Environmental Citizenship Training Skills: A Sustainable Management Municipalities with Action Research &amp; Local Agenda 21

Gutiérrez-Pérez, José; Vilches, María de Fátima Poza

doi:10.18848/1833-1882/cgp/v06i05/52076

Cited by 2 publications

(4 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To achieve the ESD objectives, it is essential to rethink educational methodologies, since it is necessary for students to acquire competencies and sustainable values through teaching-learning processes that place them as active subjects for their education and that encourage participatory and democratic processes [17,18]. 'This imperative is further emphasized by UNESCO's Education Strategy (2014-2021), which outlines three strategic objectives: (1) to develop education systems and support educators to foster quality and inclusive lifelong learning for all, by improving learning processes and outcomes, (2) to empower learners to be creative and responsible global citizens by, for instance, strengthening education for sustainable development, and (3) to shape the future education agenda by rethinking education for the future' ( [35], p. 406, [37]).…”

mentioning

confidence: 99%

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

2019

Self Cite

View full text Add to dashboard Cite

Currently, all members of the educational community have a relevant role in the development of professional competences on the sustainability of students. This is supported by the findings obtained by different research studies carried out in different countries and which show the need to characterize and evaluate the practice of EGS as key agents in the training and counseling of teachers on sustainability topics, which, in turn, is the goal of this study. To address this, we have conducted an exploratory study based on the case study of EGS members in the metropolitan area of Granada (Spain) that has helped us to profile the professional practice of its members in the development of professional competences in Education for Sustainable Development (ESD). Answers to a questionnaire provided by 43 teachers who are linked to the EGS have been investigated in addition to an interview to six formal members of the EGS. Results evidence that transmit some values over others correlates positively with the type of competences for sustainability that they promote. Therefore, this shows the interrelation of these competencies with the teaching-learning process and, consequently, with the promotion of an education for sustainability. We conclude that counseling on participatory methodologies, working on values, competences, and curricular sustainability, as well as the cross-curricular nature of the content that is imparted, are the most effective ways from which these teacher guidance services can promote the development of professional competences linked to sustainability in schools.

show abstract

mentioning

confidence: 99%

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

2019

Self Cite

View full text Add to dashboard Cite

show abstract

“…The assumption underlying the study was that environmental citizens need a systemic conception of their social-ecological environment. The systemic approach is the basis for critical thinking and can enable environmental citizens to operate in a sustainable manner and strengthen the resilience of their social-ecological systems (Berkowitz et al, 2005;Folke et al, 2010;Gutiérrez-Pérez and Poza-Vilches, 2011; Plummer and Armitage, Ruhl et al, 2007). This study examined the use of Lewin's (1951) field theory as a means of supporting the development of complex perception of the environment amongst environmental education students, as students gained experience with mapping their field before deciding what action to take as environmental citizens.…”

Section: Discussionmentioning

confidence: 99%

“…The sense of ability to bring about change, according to this model, is also a vital condition for environmental citizenship. Citizens' thinking habits, attitudes and values must become a shared pattern for active citizenship, in which citizens constantly seek collective solutions for dilemmas in the entire social-ecological system (Gutiérrez-Pérez and Poza-Vilches, 2011). The dependence of social systems on remote ecological systems affects the nature of social-ecological dilemmas; environmental citizenship actions deal with these dilemmas, which often intersect state boundaries (Berkowitz et al, 2005).…”

Section: Theoretical Background Environmental Citizenshipmentioning

confidence: 99%

“…The action research approach and the course subject, environmental citizenship, share the same worldview. Likewise, action research perceives the acting individual as part of the socialecological system (Duenkel and Pratt, 2013;Gutiérrez-Pérez and Poza-Vilches, 2011) and the understanding that any actionbehavioral change, or change in the individual's selfperceptionaffects others in the social situation and ecosystem in which they both exist. Therefore, any individual can make a difference in a system in which they are active (Burns and Worsley, 2015).…”

Section: Research Approachmentioning

confidence: 99%

See 1 more Smart Citation

Nurturing environmental citizenship by mapping the field of action

Avriel-Avni

Gan

2019

IJSHE

View full text Add to dashboard Cite

Purpose Students' simplistic observations and uninspired solutions for social-ecological dilemmas were the motivation for this study. The purpose of this paper is to foster systemic thinking in students and study the role of the lecturers. Design/methodology/approach The research was designed as a self-study action-research (AR), which was carried out by the lecturers of an environmental citizenship course in a teachers' college. The paper describes three AR circuits, expressed in three stages of field mapping by students: group mapping at the beginning of the course, initial individual field mapping and field mapping prior to action design. Findings Analyzing the maps after each stage allowed for design modifications. The findings indicate that field mapping helped students better understand the complexity of a social-ecological system and their role within it. Lecturers were required to maintain a delicate balance between teaching and supporting the students' first-hand experience as environmental citizens. Research limitations/implications The study's conclusions are based on a case study and are therefore presented dialectically rather than as global generalizations. Practical implications Mapping the field of action can serve as a powerful tool in fostering a system approach to environmental citizenship in many educational settings. Originality/value The paper presents the use of Kurt Lewin's field theory for environmental education and for fostering environmental citizenship based on systemic and ecological thinking. The diversity of students' conceptualizations of the complexity of a social-ecological system, as revealed in this study, calls for further research of field-mapping as a teaching method.

show abstract

Environmental Citizenship Training Skills: A Sustainable Management Municipalities with Action Research & Local Agenda 21

Cited by 2 publications

References 12 publications

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

Nurturing environmental citizenship by mapping the field of action

Contact Info

Product

Resources

About