Community-Driven Informal Adult Environmental Learning: Using Theory as a Lens to Identify Steps toward Concientización

Autor/inn/en	Clegg, Tamara; Boston, Carol; Preece, Jennifer; Warrick, Elizabeth; Pauw, Daniel; Cameron, Jacqueline
Titel	Community-Driven Informal Adult Environmental Learning: Using Theory as a Lens to Identify Steps toward Concientización
Quelle	In: Journal of Environmental Education, 51 (2020) 1, S.55-71 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2019.1629380
Schlagwörter	Environmental Education; Adult Education; Informal Education; Community Development; Community Resources; Citizen Participation; Water Pollution; Local Issues; Conservation (Environment); Consciousness Raising; Experiential Learning; Capstone Experiences; Communities of Practice; Adults; Problem Solving; Volunteers; Maryland; District of Columbia + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Informelle Bildung; Nichtformale Bildung; Community; Development; Entwicklung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Gewässerverschmutzung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Bewusstseinsbildung; Experiental learning; Erfahrungsorientiertes Lernen; Problemlösen; Freiwilliger
Abstract	This article examines community-driven adult environmental learning in a volunteer watershed stewards program. We look for evidence of elements that portray steps toward "concientización"--the process of individuals and communities directing their own learning in nonhierarchical ways. Leveraging two theories from the learning sciences and community development research, affinity spaces and the Asset-Based Community Development model, we trace participants' development toward concientización. Data collected through interviews with watershed stewards speaks to parts of these theories that in turn signal elements of concientización. Our findings point to the importance of providing communities with support that is flexible and easy to use for identifying and leveraging the resources in their community. We call for a new framework to understand how to help learners access community-driven environmental learning experiences and supporting resources at opportune times. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01