomas E. Drennan and Robert Beutner

Abstract
On campuses across the world, faculty, staff, and administrators continue to wrestle with how best to foster a stronger sense of belonging and community among first-year college students. Research in the field of education for sustainability (EfS) suggests that utilizing a cohort-based approach to sustainability education can lead to a number of positive outcomes for participating students and the broader campus culture. Meanwhile, student affairs research demonstrates the value of living/learning communities (LLCs) in supporting undergraduate students as they transition to college. This paper showcases the experience of Hobart and William Smith Colleges in implementing a sustainability-themed LLC on its campus, highlighting how one institution is utilizing sustainability education to build community among first-year college students.

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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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Student-designed greenhouse for sustainability competencies

By Ian Carbone, Kelly Boulton, Sarah Nathan and Bennett Gould

This case study describes a student-led campus sustainability initiative to design and implement a power-generating greenhouse at Allegheny College. The design of the greenhouse was carried out by students in collaboration with professionals in a variety of learning settings including research seminars, independent studies, paid internships, and senior thesis projects. By providing a detailed account of the student-driven design process and structuring the analysis around a framework of documented sustainability competencies, this paper identifies challenges and opportunities for utilizing living labs for sustainability education. Researchers observed that students who contributed to greenhouse development in multiple capacities developed several sustainable competencies. The project also demonstrates the difficulty of engaging students in both the planning and implementation stages of multi-year efforts. While the student-led design process introduced new logistical challenges, deep levels of student commitment and unique student backgrounds were critical to the greenhouse project’s success.

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Hacking down disciplinary walls: Advancing sustainability and interprofessional competencies through a hackathon model

By Rachelle Haddock, Dr. Rahim Kachra and Dr. Nishan Sharma

The Calgary Interprofessional Challenge (CIC) engages university students across disciplines in a novel 44-hour hackathon based on faculty and peer-to-peer interprofessional education. CIC uses short introductory talks on problem-solving in different faculties, a series of workshops, and expert mentorship from university faculty, relevant specialists, and entrepreneurs as its core curriculum. A recent offering of CIC used the campus as a learning lab by focusing on a sustainability challenge at our university. The CIC model can be replicated at other campuses to advance sustainability, while cultivating interprofessional and sustainability practice competencies such as stakeholder engagement, group collaboration, and understanding of different worldviews and relationships. 

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Building a Foundation for Sustainable Principles: Case Studies of K-6 Green Ribbon Schools

By Linda H. Plevyak, Sara M. Tamsukhin and Randall Gibson

As schools provide students with choice, support the development of critical thinking skills and promote project-based learning, incorporating a focus on sustainability is a natural progression of the learning process. In 2012, the US Department of Education (DoE) developed a federal outreach initiative entitled Green Ribbon Schools (GRS) that promotes sustainability, healthy living, and collaborative efforts. The catalyst behind this initiative was a group of non-profit organizations, including the Center for Green Schools at the U.S. Green Building Council (USGBC). This research focuses on case studies of K-6 schools that have been awarded the Green Ribbon School designation and how these schools build a foundation for adopting and continuing sustainable principles. Specific K-6 schools were identified and teachers and administrators from those schools were interviewed as to how they incorporated the three pillars of green ribbon schools (reducing environmental impact, improving health and wellness and offering effective environmental and sustainability education) into their existing curriculum and physical structure. Nine thematic categories were found to be the driving factors that supported the GRS success in their sustainable policies. The themes from this research help to articulate the conditions needed to create and advance sustainability initiatives.

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David Selby’s Radical Approach to Sustainability Education

By Sue L. T. McGregor

Although higher education institutions are being encouraged to reorient their curricula to address sustainability, not everyone accepts the tenets of the United Nations’ mainstream approach to education for sustainable development (ESD), especially David Selby. This paper recounts intellectual gold nuggets garnered from critically reading his scholarship about education for sustainable contraction to counter climate change and global heating (instead of global warming). His ideas are deemed both enticing and disconcerting but apropos for these ‘interesting times.’ They provide a way for people to walk a different path than mainstream ESD one that respects transience, contraction, moderation and sustainability. This can best be achieved by deep education leading to deep, quantum learning so people can engage with the fears and truths staring them in the face. The thoughts shared in this paper should resonate with educators, politicians, industry leaders, civil society and the media.

