Our School at Blair Grocery: A Case Study in Promoting Environmental Action Through Critical Environmental Education

Ceaser, Donovon

doi:10.1080/00958964.2011.637094

Cited by 26 publications

(19 citation statements)

References 35 publications

(52 reference statements)

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“…While working on creating a successful urban farm, OSBG students make connections between poor neighborhoods, food insecurity, and environmental destruction. In Ceaser's 2012 study, students reported gaining a stronger sense of their own agency and a consequential commitment to social and environmental justice (Ceaser, 2012;Travaline & Hunold, 2010, had similar results in a similar study). 1…”

Section: Grassroots Reform and Educationmentioning

confidence: 70%

“…One such program, Our School at Blair Grocery (OSBG) in the lower Ninth Ward of New Orleans, uses CEE in combination with action research to empower lowincome African American youth. Empowerment occurs through egalitarian teaching and learning and by questioning the current social order through a praxis of continual critique, reflection, and action (Ceaser, 2012). While working on creating a successful urban farm, OSBG students make connections between poor neighborhoods, food insecurity, and environmental destruction.…”

Section: Grassroots Reform and Educationmentioning

confidence: 99%

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Taking the Challenge for Real Food: Student Engagement in Procuring Sustainably Produced Food on Campus

Burley

Coker

May

et al. 2016

J. Agric. Food Syst. Community Dev.

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In the fall of 2011, a graduate seminar in applied environmental sociology at a southern university in the U.S. took on a project to help an undergraduate student environmental organization obtain local and sustainably produced food for the university cafeteria. The aim was for our seminar to use community-based research (CBR) to help Reconnect, the student club, drive social change. An important objective was for the seminar students to apply their academic skills to helping the student club while acquiring the new skills developed through engaging in social change. In

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Section: Grassroots Reform and Educationmentioning

confidence: 70%

Section: Grassroots Reform and Educationmentioning

confidence: 99%

Taking the Challenge for Real Food: Student Engagement in Procuring Sustainably Produced Food on Campus

Burley

Coker

May

et al. 2016

J. Agric. Food Syst. Community Dev.

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show abstract

“…Notably, environmental education (EE) not only aims to improve students’ knowledge but also encourages the implementation of new behaviors. Most studies have suggested that the effectiveness of EE and sustainable development education should focus on “action competence” (Tsevreni 2011 ; Kater-Wettstädt 2017 ; Mansilla and Jackson 2011 ; Mogensen and Schnack 2010 ; Ceaser 2012 ), and the effectiveness of a school curriculum should help students to develop proper knowledge, attitudes, skills, and responsible environmental behaviors (Cincera and Krajhanzl 2013 ). In fact, this education and training course was able to improve the protective behaviors of students with regard to dust episodes and had both short- and long-term effects.…”

Section: Discussionmentioning

confidence: 99%

Protective equipment and health education program could benefit students from dust pollution

Chiang

Lee

Rui

et al. 2020

Air Qual Atmos Health

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In recent years, children living in the downstream of the Choshui River in Taiwan have been exposed to violent dust episodes. For the sake of the health of these children, we aimed to investigate the effectiveness of protective equipment (sand-proof plastic cover and air purifier) installed outside/inside the classrooms on students' pulmonary function and evaluate the health education program for preventing the adverse consequences of exposure to river-dust episodes. Public elementary school students in Yunlin County, which was severely affected by river-dust, were selected as the participants. Study 1 consisted of three-wave follow-up data (801 person-times) in high-/low-dust exposure regions to examine pulmonary function. Study 2 used 147 and 73 students in the high-/low-dust exposure regions, respectively, to establish our health education intervention. Paired t tests, repeated measures ANOVA, and generalized estimating equation were used to analyze the short-and long-term effects. The results showed that the students' pulmonary function in schools that installed protective equipment was improved. The health education (such as the usage of correct masks and our designed PM 2.5 full-cover sand-proof clothing) improved the students' cognition and behaviors related to river-dust episodes and yielded both short-and long-term effects. Therefore, we suggest more schools with high-dust exposure to adopt protective equipment and health education program. Our designed PM 2.5 full-cover sand-proof clothing can prevent from not only haze but also droplet transmission by infectious diseases such as COVID-19.

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“…Whitehouse (2018) points out that the term 'eco' in ecopedagogy indicates the educational prospect of actively caring for the lives of others. This approach addresses the negative impacts of neoliberal urbanization by raising students' awareness of how social and natural worlds and their problems are interconnected (Ceaser, 2012). Gruenewald (2003) states that critical place-based pedagogy emphasizes experiences in connection with protecting environments for future generations and encourages teachers and students to help revive or enliven their social and ecological environments.…”

Section: Critical Environmental Education/ecopedagogymentioning

confidence: 99%

Place-based environmental education to promote eco-initiatives: the case of Yokohama, Japan

Ito

Igano

2020

Regional Studies, Regional Science

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Due to its rapid population growth and urban development, the environment of Yokohama in Japan has significantly degraded. In response, substantial efforts have been made to address socio-environmental issues. One such initiative was a programme called G-30. Implemented in 2005, it aimed to reduce 30% of the amount of garbage waste by 2010, in comparison with that of 2001, by promoting 'Recycle, Reduce, and Reuse' (3Rs). Ultimately, the city reduced 43% of its garbage waste during that period. The Japanese government designated the city as one of the Environmental Model Cities in 2008, Environmental Future Cities in 2011 and Sustainable Development Goals (SDGs) Future Cities in 2018, while the World Bank recognized it as one of the Eco2Cities in 2010. A place-based environmental education tool called the eco-picture diary has significantly contributed to the success of the G-30 programme and the designation of the above-stated eco-initiatives. Through documentation research and a series of interviews with stakeholders, the current study examines the eco-picture diary and its potential roles in promoting eco-initiatives, applying the change theory for place-based education. Findings suggest that the eco-picture diary, as a place-based environmental education tool, can promote eco-initiatives by broadening and deepening community social capital.

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Our School at Blair Grocery: A Case Study in Promoting Environmental Action Through Critical Environmental Education

Cited by 26 publications

References 35 publications

Taking the Challenge for Real Food: Student Engagement in Procuring Sustainably Produced Food on Campus

Taking the Challenge for Real Food: Student Engagement in Procuring Sustainably Produced Food on Campus

Protective equipment and health education program could benefit students from dust pollution

Place-based environmental education to promote eco-initiatives: the case of Yokohama, Japan

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