A New Narrative for Sustainability: Exploring Biogas Plants as 'First Movers' in Raising Energy Awareness

Autor/in	Chodkowska-Miszczuk, Justyna
Titel	A New Narrative for Sustainability: Exploring Biogas Plants as 'First Movers' in Raising Energy Awareness
Quelle	In: Australian Journal of Environmental Education, 38 (2021) 2, S.152-167 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chodkowska-Miszczuk, Justyna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2021.17
Schlagwörter	Sustainability; Environmental Education; Energy; Partnerships in Education; Energy Conservation; Natural Resources; Fuels; Perception; Energy Education + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Energie; Hochschulpartnerschaft; Energieerhaltung; Energiespeicherung; Natural Ressource; Natürliche Ressource; Treibstoff; Wahrnehmung
Abstract	It is not only worth talking about the chances of survival in the fight against emerging environmental and socio-economic threats, but it is necessary to use all possible means to influence public awareness. It is awareness that shapes our attitudes and literacy. The core of these tools is cross-sectoral place-based education. This raises the question of the role of new energy actors in the education process. As 'first movers', they have enormous power in the local community. Are they therefore merely energy producers, or perhaps, using their position, are they actively involved in creating local energy behaviours? A combination of social research methods including qualitative studies helped respond to this question. As the study shows, an opportunity for effective education is contextualisation, embedding educators in the local social structure and including first movers -- energy producers -- in this process. Biogas entrepreneurs transpose the knowledge of renewable energy -- a globally known issue -- to the local level. The provision of comprehensive education requires institutional support focused on building partnerships between policy makers, teachers and practitioners, enabling not only trans-sectoral contact but also the exchange of experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01