Environmental education in third world schools: Rhetoric or realism?

Summary Approaches to teaching about environmental concerns that have been successful either in Western schools or in non-formal Third World projects are unlikely to be effectively implemented in Third World schools. The perceptions of schooling in the Third World, together with the economic, political and social context in which it is conducted, present constraints that are very different. Unless these constraints are recognized, attempted reforms by environmental educators will, at best, remain only at the rhetorical level and, at worst, prove counter-productive. The paper discusses three broad categories of constraint: arising from the socio-political context of schooling, the educational system itself, and issues concerning school-village transfer. The argument is illustrated by reference to research in developing countries on similar educational reforms, such as community schooling, and with examples from the author's research in Papua New Guinea. The paper concludes with some positive lessons for those wishing to see a concern for environmental issues pervade the curriculum of schools in the Third World. The danger of making such reforms over-ambitious is stressed. To be successful, such work must be given high status in the eyes of students and teachers and examination reforms should be introduced to reinforce this.Dr Graham Vulliamy lectures in Sociology in the Department of Education at the University of York. Following field research trips to Papua New Guinea in 1979–1980, 1982 and 1986, he has a special interest in the implementation of educational reforms in developing countries. He is an executive editor of theBritish Journal of Sociology of Education and of theInternational Journal of Educational Development.     

Perspectives on Salmon Feed: A Deliberative Assessment of Several Alternative Feed Resources

The future of salmon aquaculture depends on the adoption of alternative feed resources in order to reduce the need for fish meal and fish oil. This may include resources such as species from lower trophic levels, by-products and by-catch from fisheries and aquaculture, animal by-products, plants, genetically modified (GM) plants, nutritionally enhanced GM plants and products from microorganisms and GM microorganisms. Here, we report on a deliberative assessment of these alternative feed resources, involving 18 participants from different interest groups within Norwegian salmon aquaculture. The participants defined a broad range of appraisal criteria concerning health and welfare issues, economical issues, environmental issues, and knowledge and social issues. A number of uncertainties, in the form of incomplete knowledge, diverging opinions, and context specific factors were identified when the participants evaluated the alternatives. Our findings support the need for more research on the suitability of alternative feed resources for farmed salmon. Additionally, the study underlines the importance of facilitating deliberative assessments in order to map the plurality of perspectives and explore qualitative aspects of uncertainty. Such initiatives improve the information base upon which decisions on future feed resources for farmed salmon are made.     

Functional wildlife parks: The views of Kenyan children who live with them

This study reports on Kenyan school children's ideas about wildlife parks in their country. A comparison is made between the responses of school children in primary school, before they receive any science education, and those of secondary school pupils at the end of the secondary cycle. The findings show little difference between the two groups of students in terms of their ideas about wildlife parks. This has serious implications for science and environmental education in Kenya. Parks are understood by these pupils in terms of real life issues, as derived from social consequences. The children's ideas are all based on the role that parks play in society, but the function of parks to support biodiversity conservation does not seem to be important to the students. While it is satisfying to note that the school children have a good understanding of parks in their social context, it is essential to address fully the scientific and ecological role of parks in order that biodiversity becomes more valued in our society.     

ADULT EDUCATION AND WATERSHED KNOWLEDGE IN UPSTATE NEW YORK1

ABSTRACT: Integrated watershed management encompasses complex physical and social issues that have impacts on environmental resources. A key aspect of this holistic effort is public education. Most researchers and practitioners agree that an informed public is a crucial part of the environmental management process. Yet, educational programs that provide stakeholders with information about physical processes in watersheds are often unavailable. This paper assesses the effect of an education program for residents of the New York City watershed. Surveys evaluated certain knowledge levels and attitudes of participants and compared three groups: individuals who utilized the educational materials completely (full users), those who received the materials but did not use them completely (partial users), and watershed residents who did not receive the educational program (nonrecipients). Full users displayed a higher level of knowledge concerning specific watershed processes than did partial users and nonrecipients. In terms of applying that knowledge across linked concepts, however, we observed no significant differences between the three readership levels. Furthermore, partial users engaged in less evaluation of issues that related to the broader watershed context. The findings from this project have implications for educational and regulatory institutions and program development relating to watershed protection.     