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Finding the Math in the Mountains: Place-based Learning in the Mountains of Southwest Virginia

By Heather Askea

Abstract: The purpose of this article is to provide key aspects and learning outcomes associated with the Math of the Mountains Project. Math of the Mountains was a year long grant project that engaged 60 K12 mathematics teachers in the key concepts and applications of place-based learning and mathematics instruction. Through online coursework and peer support, a four-day immersive field experience, and teacher led field experiences, participants applied elements of PBL to create lesson activities that support real-world learning and problem solving scenarios.

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School gardening as a means to influence pupils’ nutritional attitudes and behavior: A study at general and vocational high schools in Vienna

By Thilo Rademacher, Friedrich Leisch, Valentin Fiala and Bernhard Freyer

Abstract: The impact of school gardening on nutritional attitudes and behavior regarding purchase and consumption of food is explored with pupils who participated in school gardens. The researchers of the recent study conceptualized a framework of potential factors influencing nutritional behavior based on empirical data with pupils from general and vocational high schools in Vienna. Three hundred and sixteen pupils, aged between 16 to 21, were interviewed in a cross-sectional study. The pupils who participated in school gardening are significantly better informed about sustainability than the pupils who did not. There is a significant difference between pupils who took part in school gardening and those who did not, regarding their self-assessment towards their connection to nature and sustainability. The total consumption of vegetables has increased within the families of participating pupils by 17%. School gardening seems to promote pupils’ reflection on their own diet as well as foster a favorable attitude towards a healthy and sustainable diet. We conclude that the implementation of school gardening has a significant positive impact on pupils’ attitude and behavior towards sustainable diets.

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Sulitest®: A Mixed-Method, Pilot Study of Assessment Impacts on Undergraduate Sustainability-related Learning and Motivation

By Alicia M. Mason

Abstract: A United Nations international collaboration between the Education for Sustainable Development (ESD) and the Principles for Responsible Management Education (PRME) resulted in the creation of Sulitest® (aka Sustainability Literacy Test) an open, online training and assessment tool freely available to higher education institutions globally. This study analyzes the effectiveness of the newly developed Sulitest® to not only measure sustainability literacy of higher education student populations, but also act as a catalyst for boosting affective learning outcomes by: (a) generating interest in sustainability-related issues, (b) improving sustainability-related understandings, and (c) enhancing students’ interests in the subject matter. In order to do so we present a two-phase, exploratory mixed-method pilot study. Preliminary results from this pilot study reveal Sulitest is a useful tool for not only assessing sustainability literacy but also spurring student interests and motivations in sustainability-related subject matters. Findings, discussion and limitations are provided.

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Taking Sustainability Personally: The Impact of Teaching Sustainability Agency on Learning

By Lisa Papania

Abstract: Students are transformed when they realize that their theory-based actions have real and meaningful impact. Student learning outcomes are enhanced when they realize this impact. This is important, because the topic of sustainability involves a huge amount of grim data about the state of the planet and our impending demise; and an urgent call for action to make positive impact. To enable my MBA students to take action, I designed an experiential, action-research and transformational pedagogical approach; and a mixed-methods study to assess if/ how students engaged with, and learned or cared about sustainability when it was delivered at the level of personal impact and personal action. I found that making sustainability personal did not cause alienation, but did significantly contribute to learning and caring in all students in the course. However, students’ comfort with uncertainty moderated their perceptions of learning, which provides insight for how to improve the course in the future.

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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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The Development of Citizen Educators at a Remote Graduate Science Education Program

By Cliff Harbour

Abstract: This paper describes and explains findings from an exploratory, interpretative qualitative case study that examined how a residential graduate program in science education, based in a wilderness area, supported the development of citizen educators. Data collection over a three-year period included 16 in-depth interviews with administrators, faculty, and graduate students; observations of class activities and campus community meetings; and document analysis of curriculum materials. Analysis of the data revealed how the culture of the campus community encouraged students to become citizen educators.

