Products and processes of agri-scientific service-learning: adding harmony to Dopico and Garcia-Vázquez

Abstract

This forum response adds a conceptualization of harmony to Dopico and Vázquez' investigation of pedagogy that combines citizen science, environmental and cross-cultural research, and service-learning. Placing many appropriate and significant aspects of culturally situated science education in an authentically relational context beyond the classroom, this paper calls attention to insightful contributions and new directions for research, such as the process of inducing or eluding nihilism regarding ecological issues. How can such a question be researched effectively in order to learn about the family of pedagogies emerging in response to the need for more ecologically conscious and relationally authentic teaching across many disciplines? In this paper, I use a Vygotskian framework and an abbreviated case study of agricultural service-learning from my research, drawing attention to the importance of students' culturally-mediated construction of setting as they interact in older and newer ways.Keywords Service-learning Á Construction of setting Á Cultural and ecological education Á Sociocultural theory Á Ecojustice Spanish Executive Summary for ''Products and Processes of Agri-Scientific''Esta respuesta al foro agrega una conceptualización de la armonía a la investigación pedagógica de Dopico y Vázquez, que combina la ciencia ciudadana, la investigación ambiental e intercultural, y el aprendizaje en el servicio (''service-learning''). Al ubicar una mayor cantidad de temas pertinentes y significativos de la educación científica culturalmente situada dentro de un contexto auténticamente interactivo y relacional que trascienden el ámbito áulico; su trabajo atrae la atención hacia contribuciones perspicaces y nuevas directrices para la investigación, tales como el proceso de inducir o eludir el

Children breathe their own air: Reflections on children’s geographies, the urban political ecology of air pollution, and ongoing participatory action research with undergraduates near an east London primary school

“…While deepening the project’s participatory elements and connecting the project to other initiatives beyond geography and UPE are essential, one aim of the project is to encourage pedagogical reflection within UPE, currently uncommon in the literature (though see Boggs, 2011). Undergraduate content on urban environments, environmental politics, and other similar and overlapping themes to UPE are present throughout undergraduate curricula, but key questions remain: what in particular can UPE bring to undergraduate classrooms?…”