Back-alley sustainability and the role of environmental education

Environmental education can be a catalyst for sustainable development in local communities as long as it is recognised that communities have different challenges and needs. From a perspective of social change and sustainable development, environmental education can be broadly defined as the process that enables students and teachers to participate in the planning, implementation, and evaluation of educational activities aimed at resolving an environmental issue that they themselves have identified. What an 'environmental issue' is, then, depends on the perceptions and earlier experiences of the learner as well as the context in which education takes place. An illustration of such a participatory approach to environmental education is provided by the case of Pistons Middle School in Detroit, Michigan where teachers, students and outside facilitators combined action research and community problem solving.     

Enhancing environmental equity through decision-making: Learning from waste management

Environmental justice arguments focused on improving the quality of life of the poor contend that environmental 'bads' are more often located in areas of social disadvantage. In relation to waste facilities such claims of distributional outcomes have been enhanced by epidemiological analyses of apparent disease clusters in the vicinity. While politically engaging these arguments have been supported rarely by robust evidence. However, if repositioned in more structural issues related to the unequal societal distribution of power, resources and environmental burdens, they do prompt questions about the processes by which equitable decisions are made in a sustainable waste management context. The paper discusses the scientific and institutional barriers affecting the effective balancing of equity issues, arguing that while deliberative processes potentially challenge 'expert black-boxing' they also challenge current political and regulatory structures for waste management.     

Pressing the Local Account: a case study of meanings and responsibilities with regard to the local press and a local nature reserve

This case study concerns the effect of meanings and use of language by a local newspaper in relation to an environmental incident in a town in south-east England that will be called Woodbridge. It explores the implications of insensitive, or misleading, use of language over a four-month period towards the end of 1995 through recordings and observations made at the time. The event is explored through the eyes of a local teenager called Tim who was involved in a school environmental education research project and who became a key player in the developing out-of-school conflict. Although the account concerns a controversy that raged several years ago, it nevertheless raises general concerns regarding newspaper coverage of environmental issues at the local level, the tension between profits and reporting truth and the apparent lack of a medium- to long-term approach to environmental issues. All names are fictitious to ensure anonymity in what remains a sensitive memory.     

Contextualisation of Local and Global Environmental Issues in North-east England: implications for debates on globalisation and the 'risk society'

In this paper the authors explore data on environmental meanings, and the contextualisation of environmental concerns, that were obtained from a qualitative study of risks to health from air pollution. In-depth interviews were undertaken with 49 people living in two conurbations in north-east England. The findings highlight the importance of the local context (local history, experience, local knowledges and everyday existence) as an arena in which environmental meanings and concerns are constructed and negotiated, and how global environmental issues are also contextualised, and made sense of, within an explicitly local framework. These findings are used as a basis upon which to critically reflect upon the emphasis on globalisation within theoretical debates on 'risk society'.     

Is environmental research and development on the right track? Australian examples

Summary The development products of environmental research lag behind in Australia. The conventional technology transfer model may not apply where environmental research, especially in the social sciences, is still seen as marginal to society. Pragmatic planning is needed for strategic security in times of trouble ahead. Cultural alignment with technological advance allows seduction by laboratories, white gladiatorial coats and expensive equipment imparting high credibility. A correctness for research futures disallows more radical pathways by the use of profit watchers, waste watch committees, technocrats and masculinist political views.A new protocol for environmental research and development calls for less complacency, scrutiny of political and military investment in nuclear futures, greater public policy analysis of issues such as pesticides in Australia's cotton industry, more attention to natural systems thresholds, radical review of social mores, more flexible management systems and closer links between strategic land use and environmental planning.She currently works for the New South Wales Department of Water Resources as a Senior Executive Officer. She has published widely on environmental policy analysis and water planning, and is a Director of Australia's National Land and Water Resources Research and Development Corporation.     

Evaluation of sustainability by a population living near fossil fuel resources in Northwestern Greece

The emergence of sustainability as a goal in the management of fossil fuel resources is a result of the growing global environmental concern, and highlights some of the issues expected to be significant in coming years. In order to secure social acceptance, the mining industry has to face these challenges by engaging its many different stakeholders and examining their sustainability concerns. For this reason a questionnaire was conducted involving a simple random sampling of inhabitants near an area rich in fossil fuel resources, in order to gather respondents’ views on social, economic and environmental benefits. The study discusses new subnational findings on public attitudes to regional sustainability, based on a quantitative research design. The site of the study was the energy-rich Greek region of Kozani, Western Macedonia, one of the country’s energy hubs. The paper examines the future perspectives of the area. The conclusions can form a useful framework for energy policy in the wider Balkan area, which contains important fossil fuel resources.     

