Educating for resilience in the North: building a toolbox for teachers

Spellman, Katie

doi:10.5751/es-07243-200146

Cited by 21 publications

(22 citation statements)

References 99 publications

(113 reference statements)

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“…It was still many places which were needed to visit as students learning resources. (Spellman, 2015) "Actually from the government program if it viewed from K-13, it has entered in environmental activities and it is not separate"(KA. 08-02-2016).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Ecoleteracy Learning Design at Adiwiyata School as an Effort Formation Society in Alam Insan Mulia School of Surabaya

Daesusi

Asy'ari

2019

HSSR

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Purpose of Study: The research was to know the implementation of ecoliteracy learning design at Adiwiyata School as an effort formation society in Alam Insan Mulia School of Surabaya. Methodology: This research used a descriptive quantitative approach with 30 respondents. The data was achieved through observation, interview, and students’ questionnaire with relevant questions. Then, the data that was achieved analyze descriptively used percentage and trick with frequency divide to respondent amount times 100%. Results:Based on the result of analysis, it can identified significantly, so the result contemplation from all that design ecoleteracy learning was valid, it can be proofed in SAIM School, which the process was doing in the society school and in the general environment with the learning process with the society has a base environment with habituate students care to society in SAIMS, with the 25 frequencies in the amount of 75.0%, and contemplation from the average that was achieved in the amount of 3.53 with good category. After that, the implementation of ecoleteracy learning influence to students’ compassion well in SAIM School, and it can be seen from students’ questionnaire that showed 25 frequencies in the amount of 75.0%, contemplation from the average that was achieved in the amount of 3.01, so it was good frequency. Implications/Applications: The implementation of ecoleteracy learning design in Adiwiyata School was good enough category in SAIMS.

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Section: Introductionmentioning

confidence: 99%

Implementation of Ecoleteracy Learning Design at Adiwiyata School as an Effort Formation Society in Alam Insan Mulia School of Surabaya

Daesusi

Asy'ari

2019

HSSR

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“…In other words, our analyses might be limited to comprehensively unveiling the participants' learning during and after the field trip program, which remains a limitation of this study. Less is known about methods to evaluate the learning provided by social-ecological system education [11]. Recently, Milfont and Duckitt [51] invented the Environmental Attitude Inventory (EAI) that can determine the multi-dimensional aspects of environmental attitudes; however, it is limitedly applied due to the complicated questionnaire.…”

Section: Constructive Learning and Education For Building A Social-ecmentioning

confidence: 99%

Contributing to Sustainability Education of East Asian University Students through a Field Trip Experience: A Social-Ecological Perspective

et al. 2016

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This study reports the effects of a field trip environmental education program with a social-ecological perspective on the experience and learning of university students from China, Japan, South Korea and Vietnam. The students visited Jeju Island, the Saemangeum Sea Dike, the Demilitarized Zone and Seoul, South Korea. Their experiences and learning about social-ecological interactions were analyzed using the new environmental paradigm test, an evaluation questionnaire, group presentations and individual reports. Across demographic characteristics, the participants believed the program fairly presented the concept of social-ecological systems. Some developed new ideas of social-ecological systems through interpreting, transforming and contextualizing their field trip experience based on prior knowledge bases; others compared the sites to case studies. They preferred the sites where social-ecological issues were clearly presented by well-preserved landscapes, successful environmental management or environmental conflict. The results show the need for an advanced multi-dimensional methodology to evaluate students' learning through constructive processes. The program design of this study from planning to field trip and evaluation, the field site design in which regional site resources were organized in a social-ecological context and the analysis of participants' learning and experiences could contribute to attempts to couple the social-ecological perspective with the practice of sustainability and environmental education in field trip design.

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“…However, our case study indicated that this understanding is not widely spread within the Transition Movement (Appendix 5:1). At the same time, complexity thinking has been identified as a key aspect of enhancing resilience thinking in the governance of socialecological systems , and systems thinking as one of the teaching practices that can increase resilience (Spellman 2015). An integrated approach to applying resilience thinking could foster this understanding by combining the Resilience http://www.ecologyandsociety.org/vol22/iss1/art28/ Assessment's complexity theory, e.g., the adaptive cycle and panarchy (Gunderson and Holling 2002), with the Transition Movement's pedagogical exercises on resilience and systems thinking.…”

Section: Synergies In Fostering Complex Systems Understandingmentioning

confidence: 99%

Improving participatory resilience assessment by cross-fertilizing the Resilience Alliance and Transition Movement approaches

Sellberg¹,

Borgström²,

Norström³

et al. 2017

E&S

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ABSTRACT. The concept of resilience is currently being widely promoted and applied by environmental and development organizations. However, their application of resilience often lacks theoretical backing and evaluation. This paper presents a novel cross-fertilization of two commonly used approaches for applying resilience thinking: the grassroots movement of Transition Towns and the Resilience Alliance's Resilience Assessment. We compared these approaches through a text analysis of their key handbooks and combined them in a series of participatory workshops with a local partner active in the Transition Movement. Our results demonstrate that despite sharing a number of key features, these two approaches have complementary strengths and weaknesses. Strengths of the Transition Movement include its motivating overarching narrative of the need to transform in response to global sustainability challenges, as well as practical tools promoting learning and participation. The Resilience Assessment's conceptual framework and structured process generated context-specific understanding of resilience, but provided little guidance on navigating transformation processes. Combining the Resilience Assessment's theory on complex systems with the Transition Movement's methods for learning also generated synergies in fostering complexity thinking. Based on these findings, we believe that integrating strengths from both approaches could be widely useful for practitioners seeking to apply resilience for sustainable development. Our study also highlights that methods for assessing resilience can be improved by combining insights from science and practice.

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Educating for resilience in the North: building a toolbox for teachers

Cited by 21 publications

References 99 publications

Implementation of Ecoleteracy Learning Design at Adiwiyata School as an Effort Formation Society in Alam Insan Mulia School of Surabaya

Implementation of Ecoleteracy Learning Design at Adiwiyata School as an Effort Formation Society in Alam Insan Mulia School of Surabaya

Contributing to Sustainability Education of East Asian University Students through a Field Trip Experience: A Social-Ecological Perspective

Improving participatory resilience assessment by cross-fertilizing the Resilience Alliance and Transition Movement approaches

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