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A Pedagogical Framework for the Design and Utilization of Place-Based Experiential Learning Curriculum on a Campus Farm

By Julia L. Angstmann, Amber J. Rollings, Grant A. Fore and Brandon H. Sorge

Abstract: Campus agriculture projects are increasingly being recognized as spaces impactful to student engagement and learning through curricular and co-curricular programming; however, most campus farm activities are limited to agriculture or sustainability programs and/or co-curricular student clubs. Thus, campus farms are largely underutilized in the undergraduate curriculum, marking a need to explore the efficacy and impact of engaging a diverse array of disciplinary courses in the rich social, environmental, and civic context of local sustainable agriculture. The Farm Hub program presented here incentivizes instructors to refocus a portion of existing course content around the topic of local, sustainable agriculture, and reduces barriers to using a campus farm as a situated learning context for curricula. A pedagogical framework founded in place-based experiential learning (PBEL) theory was developed to guide instructors in the development and implementation of 4–6-week inquiry-based PBEL modules embedded in existing courses. The framework was converted into a research protocol to quantify program implementation fidelity and PBEL best practice adherence for the proposed lesson plans (intended) and their implementation (applied). The framework enables the development of a cohesive cross-curricular program so that the impact of implementation fidelity and best practice adherence to student learning outcomes in scientific literacy, place attachment and meaning, and civic mindedness can be assessed and the results utilized to develop a formal farm-situated PBEL pedagogical taxonomy. This framework can be applied to PBEL curriculum in natural spaces beyond campus farms.

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Media Strategies Impacting Millennials’ Sustainable Apparel Purchase Intention

By Lauren (Reiter) Copeland

Abstract: With apparel and textile production finding itself a leader in social and environmental responsibility issues, the call to action to influence purchase intention for sustainable and responsible apparel is necessary to both the environment and humankind. Literature supports the connection between consumer knowledge of social issues within the apparel and textile industry and purchase behavior. Cowan and Kinley (2014) identify attitudes as the strongest predictor for purchasing environmentally sustainable apparel. This study looks at the interjection of a type of popular and accepted medium, film, as a possible catalyst to knowledge and attitude change in millennial consumers regarding responsible apparel. This is an exploratory quantitative research study to explore possible future directions of how to impact sustainable purchase intentions of millennials in a consumer driven society. A total of 128 participants from a large Midwest university took part in the study during spring and fall 2016. This study found that millennial consumers had significant change in their purchasing behavior regarding responsible apparel. They also considered themselves more knowledgeable regarding the topic. However, their change in attitudes was not towards being more concerned with what was happening in the industry nor their willingness to sacrifice price and style for responsible apparel.

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“Writing makes it easier to relate to the Environment” – The Valuable Role of the Composition Classroom in our Threatened Environment

By Yasmin Rioux

Abstract: The author examines the role and influence of a place-based Environmental Literature and Writing class on her undergraduate students’ perception of their personal position within their immediate and extended environments. Further, the author aims at gaining a better understanding of what course elements the students found particularly valuable and effective in the realization of their agency within our environmental context, and what role writing played in the students’ reflections and examinations of the complex relationships between self, nature, and matters pertaining to sustainability and the future of our natural habitats. By assessing student writing, collecting questionnaires, and conducting open-question interviews, the author explores her students’ impressions and experiences of navigating global and local environmental issues through a Humanities-based course.

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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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Using Sustainability as a Framework for Marketing Curricula and Pedagogy

By Shikha Upadhyaya, Mine Üçok Hughes and H. Rika Houston

Abstract: As noted by a growing number of marketing scholars, the importance of educating marketing students on sustainability should be an important objective for marketing educators and business schools alike. The focus of sustainability-based marketing education is on the greater good of the environment and society, while adjusting internal and related external processes to sustainability principles. In this conceptual paper, we adopt a broadened definition of sustainability distinct from the narrow understanding of Corporate Social Responsibility (CSR) adopted by the business world in general and make recommendations for using this broadened definition to reframe marketing curricula and pedagogy. We give specific examples of assignments and pedagogical approaches for four core marketing courses as well as four marketing electives. By doing so, we hope to foster a new marketing mindset and a new generation of marketing practitioners who embrace, internalize, and practice sustainability holistically.