Sustainability and social inclusion? Examining the frames of Canadian English-speaking environmental movement organisations

Some scholars and activists have suggested that discourses of environmental sustainability do not include sufficient attention to social issues or environmental justice. Since social inclusion is a prevalent masterframe among activists and in social policy circles in Canada and elsewhere, our research explored the extent that English-speaking Canadian environmental non-governmental organisations (ENGOs) incorporate discursive aspects of social inclusion into their website communication. Social inclusion includes such issues as multiculturalism, gender inequality, low income and racialisation. We analysed mission statements, programmes and policy analysis presented by a sample of ENGOs drawn from the membership of the Canadian Environmental Network for evidence of a variety of indicators of attention to social inclusion. We conclude that environmental groups remain locked into an “environmentalist” frame that often ignores such issues. This has major implications for partnerships with other Canadian social movements.     

“We can keep the fire burning”: building action competence through environmental justice education in Uganda and Germany

The global dimensions of climate change necessitate a response that takes national differences – social, economic, geographic, and cultural – into account. Action-oriented education has a key role to play in advancing citizen engagement in a culture of sustainability. This paper describes research conducted with one such education programme, Youth Leading Environmental Change (YLEC), which operates in six countries and engages university-aged youth in discussion and practice related to global sustainability, systems thinking, and environmental justice. YLEC aims to advance four key competencies; this paper focuses on the goal of action competence, which involves acquiring knowledge, reflecting on experience in the context of one’s values, envisioning alternative futures, and acting individually and collectively to advance those alternatives. The present article examines the impacts of YLEC on environmental action competence in two of the countries involved in this research: Uganda and Germany. In-depth interviews were conducted with participants in both countries to examine the development of action competence during and after the programme. Findings suggest that outcomes differed in each country, reflective of participants’ different lived experiences. YLEC effectively built on the conditions faced in each country to accompany youth to a higher level of awareness and action. These findings have implications for environmental education programmes striving to work with multiple nations and diverse participants.     

Environmental psychology or behavioral geography? Either way it was a good start

The paper traces the author's background as a British geographer and the intellectual climate at Clark University in 1968 which led him out of urban social geography into the uncharted domain of children's knowledge of the geographic environment. Following the integration of theory and research on the development of spatial cognition in children came the need to investigate child development in relation to the physical landscape more comprehensively in a Ph.D. dissertation. Subsequent work, built entirely from this early base, continues to investigate children's use, knowledge and experience of physical environment in a variety of settings. Applications of research are made in both the fields of environmental education and environmental planning and design.     

Pressing the Local Account: A case study of meanings and responsibilities with regard to the local press and a local nature reserve

This case study concerns the effect of meanings and use of language by a local newspaper in relation to an environmental incident in a town in south-east England that will be called Woodbridge. It explores the implications of insensitive, or misleading, use of language over a four-month period towards the end of 1995 through recordings and observations made at the time. The event is explored through the eyes of a local teenager called Tim who was involved in a school environmental education research project and who became a key player in the developing out-of-school conflict. Although the account concerns a controversy that raged several years ago, it nevertheless raises general concerns regarding newspaper coverage of environmental issues at the local level, the tension between profits and reporting truth and the apparent lack of a medium- to long-term approach to environmental issues. All names are fictitious to ensure anonymity in what remains a sensitive memory.     

Contextualisation of Local and Global Environmental Issues in North-east England: Implications for debates on globalisation and the 'risk society'

In this paper the authors explore data on environmental meanings, and the contextualisation of environmental concerns, that were obtained from a qualitative study of risks to health from air pollution. In-depth interviews were undertaken with 49 people living in two conurbations in north-east England. The findings highlight the importance of the local context (local history, experience, local knowledges and everyday existence) as an arena in which environmental meanings and concerns are constructed and negotiated, and how global environmental issues are also contextualised, and made sense of, within an explicitly local framework. These findings are used as a basis upon which to critically reflect upon the emphasis on globalisation within theoretical debates on 'risk society'.     

论环境教育法制建设与环境保护社会治理

加强环境法制教育有利于提升公众的环境保护理念,促进环保社会治理。日本和我国台湾地区在环境教育法律依据、教育内容、教育职责、教育制度等方面的经验可供我们借鉴。在我国大陆开展环境教育法制建设,须强调政府的主导作用,强调党、政府、社会、公民和市场关系的制度化,解决组织主体、参与主体和经费保障等关键问题,符合实际并发挥实际作用。在党内法规方面,要制定与国家立法相衔接的环境保护党内法规和其他规范性文件;在国家立法的建设方面,制定专门了《环境教育法》或者《环境教育条例》,按照十八届四中全会决定要求,把全民普法和守法作为依法治国的长期基础性工作,明确中央和地方政府、企业、学校、社会组织和公民个体的环境宣传教育权利和义务,把环境宣传教育作为基础性工作纳入国民经济和社会发展计划,完善环境信息公开、社会监督、行政监督和司法监督等制度和机制,采取有针对性和可接受的宣教方法与机制,促进环境保护宣传教育制度得以运行。     

