The Impact of Socio-Environmental Projects of Jewish and Bedouin Youth in Israel on Students' Local Knowledge and Views of Each Other

Autor/inn/en	Alkaher, Iris; Tal, Tali
Titel	The Impact of Socio-Environmental Projects of Jewish and Bedouin Youth in Israel on Students' Local Knowledge and Views of Each Other
Quelle	In: International Journal of Science Education, 36 (2014) 3, S.355-381 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.775610
Schlagwörter	Foreign Countries; Outdoor Education; Environmental Education; Multicultural Education; Racial Segregation; Ethnic Groups; Jews; Arabs; Grade 8; Junior High School Students; Middle School Students; Social Bias; Mixed Methods Research; Semi Structured Interviews; Questionnaires; Class Activities; Sustainable Development; Israel + Suchen Sie Ihr Suchwort? Ausland; Freiluftunterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik; Multikulturelle Erziehung; Rassentrennung; Ethnie; Jew; Jude; Jüdin; Juden; Arab; Araber; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Fragebogen; Nachhaltige Entwicklung
Abstract	This study is part of a first study of collaborative socio-environmental projects that engage Jewish and Arab students in Israel in learning about their local environment and about each other through outdoor learning and environmental action. We used ideas of social learning and environmental citizenship to frame our research. We investigated students' knowledge regarding their local environment and their knowledge of each other's community. We also studied the participants' views regarding their project-partners'environmental knowledge, awareness and behaviour in comparison to their own. Initially, differences were found regarding various aspects of the students' socio-environmental knowledge and in students' views of their counterparts' environmentalism. At the end of the projects, students showed better understanding of local socio-environmental issues and demonstrated changes in their original views towards the environmental awareness and behaviour of their counterparts. These findings suggest that projects which involve students from segregated communities not only promote environmental awareness but contribute to a reduction in mutual prejudices. We suggest that the differences we found are not related to ethnicity, but rather to students' socioeconomic status and experience in environmental education programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10