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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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Development of an Energy Literacy Measure for Middle School Students

By R. Justin Hougham, Chad Gotch, Jennifer A. Schon, Karla Eitel and Danica Hendrickson

Abstract: Energy literacy, defined by the DOE, “is an understanding of nature and role of energy in the universe and in our lives” and, “…is also the ability to apply this understanding to answer questions and solve problems” (U.S. Department of Energy, 2013). Energy literacy is continuously evolving with the development of new feedstocks, technologies, and processes – all of which contribute to the changing landscape of energy production and use. In order for energy education to evolve with the energy field, better tools are needed to assess educational programs. The assessment discussed here is a step towards developing such an assessment for bioenergy.

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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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How Matching Systems Thinking with Critical Pedagogy May Help Resist the Industrialization of Sustainability Education

By Andrew Bernier

Abstract: This theoretical and conceptual article explores the connection between systems design in education, specifically curriculum design, and critical pedagogy, the educational adaptation of critical theory. The author presents the well-established concept of how the industrial standardization of education stems from the imposing of linear structures onto curricular design, inherently suppressing students and communities to have greater control on their educational experience. While there have been great gains in sustainability education, it is self-defeating to the systems thinking nature of sustainability to have sustainability instruction follow traditional linear formats. The author discusses some essential concepts to systems thinking and systems design, and then explores many of the preeminent authors of critical pedagogy and their respective viewpoints. In the discussion, the author interweaves how a systems approach to curriculum design can help meet calls made by critical pedagogy theorists, possibly alleviating some of the oppressive curricular norms assumed by industrialized linear education.

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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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Saami

By Ron Riekki

Saami

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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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An Experience in Environmental Education with University Students

By Raúl Calixto Flores

The educational experience described in this article was developed in the course “Social and Cultural Contexts of Teaching” for the Sociology of Education bachelor’s degree at the National Pedagogical University, Mexico. In this course, students are expected to develop favorable attitudes toward the environment. The student’s defined environmental problems made a diagnosis and elaborated a case study, to discuss concrete solutions in their community. The educational experience included several moments: framing, joint planning of individual and group activities, and development of the case study. The balance of the results of the course was favorable; the group learned to work cooperatively, mutual trust prevailed within the teams, group agreements were respected, the group goal was clearly defined, and a case study was delineated and developed.

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Una Experiencia En Educación Ambiental Con Estudiantes Universitarios

By Raúl Calixto Flores

La experiencia educativa que se describe en este artículo se desarrolló en el curso “Contextos sociales y culturales de la enseñanza” de la licenciatura de Sociología de la Educación en la Universidad Pedagógica Nacional, México. En este curso, se espera que los estudiantes desarrollen actitudes favorable hacia el medio ambiente; los estudiantes delimitaron problemas ambientales, hicieron un diagnóstico y elaboraron un estudio de caso, para discutir soluciones concretas. Desde el reconocimiento de la crisis ambiental y un problema ambiental específico, los estudiantes desarrollan un estudio de caso de un problema ambiental de su comunidad. La experiencia educativa comprende varios momentos: encuadre, planificación conjunta de actividades individuales, grupales y desarrollo del estudio de caso. El balance de los resultados del curso fue favorable; el grupo aprendió a trabajar de forma cooperativa, prevaleció la confianza mutua dentro de los equipos, se respetaron los acuerdos grupales, se definió claramente el objetivo del grupo y se delineó y desarrolló un estudio de caso.

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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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Stories of Place: Ojibwe Knowledge and Environmental Stewardship in the Northwoods

By Eleva Potter and Jerry Jondreau

Ojibwe education is used at Conserve School, an environmental semester school, to help high school students better understand diverse perspectives on stewardship and to explore the history, cultures and place of the Northwoods of Wisconsin. In the Environmental Stewardship class, students learn about indigenous history, culture and environmental perspectives from a local Ojibwe forester. The students use this perspective to help them appreciate their place at Conserve School and explore their own environmental ethics. Students also participate in Ojibwe seasonal celebrations to better comprehend how place and people are interrelated.

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