Sustainability appraisal in local land‐use planning: patterns of current performance

The UK government has identified the land‐use planning system, and development plans in particular, as potentially powerful instruments for integrating national sustainability objectives into strategic decision making at local levels. One method for achieving this is through the use of so‐called ‘sustainability appraisals’, which are an extension of the established system of environmental appraisal used by planners since the early 1990s. A national framework is outlined in Planning Policy Guidance Note 12. Local authorities are now expected to conduct an environmental appraisal of their development plans which covers sustainable development issues. However, little research has been conducted on the effectiveness of current guidance in meeting this aim. By evaluating the implementation of sustainability appraisals nationally, this paper suggests that while government advice to appraise is generally being applied, the actual use of key sustainability principles in practice is rather variable. It then discusses these findings in relation to the changing context of appraisals in the UK and other national planning systems.     

Evaluating Environmental Public Participation: Methodological Questions

Increasingly, environmental agencies are engaged in public participation activities. Unfortunately, the limited evaluation of public participation programmes also makes improvement of such programmes more difficult. To encourage further thinking about the evaluation of environmental public participation programmes, this article discusses some of the basic issues raised by evaluators of social programmes (e.g. unemployment and housing, etc.) that have served as methodological proving grounds for evaluation. These issues include why evaluate and what and how to evaluate, as well as questions concerning the role of evaluators. To illustrate ways in which evaluators of environmental public participation programmes have grappled with these issues, examples of different methodological approaches are included. Finally, based on this review, recommendations are made to improve evaluations of environmental public participation programmes, such as increasing evaluation aimed at making mid-course corrections, which includes involving participants in evaluation and assessing a variety of participatory goals.     

Land Use Trends During Rapid Urbanization of the City of Aydin,Turkey

The favorable Turkish context for environmental legislation is undermined by a lack of public knowledge of the importance of sustainable development, a lack of coordination between experts in different professions and between government institutions, and a lack of the political will to make tough choices such as restricting the freedom of citizens to migrate to cities. This paper examines the specific implications of this context for the Aydin urban area in a rapidly urbanizing part of western Turkey. In the study area, urban and industrial areas both exhibited large proportional increases, largely at the expense of agricultural areas, and agricultural expansion occurred at the expense of natural areas. Compared to other areas of Turkey, the actual area of the increase was small, and the change for the study area as a whole was not striking because of the relatively recent history of urbanization and industrialization in Aydin. Nevertheless, the negative consequences of these changes may accelerate in the future if a strategy to control development and conversion of land use is not developed and implemented.     

The Forum Theatre of Augusto Boal: A Dramatic Model for Dialogue and Community-Based Environmental Science

Community oriented environmental science combines the inclusive, action-oriented goals of environmental justice communities and the rationalist methodologies of science in an effort to balance urgent social and physical needs with research protocols, precise analysis and carefully measured conclusions. Community-based participatory research acknowledges that local expertise and networks, adverse social and economic consequences of environmental degradation and community beliefs and attitudes are vital factors that affect both overall community health and research outcomes. A unique CBPR approach to inclusive outreach and education is Community Environmental Forum Theatre (CEFT), developed through the National Institute of Environmental Health Sciences Center in Environmental Toxicology at the University of Texas Medical Branch/Galveston TX. CEFT integrates the dramaturgy of Augusto Boal's Theatre of the Oppressed and the democratizing dialogic process of Paulo Freire into the design and implementation of environmental health research, community health care and education. CEFT projects throughout the Texas petrochemical belt have used this form of interactive workshop and energized public performance to increase knowledge of toxicological concepts, develop risk awareness, extend and strengthen coalitions, create action agendas and promote community advocacy skills. Boal image-making techniques help to deconstruct concepts such as exposure pathways, dose response, differential susceptibilities, multiple stressors/cumulative risk and the healthy worker effect. Image-based ethnographies provide insight into risk perceptions, risk communication outcomes and overarching community dynamics impacting environmental justice. CEFT project efficacy is evaluated via a multi-frame process focused on goals specific to the roles of the scientific/environmental health outreach specialist, the community development artist/practitioner and the advocate for environmental health and justice issues.