Priorities, Identity and the Environment: Negotiating the Early Teenage Years

Autor/inn/en	Eames, Chris; Barker, Miles; Scarff, Carol
Titel	Priorities, Identity and the Environment: Negotiating the Early Teenage Years
Quelle	In: Journal of Environmental Education, 49 (2018) 3, S.189-206 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2017.1415195
Schlagwörter	Self Concept; Environmental Education; Transformative Learning; Literacy; Sustainability; Family School Relationship; Junior High School Students; Correlation; Interviews; Parent Attitudes; Student Attitudes; Foreign Countries; Educational Experience; Elementary Education; Developmental Tasks; New Zealand + Suchen Sie Ihr Suchwort? Selbstkonzept; Umweltbildung; Umwelterziehung; Umweltpädagogik; Pädagogische Transformation; Alphabetisierung; Schreib- und Lesefähigkeit; Nachhaltigkeit; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Korrelation; Interviewing; Interviewtechnik; Elternverhalten; Schülerverhalten; Ausland; Bildungserfahrung; Elementarunterricht; Entwicklungsaufgabe; Neuseeland
Abstract	This study focuses on the negotiation of environmental identity by 10 New Zealand students as they progressed from late primary school to junior secondary school. Interviews with these students and their parents focused on six theoretical perspective prominent in environmental education: significant life experiences, transformative learning, environmental literacy, values, action competence, and environmental identity. Thirteen major themes emerged, which are discussed in terms of two overarching findings. First, the deep-seated, composite and pivotal resonances between home and school influences in effective environmental education for sustainability (EEfS) learning are described, and suggestions are made for how this can be better taken into account. Secondly, a focus on the complex negotiation of the early teenage years suggests how promoting EEfS might occur more productively in secondary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01